History/Social Science

Guidelines for Instruction

Secondary

LOS ANGELES UNIFIED SCHOOL DISTRICT

Division of Educational Services
Publication No. SC-863.20 (Revised June 2001)

1
 ACKNOWLEDGMENTS
This publication reflects the collaborative effort of the following educators who contributed
suggestions to this document. Appreciation is extended to the following members of the
curriculum writing committee who accepted major responsibility for the development of this
guide based upon the California Curriculum Framework, History/Social Science Content
Standards for California Public Schools.

Dan Basalone Joseph Lomento

Dr. Gus Bisharat Molly Milner
Jose Colon Jose Nunez
Richard Crowell Neil Owen
Michael Denman Beverly Pearson
Carol Enseki-Miller Jacqueline Purdy
Nancy Enwall Bill Sarnoff
Joan Evans Elaine Sarnoff
Kathy Gil Kevin Shaw
Kirsten Giving Sheila Simon
Jason Harley Esther Taira
Jeff Isaacs Maria Tostado
Michael Jones Carlos Valenzuela
Howard Katzman Rowena Vrabel
Cynthia Lee Nancy Weiss
Sandy Line Ruben Zepeda

Special gratitude is extended to JANICE CHAPMAN-COLLINS and PETER C. MISSEIJER,

Specialists, Subject Matter Generalists, for their leadership in coordinating the 2001 revision of
the Guidelines for Instruction: Secondary School Curriculum, History-Social Science.

Special Recognition is also extended to J.D. Gaydowski, Director, Middle School Programs, and
J. Lloyd (Bud) Jacobs, Director, High School Programs for their leadership in coordinating the
2001 revision of this publication.

SYLVIA G. ROUSSEAU
Assistant Superintendent
Secondary Educational Services
Division of Educational Services

APPROVED:
MARIA G. OTT
Deputy Superintendent
Division of Educational Services

Copyright © 2001
LOS ANGELES UNIFIED SCHOOL DISTRICT

2
 ACKNOWLEDGMENTS

This publication reflects the collaborative effort of the following educators who contributed
suggestions to this document. Appreciation is extended to the following members of the
curriculum writing committee who accepted major responsibility for the development of the
Representative Objectives for special education based upon the California Curriculum
Framework, History/Social Science Content Standards for California Public Schools.

Marcia Arnold Joyce Kantor

Diane Bonilla-Lether Janet McElroy
Deborah Braun Russell Ong
Joy Efron Judy Skinder
Sean Gaston Sunny Tuch
Marilyn Geffeney K. J. Walsh
Janice Greenberg Virginia Yee

Special recognition is extended to the following educators who contributed to the development
and revision of this document.

Joyce Costa Bette Medina

Joyce Johnson Kathleen Neal
Susan Kogan Lynne Rudnick
Emily Kuwahara Ginger Williams
Marilyn Matsumoto

Special appreciation is extended to the following Division of Special Education administrators

for coordinating and providing the curriculum for Individuals with Special Needs for this current
publication:

Gloria Lopez, Director Susan Tandberg, Coordinator

Instructional Initiatives Instructional Initiatives
Division of Special Education Division of Special Education

Sincere gratitude is also expressed for the tireless dedication of our administrative assistant, Ann
Jong.

DONNALYN JAQUE-ANTÓN
Associate Superintendent
Division of Special Education

APPROVED:
MARIA G. OTT,
Deputy Superintendent
Educational Services

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 FOREWORD
In 1996 the Los Angeles Unified School District adopted student learning standards in
History/Social Science, Language Arts, Mathematics, and Science in response to the
Superintendent’s Call to Action for Improving Student Achievement, 1995 – 2000. By adopting
the standards, the District joined with nationwide reform efforts to improve student achievement.
These efforts were given impetus by the passage of three legislative acts: Goals 2000 (PL 103-
227), Improving America’s Schools Act (PL 103-382), and the School-to-Work Opportunity Act
(PL 103-239). All three acts emphasize the need for districts to establish standards of what
students should know and be able to do upon graduation from high school and to identify
benchmarks for measuring student progress during the years prior to graduation. A fourth
legislative act, Individuals with Disabilities Education Act Amendments of 1997, calls for
districts to maintain high academic standards and clear performance goals for students with
disabilities, consistent with the standards and expectations for all students. Appropriate and
effective strategies and methods should be provided to ensure that students with disabilities have
maximum opportunities to achieve those standards and goals.

In collaboration with representatives from state and national levels, a curriculum audit was
conducted to ensure that the state grade-level standards, which were adopted in 1998, are
incorporated into the appropriate curriculum for every course. The standards serve as the basis
for curriculum being developed, organized, implemented, and assessed. All elements of the
District’s educational program – the curricula, daily learning activities, materials, textbooks, and
assessments – should be aligned to support student progress toward achievement of the
standards. In accordance with their Individualized Education Programs (IEPs), students with
disabilities may require accommodations, modifications, and/or supplemental aids and services
in order to access the curriculum and work toward achievement of the standards.

In addition, all students, especially students with disabilities, will make progress when they are
provided direct, explicit, and systematic instruction in history/social science. It is
strongly recommended that schools explore all options to ensure equal access to, and evidence
of, learning in the core curriculum for all learners – i.e., Special Education, English Language
Learners (ELLs), Standard English Language Learners (SELLs), Gifted and Talented Education
(GATE), etc. The goal of enabling all students to achieve a common set of standards requires
equitable treatment and multiple and varied opportunities to learn.

The Guidelines for Instruction: Secondary School Curriculum is offered to assist schools,
students, parents, and community representatives with their efforts to implement the standards
effectively. This publication identifies the standards that are to be emphasized and assessed in
each course as part of the course mark and as part of the District and state testing system.

The revisions in this publication reflect:

• an alignment of the curriculum with the K-12 History/Social Science Content Standards
for California Public Schools
• provisions of the California Education Code and District policies.
• basic information regarding graduation requirements UC/CSU “a – g” requirements
• descriptions of authorized courses, new courses and new course codes, and other
relevant information that will be helpful in strengthening the secondary instructional
program for all students.
• Highlighting of those standards that are addressed on the CAHSEE and on the District’s
Performance Assignments.

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 MAKING THE CONNECTION TO THE
GUIDELINES FOR INSTRUCTION
A rigorous and challenging Standards-Based Instructional program embedded with the State
Content Standards will ensure maximum academic achievement for all students. Effective
pedagogy, student assignments, and the empowering of students to use metacognitive strategies
are interrelated and must be integrated into an array of enriched learning opportunities provided
in the classroom. Rubrics and other appropriate assessment instruments will be used to
determine whether or not students meet the State Standards.

State
Content
Standards

Standards-
Based Benchmarks/
Assessment Pacing Plan

Student
Achievement

Representative *Standards-
Performance Based
Skills Instruction

Representative
Objectives

*The instructional program of students with special needs will be based on their IEP.

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 CONTENTS
PAGE
Acknowledgements................................................................................................................ 2
Foreword ................................................................................................................................ 4
Making The Connection To The Guidelines For Instruction................................................. 5
Contents ................................................................................................................................. 6
Required Sequence of History-Social Science Courses......................................................... 9
Explanation of Terms............................................................................................................. 10

COURSE CODE COURSE TITLE AND GRADE

NUMBER OFFICIAL ABBREVIATION LEVEL

* Special Education Course Numbers

Core of Common Courses—Middle School

37-01-21 World History and Geography: Ancient Civilizations A 6 12-17
*41-37-13 (Wld His/Geo: Anc Civ A)
37-01-22 World History and Geography: Ancient Civilizations B 6
*41-37-14 (Wld His/Geo: Anc Civ B)

37-01-23 World History and Geography: Medieval and Early 7 18-27

Modern Times A
*41-37-15 (Wld His/Geo: Med/Mod Time A)
37-01-24 World History and Geography: Medieval and Early 7
Modern Times B
*41-37-16 (Wld His/Geo: Med/Mod Time B)

37-01-25 United States History and Geography: Growth and 8 28-37

Conflict A
*41-37-16 (US His/Geo: Growth & Conf A)
37-01-26 United States History and Geography: Growth and 8
Conflict B
*41-37-17 (US His/Geo: Growth & Conf B)

Core of Common Courses—High School

37-01-27 World History, Culture, and Geography: The 10 38-46
Modern World A
*41-37-19 (Wld His/Geo: Mod Wld A)
37-01-28 World History, Culture, and Geography: The 10
Modern World B
*41-37-19 (Wld His/Geo: Mod Wld B)

37-01-29 United States History and Geography: Continuity and 11 47-58

Change in the Twentieth Century A
*41-37-21 (US His/Geo: 20th Cent A)
37-01-30 United States History and Geography: Continuity and 11
Change in the Twentieth Century B
*41-37-22 (US His/Geo: 20th Cent B)

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COURSE CODE COURSE TITLE AND GRADE PAGE
NUMBER OFFICIAL ABBREVIATION LEVEL

37-06-03 Principles of American Democracy (Principles of 12 59-70

Amer Democracy)
*41-37-23 Principles of American Democracy
37-09-05 Economics (Econ) 12 71-73

Advanced Placement Courses

37-01-11 Advanced Placement American History A 11 74-76
37-01-11 (AP Am His A)
37-01-12 Advanced Placement American History B 11
37-01-12 (AP Am His B)
37-03-01 Advanced Placement European History A 11–12 77-79
37-03-01 (AP Eur His A)
37-03-02 Advanced Placement European History B 11–12
37-03-02 (AP Eur His B)
37-04-17 Advanced Placement Psychology (AP Psychology) 11–12 80-82
37-06-05 Advanced Placement American Government
and Politics 12 83-85
37-06-05 (AP Am Govt Pol)
37-09-06 Advanced Placement Microeconomics 11–12 86-88
37-09-07 (AP Microecon)
37-09-07 Advanced Placement Macroeconomics 11–12 89-91
(AP Macroecon)
37-10-03 Advanced Placement Comparative Government 12 92-94
and Politics (AP Comp Govt)

Elective Courses—History
37-03-03 Ancient Civilizations (Anct Civl) 9–12 95-96
37-03-05 California History (Calif Hist) 9–12 97-98
37-03-07 Modern Europe (Mod Eur) 9–12 99-101
37-03-09 Women in History (Women in Hist) 9–12 102-104

Elective Courses—Geography
37-02-01 Geography A (Geog A) 9–12 105-107
37-02-02 Geography B (Geog B) 9–12
37-02-03 Urban Ecology and Demography A (Urb Ecol A) 9–12 108-109
37-02-04 Urban Ecology and Demography B (Urb Ecol B) 9–12

Elective Courses—Economics
37-09-01 Applied Economics (Appl Econ) 11–12 110-112
37-09-03 Consumer Economics and Law (Con Econ Law) 8–12 113-115

Elective Courses—Ethnic Studies

37-07-01 African American History (Afro Am Hist) 9–12 116-118
37-07-03 America’s Intercultural Heritage (Am Inter Her) 8–12 119-121
37-07-05 American Indian Studies (Am Ind Stu) 9–12 122-124
37-07-07 Asian Studies (Asian Stu) 9–12 125-127
37-07-09 Cultural Awareness (Clt Aware) 9–12 128-129
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COURSE CODE COURSE TITLE AND GRADE PAGE
NUMBER OFFICIAL ABBREVIATION LEVEL

37-07-11 History of the Middle East (His Mid East) 9–12 130-131
37-07-13 Latin American Studies (Lat Am Stu) 9–12 132-134
37-07-15 Mexican American Studies (Mex Am Stu) 9–12 135-137

Elective Courses—Law-Related Education

37-08-01 Law and Youth (Law Youth) 8–12 138-140
37-08-03 Youth and the Administration of Justice 8–12 141-142
(You Adm Jus)
37-08-13 Government Laboratory (Govt Lab) 12 143-144

Elective Courses—Social Sciences

37-04-01 Introduction to Anthropology (Intr Anthro) 11–12 145-146
37-04-03 Introduction to Psychology (Intr Psych) 9–12 147-148
37-04-05 Introduction to Sociology (Intr Socio) 11–12 149-150
37-04-07 Introduction to Social Sciences (Intr Soc Sci) 9–12 151-152
37-04-09 Philosophy A (Philosophy A) 9–12 153-154
37-04-10 Philosophy B (Philosophy B) 9–12

Elective Course—Comparative Religion

37-05-01 Comparative Religion (Compar Rel) 9–12 155-156

Elective Course—International Relations

37-10-01 International Relations (Intl Rel) 11–12 157-159

Elective Courses—Futures
37-11-01 Future Studies (Future Stu) 9–12 160-161
37-11-03 World of Education (Wld Educ) 9–12 162-163

Appendix: Resources 164-165

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REQUIRED SEQUENCE OF HISTORY/SOCIAL SCIENCE COURSES

Grade 6 Grade 7 Grade 8

World History and World History and United States History and
Geography: Ancient Geography: Medieval and Geography: Growth
Civilizations 6 AB and Conflict 8AB
Early Modern Times 7AB
(Two-semester required course) (Two-semester required course)
(Two-semester required course)

Elective courses may be offered.

Grade 9 Grade 10 Grade 11 Grade 12

World History, • United States 9. Principles of
Culture, and History and American
Geography: Geography: Democracy
The Modern World Continuity and (One-semester
10AB Change in the required course)
(Two-semester Twentieth Century
required course) 11AB • Economics
(Two-semester (One-semester
ired course) required course)

• Advanced • Advanced
Placement Placement
American History American
AB, European Government and
History AB, Politics, European
Microeconomics, History AB,
Macroeconomics, Microeconomics,
and Psychology Macroeconomics,
may be used to Comparative
meet the above Government and
requirement. Politics, and
Psychology may be
used to meet the
above
requirements.

Elective courses in Comparative Religion, Economics, Ethnic Studies, Geography, History,

International Relations, Law Related Education, Social Sciences, Women Studies, and The
World of Education may be offered.

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 EXPLANATION OF TERMS

Common courses are classes required of all students. These courses

Core of Common represent the essential core of learning experiences, which must be
provided to all students throughout the District.
Courses

Elective Courses Elective courses are classes, which while they are not required, broaden
students’ experiences. They are made available to provide a more
complete curricular program of concept acquisition, subject matter
competence, skill development, and enrichment.

At the middle school level, the elective courses provide more intensive
instructional programs or enriching exploratory experiences.

At the senior high school level, elective courses are provided for a
variety of purposes: partial fulfillment of academic requirements for
admission to universities, gaining of related experiences, enrichment,
fulfillment of interest in diverse subject areas, development of useful life
skills, development of further competence in a special area, or
acquisition of entry—level job skills.

Prerequisites A prerequisite is any specified preparatory course which must be

satisfactorily completed prior to enrollment in a course for which for
which prerequisite requirements are stated.

Course Description The course description states the major emphasis and content of a
course.

Standards The California Content Standards identify what students should know
and be able to do based on national and state standards and frameworks.
The standards identified for each course are those, which will be
assessed on state and/or District performance-based tests. The course
marks earned by students should verify their achievement of the
assessed standards.

Those standards highlighted in BOLD are those identified as being

assessed on the High School Exit Exam.

10
Representative Representative objectives include the state curriculum standards for
each grade level, which should be the focus in each course. They serve
Objectives
as the basis for establishing and maintaining academic equivalency
throughout the District and state. They are the essential major teaching
objectives which the teacher can use to determine the specific
objectives needed to present the content of the course.

Representative Performance skills are observable and/or measurable skills which

students acquire while mastering the content of a course.
Performance Skills

High School Exit Exam State law (Senate Bill 2), passed during spring 1999, authorized the
(HSEE) development of the High School Exit Examination that students in
California public schools will have to pass to receive a high school
diploma, beginning with the graduating class of 2004.

The purpose of the HSEE is to improve student achievement in high

school. It is also to help ensure that students who graduate from high
school can demonstrate competency in the content standards for reading,
writing, and mathematics, adopted by the State Board of Education
(SBE).

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 Core of Common Courses—Middle School

World History and (Annual Course—Grade 6)

Geography: Ancient Prerequisite: None
Civilizations AB

Course Code Number 37-01-21 Wld His/Geo: Anc Civ A

37-01-22 Wld His/Geo: Anc Civ B
41-37-13 Wld His/Geo:Anc Civ A (Students with
disabilities served in SDC)
41-37-14 Wld His/Geo:Anc Civ B (Students with
disabilities served in SDC)
Course Description This Grade-six course investigates the origins and development of
ancient societies of major western and non-western civilizations.
Included are the societies of the Near East, Africa, the ancient Hebrew
civilization, civilizations of the Americas prior to the first century A.D.,
Greece, Rome, and the classical civilizations of India and China. For all
of these societies, emphasis is placed on the major contributions,
achievements, and beliefs that have endured across the centuries to the
present day. This course stresses the special significance of geography
in the development of the human story and provides the opportunity to
study the everyday lives of people living in vastly different areas of the
world. The course content focuses on the people in ancient societies;
their problems and accomplishments; their social, economic, political
structures, and belief systems; the tools and technology they developed;
the arts they created; the architecture; the literature they produced; their
explanation for natural phenomena, and their direct or indirect
contributions to issues such as the role of women and the practice of
slavery.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans Early Humankind and the Development of 5 6
Human Societies
The Beginnings of Civilizations in the Near 8 9
East and Africa: Mesopotamia, Egypt and Kush
The Foundation of Western Ideas: The 6 7
Hebrews and Greeks
West Meets East: The Early Civilizations of 7 8
India and China
East Meets West: Rome 6 8
Total *32 *38
year-round traditional
*Suggested weeks are to be used as an estimate only. Instructional units
and/or pacing plans must be reflective of the Content Standards.

12
The California The California Language Arts Content Standards below identify those
Language Arts Content standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills
Standards
are specific learning experiences, which are to be taught in each course
in order for students to achieve the standards.
Reading
2.4 Clarify an understanding of texts by creating outlines, logical notes
summaries, or reports.
Writing
1.6 Revise writing to improve the organization and consistency of ideas
within and between paragraphs.

Representative The student will be able to:

Objectives • Analyze the effect of geography on the political, economic, and
social growth of ancient civilizations.
• Compare and contrast how ancient civilizations resolved basic
economic questions of what, how, and for whom to produce.
• Compare and contrast the origin and development of Mesopotamia,
Egypt and Kush.
• Evaluate the contributions of the ancient Hebrews to Western ethical
and religious thought.
• Describe the transition from tyranny and oligarchy to early
democratic forms of government in ancient Greece.
• Evaluate the impact of ancient Greek and Roman forms of
government on modern democracies.
• Evaluate the impact of Hinduism and Buddhism on ancient
civilizations.
• Analyze the impact of Confucian thought on the political, social, and
economic development of ancient China.
• Apply the principles of a market economy to the Roman Empire.

Representative The student will be able to:

Objectives for Students • Give examples of the effect of geography on the political and
with Disabilities economic developments of ancient civilizations.
• Calculate how geography affected the social growth of ancient
civilizations.
• Identify the similarities and differences among ancient civilizations.
• Show how ancient civilizations resolved basic economic questions.

13
 • Compare the similarities and differences in the origin and
development of Mesopotamia, Egypt, and Kush.

• Summarize the ways that ancient Hebrews contributed to Western

ethical and religious thought.

• Define the steps in the transition from tyranny and oligarchy to early
democratic forms of government in ancient Greece.

• Compare and contrast how ancient Greek and Roman forms of

government have affected modern democracies.

• Delineate the ways in which Hinduism and Buddhism impacted

ancient civilizations.

• Describe the impact of Confucian thought on the political, social,

and economic development of ancient China.

• Explain the principles of a market economy in the Roman Empire.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:
• Locate, interpret, and assess information found in primary and
secondary sources.
• Use the tools and concepts of geography to read and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures of the ancient world.
• Describe how major historical events are related to each other in
time by distinguishing between cause and effect, sequence, and
correlation.
• Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions.
• Use the specialized language of historical research and the history-
social science discipline.
• Evaluate the accuracy of information obtained from computer
programs, films, radio, television, and videotapes.
• Combine ideas, concepts, and information in new ways; make
connections between seemingly unrelated ideas.
• Describe how social, economic, organizational, and technological
systems operate.

Representative • Arrange major historical events in sequential order and determine

Performance Skills for their correlation to each other.
Students with
• Compare and contrast different ideas, values, behaviors, and
Disabilities institutions, and recognize historical interpretations and solutions.

14
 • Recall and utilize the vocabulary related to the history-social science
discipline.

• Determine the accuracy of information obtained from computer

programs, television, and videotapes.

• Use writing to combine ideas, concepts, and information in new

ways and draw connections among them.

• Describe how social, economic, organizational, and technological

systems operate.

California Content The California History-Social Science Content Standards below identify
Standards those standards, which will be measured on state assessments.
6.1 Students describe what is known through archaeological studies
of the early physical and cultural development of humankind
from the Paleolithic era to the agricultural revolution.

1. Describe the hunter-gatherer societies, including the

development of tools and the use of fire.
2. Identify the locations of human communities that populated the
major regions of the world and describe how humans adapted to
a variety of environments.
3. Discuss the climatic changes and human modifications of the
physical environment that gave rise to the domestication of
plants and animals and new sources of clothing and shelter.

6.2 Students analyze the geographic, political, economics, religious,

structures of the early civilizations of Mesopotamia, Egypt, and
Kush.
1. Locate and describe the major river systems and discuss the
physical settings that supported permanent settlement and early
civilizations.

6.3 Students analyze the geographic, political, economic, religious,

and social structures of the early civilizations of India.
1. Locate and describe the major river system and discuss the
physical setting that supported the rise of this civilization.

2. Discuss the significance of the Aryan invasions.

3. Explain the major beliefs and practices of Brahmanism in India

and how they evolved into early Hinduism.

15
 4. Know the life and moral teachings of Buddha and how
Buddhism spread in India, Ceylon, and Central Asia.

5. Describe the growth of the Maurya Empire and the political and
moral achievements of the Emperor Asoka.

6. Discuss important aesthetic and intellectual traditions (e.g.,

Sanskrit literature, including the Bhagavad Gita; medicine
metallurgy; and mathematics, including Hindu-Arabic numerals
and the zero).

6.4 Students analyze the geographic, political, economic, religious,

and social structures of the early civilizations of China.

1. Locate and describe the origins of Chinese civilization in the

Huang He Valley during the Shang Dynasty.

2. Explain the geographic features of China that made governance

and the spread of ideas and goods difficult and served to isolate
the country from the rest of the world.

3. Know about the life of Confucius and the fundamental teachings

of Confucianism and Taoism.

4. Identify the political and cultural problems prevalent in the time

of Confucius and how he sought to solve them.

5. List the policies and achievements of the emperor Shi Huangdi

in unifying northern China under the Qin Dynasty.

6. Detail the political contributions of the Han Dynasty to the

development of the imperial bureaucratic state and the expansion
of the empire.

7. Cite the significance of the trans-Eurasian “silk roads” in the

period of the Han Dynasty and the Roman Empire and their
locations.

8. Describe the diffusion of Buddhism northward to China during

the Han Dynasty.

6.5 Students analyze the geographic, political, economic, religious,

and social structures during the development of Rome.

1. Identify the location and describe the rise of the Roman

Republic, including the importance of such mythical and
historical figures as Aeneas, Romulus and Remus, Cincinnatus,
Julius Caesar, and Cicero.

2. Describe the government of the Roman Republic and its

significance (e.g., written constitution and tripartite government,
checks and balances, civic duty).
16
3. Identify the location of and the political and geographic reasons
for the growth of Roman territories and expansion of the empire,
including how the empire fostered economic growth through the
use of currency and trade routes.

4. Discuss the influence of Julius Caesar and Augustus in Rome’s

transition from republic to empire.

5. Trace the migration of Jews around the Mediterranean region

and the effects of their conflict with the Romans, including the
Romans’ restrictions on their right to live in Jerusalem.

6. Note the origins of Christianity in the Jewish Messianic

prophecies, the life and teachings of Jesus of Nazareth as
described in the New Testament, and the contribution of St. Paul
the Apostle to the definition and spread of Christian beliefs (e.g.,
belief in the Trinity, resurrection, salvation).

7. Describe the circumstances that led to the spread of Christianity

in Europe and other Roman Territories.

8. Discuss the legacies of Roman art and architecture, technology

and science, literature, language, and law.

17
 Core of Common Courses—Middle School

World History and (Annual Course—Grade 7)

Geography: Medieval Prerequisite: None
and Early Modern
Times AB

Course Code Number 37-01-23 Wld His/Geo: Med/Mod Time A

37-01-24 Wld His/Geo: Med/Mod Time B
41-37-15 Wld His/Geo:Med/Mod Time A (Students with
disabilities served in SDC)
41-37-16 Wld His/Geo:Med/Mod Time B (Students with
disabilities served in SDC)
Course Description This Grade-seven course explores world history and geography from
the Fall of Rome to the Age of Exploration and the Enlightenment. The
course investigates the social, cultural, and technological changes
during this period. This course briefly reviews the role of
archaeologists and historians in uncovering the past. It goes on to
examine Islam as a religion and as a civilization. The course examines
the spread of Islam through Africa, the rise of the Mayan, Incan, and
Aztec civilizations; the civilizations of China and Japan; Europe during
the High Middle Ages, the turbulent ages of the Renaissance,
Reformation, and Scientific Revolution. This course seeks to enhance
understanding of the interconnection of past events, people, and ideas
to events and issues of importance in the world today.

Instructional Pacing Instructional Units *Suggested Weeks

Units/ Plans Connecting with Past Learnings: Uncovering the 2 2
Remote Past
Connecting with Past Learnings: Fall of Rome 3 3
Growth of Islam 4 4
African States in the Middle Ages and Early 3 4
Modern Times
Civilization of the Americas 4 4
China 3 4
Japan 2 3
Medieval Societies: Europe and Japan 3 4
Europe During the Renaissance, the Reformation, 3 4
and the Scientific Revolution
Early Modern Europe: The Age of Exploration to 4 4
the Enlightenment
Linking Past to Present 1 2
Total * 32 *38
year-round traditional
*Suggested weeks are to be used as an estimate only. Instructional
units and/or pacing plans must be reflective of the Content Standards.

18
The California The California Language Arts Content Standards below identify
Language Arts Content those standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills
Standards
are specific learning experiences, which are to be taught in each course
in order for students to achieve the standards.
Writing
1.4 Identify topics; ask and evaluate questions; and develop ideas
leading to inquiry, investigation, and research.
Listening and Speaking

1.1 Use speaking techniques, including voice modulation, inflection,

tempo, enunciation, and eye contact, for effective presentations.

Representative Students will be able to:

Objectives
• Analyze the impact of the fall of the Roman Empire on Western
Europe.
• Compare and contrast the origin and development of Mesoamerican
civilizations.
• Analyze the contributions of Buddhism, Christianity,
Confucianism, Islam, and Judaism to various societies.
• Analyze the impact of the geography on the development of trade in
Ghana.
• Differentiate how China and Japan resolved basic economic
problems in their respective societies.
• Explain how trade and production of goods in Western Europe was
affected by the Crusades.
• Apply the principles of a market economy (for example, decision-
making, supply and demand, cost benefit analysis) to China during
the Tang and Sung Dynasties.
• Explain the impact of Islam on African and Asian societies.
• Analyze the influence of Christianity on Medieval European
governments.
• Trace the principle of rule of law established in the Magna Carta to
modern-day democracies.
• Analyze how the ideas of the Enlightenment influenced the
formation of Western democratic governments in political,
philosophical, and economic thoughts.

19
Representative Students will be able to:
Objectives for Students • Describe the impact of the fall of the Roman Empire on Western
with Disabilities Europe.
• Identify the origin and development of Mesoamerican civilizations.
• Delineate the contributions of Buddhism, Christianity,
Confucianism, Islam, and Judaism to various societies.
• Illustrate and describe how geography impacts the development of
trade in Ghana.
• Identify different approaches China and Japan used to resolve basic
economic problems in their respective societies.
• Indicate how trade and production of goods in Western Europe was
affected by Crusades.
• Describe the principles of the market economy (e.g., decision-
making, supply and demand, cost-benefit analysis) of China during
the Tang and Sung Dynasties.
• Describe the impact of Islam on African and Asian societies.
• Give examples of the influence of Christianity on Medieval
European governments.
• Trace the principle of rule of law established in the Magna Carta to
modern-day democracies.
• Explain the ideas of the Enlightenment.
• Summarize the impact of the Enlightenment on the formation of
Western democratic governments in terms of political,
philosophical, and economic thoughts.

Representative In accordance with their individual capacity, students will grow in

Performance Skills the ability to:
• Locate, interpret, and assess information found in primary and
secondary sources.
• Use the tools and concepts of geography to read and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures of the medieval world.
• Describe how major historical events are related to each other in
time by distinguishing between cause and effect, sequence, and
correlation.
• Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions.
• Use the specialized language of historical research and the history
social science discipline.

20
 • Evaluate the accuracy of information obtained from computer
programs, films, radio, television, and videotapes.
• Combine ideas, concepts, and information in new ways; make
connections between seemingly unrelated ideas.
• Describe how social, economic, organizational, and technological
systems operate.
Representative In accordance with their capacities, students will grow in the
Performance Skills for ability to:
Students with • Locate and assess information found in primary and secondary
Disabilities source.
• Use the tools and concepts of geography to read, label, and interpret
diagrams, various kinds of maps, globes, models, graphs, charts,
tables, and pictures of the ancient world.
• Recognize the relationship of major historical events in terms of
cause and effect and combine them.
• Arrange major historical events in sequential order and determine
their correlation to each other.
• Recall and utilize the vocabulary related history-social science
discipline.
• Compare and contrast different ideas, values, behaviors, and
institutions, and recognize historical interpretations and solutions.
• Determine the accuracy of information obtained from computer
programs, television, and videotapes.

California Content The California History-Social Science Content Standards below

Standards identify those standards, which will be measured on state assessments.
7.1 Students analyze the causes and effects of the vast expansion
and ultimate disintegration of the Roman Empire.
1. Study the early strengths and lasting contributions of Rome
(e.g., significance of Roman citizenship; rights under Roman
law; Roman art, architecture, engineering, and philosophy;
preservation and transmission of Christianity) and its ultimate
internal weaknesses (e.g., rise of autonomous military powers
within the empire, undermining of citizenship by the
2. Discuss the geographic borders of the empire at its height and
the factors that threatened its territorial cohesion.
3. Describe the establishment by Constantine of the new capital in
Constantinople and the development of the Byzantine Empire
with an emphasis on the consequences of the development of
two distinct European civilizations, Eastern Orthodox and
Roman Catholic, and their two distinct views on church-state
relations.

21
7.2 Students analyze the geographic, political, economics, religious,
and social structures of the civilizations of China in the Middle
Ages.
1. Identify the physical features and describe the climate of the
Arabian peninsula, its relationship to surrounding bodies of
land and water, and nomadic and sedentary ways of life.
2. Trace the origins of Islam and the life and teachings of
Muhammad, including Islamic teachings on the connection with
Judaism and Christianity.
3. Explain the significance of the Qur’an and the Sunnah as the
primary sources of Islamic beliefs, practice, and law, and their
influence in Muslims’ daily life.
4. Discuss the expansion of Muslim rule through military
conquests and treaties, emphasizing the cultural blending within
Muslim civilization and the spread and acceptance of Islam and
the Arabic language.
5. Describe the growth of cities and the establishment of trade
routes among Asia, Africa, and Europe, the products and
inventions that traveled along these routes (e.g., spices, textiles,
paper, steel, new crops), and the role of merchants in Arab
society.
6. Understand the intellectual exchanges among Muslim scholars
of Eurasia and Africa and the contributions Muslim scholars
made to later civilizations in the areas of science, geography,
mathematics, philosophy, medicine, art, and literature.
7.3 Students analyze the geographic, political, economic, religious,
and social structures of the civilizations of China in the Middle
Ages.
1. Describe the reunification of China under the Tang Dynasty and
reasons for the spread of Buddhism in Tang China, Korea, and
Japan.
2. Describe agricultural, technological, and commercial
development during the Tang and Sung periods.
3. Analyze the influences of Confucianism and changes in
Confucian thought during the Sung and Mongol periods.
4. Understand the importance of both overland trade and maritime
expeditions between China and other civilizations in the
Mongol Ascendancy and Ming Dynasty.
5. Trace the historic influence of such discoveries as tea, the
manufacture of paper, woodblock printing, the compass, and
gunpowder.
6. Describe the development of the imperial state and the scholar-
official class.

7.4 Students analyze the geographic, political, economic, religious,

22
 and social structures of the sub-Saharan civilizations of Ghana
and Mali in Medieval Africa.
1. Study the Niger River and the relationship of vegetation zones
of forest, savannah, and desert to trade in gold, salt, food, and
slaves; and the growth of the Ghana and Mali empires.
2. Analyze the importance of family, labor specialization, and
regional commerce in the development of states and cities in
West Africa.
3. Describe the role of the trans-Saharan caravan trade in the
changing religious and cultural characteristics of West Africa
and the influence of Islamic beliefs, ethics, and law.
4. Trace the growth of the Arabic language in government, trade
and Islamic scholarship in West Africa.
5. Describe the importance of written and oral traditions in the
transmission of African history and culture.
7.5 Students analyze the geographic, political, economic, religious,
and social structures of the civilizations of Medieval Japan.
1. Describe the significance of Japan’s proximity to China and
Korea and the intellectual, linguistic, religious, and philosophy
influences of those countries on Japan.
2. Discuss the reign of Prince Shotoku of Japan and the
Characteristics of Japanese society and family life during his
reign.
3. Describe the values, social customs, and traditions prescribed
by the lord-vassal system consisting of shogun, daimyo, and
samurai and the lasting influence of the warrior code in the
twentieth century.
4. Trace the development of distinctive forms of Japanese
Buddhism.
5. Study the ninth and tenth centuries’ golden age of literature, art,
and drama and its lasting effects on culture today, including
Murasaki Shikibu’s Tale of Genji.
6. Analyze the rise of a military society in the late twelfth century
and the role of the samurai in that society.
7.6 Students analyze the geographic, political, economic, religious,
and social structures of the civilizations of Medieval Europe.
1. Study the geography of the Europe and the Eurasian land mass,
including its location, topography, waterways, vegetation, and
climate and their relationship to ways of life in Medieval
Europe.
2. Describe the spread of Christianity north of the Alps and the
roles played by the early church and by monasteries in its
diffusion after the fall of the western half of the Roman Empire.

23
 3. Understand the development of feudalism, its role in the
medieval European economy, the way in which it was
influenced by physical geography (the role of the manor and the
growth of towns), and how feudal relationships provided the
foundation of political order.
4. Demonstrate an understanding of the conflict and cooperation
between the Papacy and European monarchs (e.g.,
Charlemagne, Gregory VII, Emperor Henry IV).
5. Know the significance of developments in medieval English
legal and constitutional practices and their importance in the
rise of modern democratic thought and representative
institutions (e.g., Magna Carta, parliament, development of
habeas corpus, an independent judiciary in England).
6. Discuss the causes and course of the religious Crusades and
their effects on the Christian, Muslim, and Jewish populations
in Europe, with emphasis on the increasing contact by
Europeans with cultures of the Eastern Mediterranean world.
7. Map the spread of the bubonic plague from Central Asia to
China, the Middle East, and Europe and describe its impact on
global population.
8. Understand the importance of the Catholic church as a political,
intellectual, and aesthetic institution (e.g., founding of
universities, political and spiritual roles of the clergy, creation
monastic and mendicant religious orders, preservation of the
Latin language and religious texts, St. Thomas Aquinas’s
synthesis of classical philosophy with Christian theology, and
the concepts of “natural law”).
9. Know the history of the decline of Muslim rule in the Iberian
Peninsula that culminated in the Reconquista and the rise of
Spanish and Portuguese kingdoms.
7.7 Students compare and contrast the geographic, political,
economic, religious, and social structures of the Meso-
American and Andean civilizations.
1. Study the locations, landforms, and climates of Mexico, Central
America, and South America and their effects on Mayan, Aztec,
and Incan economies, trade, and development of urban
societies.
2. Study the roles of people in each society, including class
structures, family life, warfare, religious beliefs and practices,
and slavery.
3. Explain how and where each empire arose and how the Aztec
and Incan empires were defeated by the Spanish.
4. Describe the artistic and oral traditions and architecture in the
three civilizations.

24
 5. Describe the Meso-American achievements in astronomy and
mathematics, including the development of the calendar and the
Meso-American knowledge of seasonal changes to the
civilizations’ agricultural systems.
7.8 Students analyze the origins, accomplishments, and geographic
diffusion of the Renaissance.
1. Describe the way in which the revival of classical learning and
the arts fostered a new interest in humanism (i.e., a balance
between intellect and religious faith).
2. Explain the importance of Florence in the early stages of the
Renaissance and the growth of independent trading cities
(e.g.,Venice), with emphasis on the cities’ importance in the
spread of Renaissance ideas.
3. Understand the effects of the reopening of the ancient “Silk
Road” between Europe and China, including Marco Polo’s
travels and the location of his routes.
4. Describe the growth and effects of new ways of disseminating
information (e.g., the ability to manufacture paper, translation
of the Bible into the vernacular, printing).
5. Detail advances made in literature, the arts, science,
mathematics, cartography, engineering, and the understanding
of human anatomy and astronomy (e.g., by Dante Alighieri,
Leonardo da Vinci, Michelangelo de Buonarroti Simoni,
Johann Gutenberg, William Shakespeare).
7.9 Students analyze the historical developments of the
Reformation.
1. List the causes for the internal turmoil in and weakening of the
Catholic church(e.g., tax policies, selling of indulgences).
2. Describe the theological, political, and economic ideas of the
major figures during the Reformation(e.g., Desiderius Erasmus,
Martin Luther, John Calvin, William Tyndale).
3. Explain Protestants’ new practices of church self-government
and the influence of those practices on the development of
democratic practices and ideas of federalism
4. Identify and locate the European regions that remained Catholic
and those that became protestant and explain how the division
affected the distribution of religions in the New World.
5. Analyze how the Counter-Reformation revitalized the Catholic
church and the forces that fostered the movement (e.g., St.
Ignatius of Loyola and the Jesuits, the Council of Trent).
6. Understand the institution and impact of missionaries on
Christianity and the diffusion of Christianity from Europe to
other parts of the world in the medieval and early modern
periods; locate missions on a world map.
25
 7. Describe the Golden Age of cooperation between Jews and
Muslims in medieval Spain that promoted creativity in art,
literature, and science, including how that cooperation was
terminated by the religious persecution of individuals and
groups (e.g., the Spanish Inquisition and the expulsion of Jews
and Muslims from Spain in 1492).
7.10 Students analyze the historical developments of the Scientific
Revolution and its lasting effect on Religious, Political and
Cultural Institutions.
1. Discuss the roots of the Scientific Revolution (e.g., Greek
rationalism; Jewish, Christian, and Muslim science;
Renaissance humanism; new knowledge from global
exploration).
2. Understand the significance of the new scientific theories
(e.g.,those of Copernicus, Galileo, Kepler, Newton) and the
significance of new inventions (e.g., the telescope, microscope,
thermometer, barometer).
3. Understand the scientific method advanced by Bacon and
Descartes, the influence of new scientific rationalism on the
growth of democratic ideas, and the coexistence of science with
traditional religious beliefs.
7.11 Students analyze political and economic change in the
sixteenth, seventeenth, and eighteenth centuries (the Age of
Exploration, the Enlightenment, and the Age of Reason).
1. Know the great voyages of discovery, the locations of the
routes, and the influence of cartography in the development of a
new European worldview.
2. Discuss the exchanges of plants, animals, technology, culture,
and ideas among Europe, Africa, Asia, and the Americas in the
fifteenth and sixteenth centuries and the major economic
andsocial effects on each continent.
3. Examine the origins of modern capitalism; the influence of
mercantilism and cottage industry; the elements and importance
of a market economy in seventeenth-century Europe; the
changing international trading and marketing patterns, including
their locations on a world map; and the influence of explorers
and map makers.
4. Explain how the main ideas of the Enlightenment can be traced
back to such movements as the Renaissance, the Reformation,
and the Scientific Revolution and to the Greeks, Romans, and
Christianity.
5. Describe how democratic thought and institutions were
influenced by Enlightenment thinkers (e.g., John Locke,
Charles-Louis Montesquieu, American founders).

26
6. Discuss how the principles in the Magna Carta were embodied
in such documents as the English Bill of Rights and the
American Declaration of Independence.

27
 Core of Common Courses—Middle School

United States History (Annual Course—Grade 8)

and Geography: Prerequisite: None
Growth and Conflict
AB

Course Code Number 37-01-25 US His/Geo: Growth & Conflict A

37-01-26 US His/Geo: Growth & Conflict B
41-37-16 US His/Geo:Growth/Conf A (Students with
disabilities served in SDC)
41-37-17 US His/Geo:Growth/Conf B (Students with
disabilities served in SDC)

Course Description This Grade-eight course continues the examination of United States
history and geography concentrating on the growth of the United States
during the years from the period of colonization to the Age of
Industrialization. The course begins with an intensive investigation and
review of the major ideas, issues, and events preceding the founding of
the nation. The course then concentrates on the shaping of the
Constitution and the nature of the government that it created. The
enormous challenges faced by a new nation are covered. The
development of unique regions in the West, Northeast, and the South
and the causes and consequences of the Civil War, are covered in some
depth. The course studies the movement of people into and within the
United States; the experiences of diverse groups (persons with
disabilities, women, gays and lesbians, racial, religious, ethnic, and
economic classes) and their contributions to the evolving American
identity. The course also connects historical issues to current affairs in
order to develop a greater understanding of the basic institutions and
policies of the nation.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans Connecting with Past Learnings: Our Colonial 3 4
Heritage
Connecting with Past Learnings: A New Nation 4 4
The Constitution of the United States 5 6
Launching the Ship of State 3 4
The Divergent Paths of the American 5 6
People: 1800--1850
• The West
• The Northeast
• The South
Toward a More Perfect Union: 1850--1879 6 7
The Rise of Industrial America: 1877--1914 4 4

28
 Early Modern Europe: The Age of Exploration to 4 4
Linking Past to Present 2 3
Total *32 * 38
year-round traditional
*Suggested weeks are to be used as an estimate only; changes in the
amount of time spent on each unit are to be based upon the needs of the
student, the instructional program, and the scheduling needs of the
school.

The California The California Language Arts Content Standards below identify those
Language Arts Content standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills
Standards
are specific learning experiences, which are to be taught in each course
in order for students to achieve the standards.
Writing
1.5 Achieve an effective balance between researched information and
original ideas.
Written and Oral Language Conventions
1.5 Use correct punctuation and capitalization.
1.6 Use correct spelling conventions.

Representative Students will be able to:

Objectives • Evaluate the political philosophy of natural rights and natural law
as expressed in the Declaration of Independence.
• Compare and contrast the influence of the religious and
philosophical beliefs of both groups and individuals on slavery in the
United States.
• Analyze the impact of the Constitution on the development of the
United States.
• Analyze the impact of geographical factors on the development of
pre-Civil War America.
• Describe how slavery changed the economic structure of America.
• Trace the development of and evaluate the historical policies of the
United States toward the Native Americans through analysis of data,
primary and secondary sources.
• Analyze the impact of Manifest Destiny on the expansion of the
United States into neighboring territories.
• Examine the effects of Reconstruction on race relations in the South.
• Evaluate the principles set forth in the 14th Amendment.
• Evaluate the interrelationship between industrialization and
immigration in the post-Civil War era.

29
Representative Students will be able to:
Objectives for Students • Explain the philosophy and meaning of natural rights and natural
with Disabilities laws as expressed in the Declaration of Independence.
• Classify the similarities and differences of the religious and
philosophical beliefs of both groups and individuals on slavery in
the United States.
• Identify significant impacts of the Constitution on the development
of the United States.
• Describe how the geography affected the development of pre-Civil
War America.
• Give examples of how slavery changed the economic structure of
America.
• Trace the development of the historical policies of the United States
towards Native Americans, and explain the similarities and
differences from data obtained from primary and secondary sources.
• Identify and describe the impact of Manifest Destiny on the
expansion of the United States into neighboring territories.
• Summarize and assess the effects of Reconstruction on race relations
in the South.
• Identify and describe the principles set forth in the 14th Amendment.
• Explain industrialization and immigration in the post-Civil War era,
and give examples of the interrelationship between them.
Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:
• Locate, interpret, and assess information found in primary and
secondary sources.
• Use the tools and concepts of geography to read and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables and pictures of the United States.
• Describe how major historical events are related to each other in
time by distinguishing between cause and effect, sequence, and
correlation.
• Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions.
• Use the specialized (concept) language used in historical research
and the history-social science discipline.
• Evaluate the accuracy of information obtained from computer
programs, films, radio, television, and videotapes.
• Combine ideas, concepts, and information in new ways; make
connections between seemingly unrelated ideas.
• Describe how social, economic, organizational, and technological
30
 systems operate.

Representative In accordance with their capacities, students will grow in the ability
Performance Skills for to:
Students with • Locate and assess information found in primary and secondary
Disabilities sources.
• Use the tools and concepts of geography to read, label, and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures of the United States.
• Recognize the relationship of major historical events in terms of
cause and effect.
• Arrange major historical events in sequential order and determine
their correlation to each other.
• Compare and contrast different ideas, values, behaviors, and
institutions, and recognize historical interpretations and solutions.
• Recall and utilize the vocabulary related to the history-social science
discipline.
• Determine the accuracy of information obtained from computer
programs, television, and videotapes.
• Use writing to combine ideas, concepts, and information in new
ways and draw connections among them.
• Describe how social, economic, organizational, and technological
systems operate.
California Content The California History-Social Science Content Standards below
Standards identify those standards, which will be measured on state assessments.
8.1 Students understand the major events preceding the founding
of the nation and relate their significance to the development of
American constitutional democracy.
1. Describe the relationship between the moral and political ideas
of the Great Awakening and the development of revolutionary
fervor.
2. Analyze the philosophy of government expressed in the
Declaration of Independence, with an emphasis on government
as a means of securing individual rights (e.g., key phrases such
as “all men are created equal, that they are endowed by their
Creator with certain unalienable Rights”).
3. Analyze how the American Revolution affected other nations,
especially France.
4. liberal principles, and English parliamentary traditions.

8.2 Students analyze the political principles underlying the U.S.

Constitution and compare the enumerated and implied powers
of the federal government.
31
 1. Discuss the significance of the Magna Carta, the English Bill of
Rights, and the Mayflower Compact.
2. Analyze the Articles of Confederation and the Constitution and
the success of each in implementing the ideas of the Declaration
of Independence.
3. Evaluate the major debates that occurred during the development
of the Constitution and their ultimate resolutions in such areas as
shared power among institutions, divided state-federal power,
slavery, the rights of individuals and states (later addressed by
the addition of the Bill of Rights), and the status of American
Indian nations under the commerce clause.
4. Describe the political philosophy underpinning the Constitution
as specified in the Federalist Papers (authored by James
Madison, Alexander Hamilton, and John Jay) and the role of
such leaders as Madison, George Washington, Roger Sherman,
Gouverneur Morris, and James Wilson in the writing and
ratification of the Constitution.
5. Understand the significance of Jefferson’s Statute for Religious
Freedom as a forerunner of the First Amendment and the origins,
purpose, and differing views of the founding fathers on the issue
of the separation of church and state.
6. Enumerate the powers of the government set forth in the
Constitution and the fundamental liberties ensured by the Bill of
Rights.
7. Describe the principles of federalism, dual sovereignty,
separation of powers, checks and balances, the nature and
purpose of majority rule, and the ways in which the American
idea of constitutionalism preserves individual rights.
8.3 Students understand the foundation of the American political
system and the ways in which citizens participate in it.
1. Analyze the principles and concepts codified in state
constitutions between 1777 and 1781 that created the context out
of which American political institutions and ideas developed.
2. Explain how the ordinances of 1785 and 1787 privatized
national resources and transferred federally owned lands into
private holdings, townships, and states.
3. Enumerate the advantages of a common market among the states
as foreseen in and protected by the Constitution’s clauses on
interstate commerce, common coinage, and full-faith and credit.
4. Understand how the conflicts between Thomas Jefferson and
Alexander Hamilton resulted in the emergence of two political
parties (e.g., view of foreign policy, Alien and Sedition Acts,
economic policy, National Bank, funding and assumption of the
revolutionary debt).

32
 5. Know the significance of domestic resistance movements and
way in which the central government responded to such
movements (e.g., Shays’ Rebellion, the Whiskey Rebellion).
6. Describe the basic law-making process and how the
Constitution provides numerous opportunities for citizens to
participate in the political process and to monitor and influence
government (e.g., function of elections, political parties, interest
groups).
7. Understand the functions and responsibilities of a free press.

8.4 Students analyze the aspirations and ideals of the people of the
new nation.
1. Describe the country’s physical landscapes, political divisions,
and territorial expansion during the terms of the first four
presidents.
2. Explain the policy significance of famous speeches (e.g.
Washington’s Farewell Address, Jefferson’s 1801 Inaugural
address, John Q. Adams’s Fourth of July 1821 Address).
3. Analyze the rise of capitalism and the economic problems and
conflicts that accompanied it (e.g., Jackson’s opposition to the
National Bank; early decisions of the U.S. Supreme Court that
reinforced the sanctity of contract and a capitalist economic
system of law).
4. Discuss daily life, including traditions in art, music, and
literature, of early national America (e.g., through writings by
Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
1. Understand the political and economic causes and consequences
of the War of 1812 and know the major battles, leaders, and
events that led to a final peace.
2. Know the changing boundaries of the United States and describe
the relationships the country had with its neighbors (current
Mexico and Canada) and Europe, including the influence of the
Monroe Doctrine, and how those relationships influenced
westward expansion and the Mexican-American War.
3. Outline the major treaties with American Indian nations during
the administrations of the first four presidents and the varying
outcomes of those treaties.
8.6 Students analyze the divergent paths of American people from
1800 to the mid-1800s and the challenges they faced, with
emphasis on the Northeast.
1. Discuss the influence of industrialization and technological
developments on the region, including human modification of
the landscape and how physical geography shaped human
33
 actions (e.g., growth of cites, deforestation, farming, mineral
extraction).
2. Outline the physical obstacles to and the economic and political
factors involved in building a network of roads, canals, and
railroads (e.g., Henry Clay’s American System).
3. List the reasons for the wave of immigration from Northern
Europe to the United States and describe the growth in the
number, size, and spatial arrangements of cities (e.g., Irish
immigrants and the Great Irish Famine).
4. Study the lives of black Americans who gained freedom in the
North and founded schools and churches to advance their rights
and communities.
5. Trace the development of the American education system from
its earliest roots, including the roles of religious and private
schools and Horace Mann’s campaign for free public education
and its assimilating role in American culture.
6. Examine the women’s suffrage movement (e.g., biographies,
writings, and speeches of Elizabeth Cady Stanton, Margaret
Fuller, Lucretia Mott, and Susan B. Anthony).
7. Identify common themes in American art as well as
transcendentalism and individualism (e.g., writings about and by
Ralph Waldo Emerson, Henry David Thoreau, Herman Melville,
Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth
Longfellow).
8.7 Students analyze the divergent paths of American people in the
South from 1800 to the mid-1800s and the challenges they
faced.
1. Describe the development of the agrarian economy in the South,
identify the locations of the cotton-producing states, and discuss
the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on
black Americans and on the region’s political, social, religious
economic, and cultural development; and identify the strategies
that were tried to both overturn and preserve it (e.g., through the
writings and historical documents on Nat Turner, Denmark
Vesey).
3. Examine the characteristics of white Southern society and how
that physical environment influenced events and conditions prior
to the Civil War.
4. Compare the lives of and opportunities for free blacks in the
North with those of free blacks in the South.

34
8.8 Students analyze the divergent paths of American people in the
West from 1800 to the mid-1800s and the challenges they
faced.
1. Discuss the election of Andrew Jackson as president in 1828, the
importance of Jacksonian democracy, and his actions as
president (e.g., the spoils system, veto of the National Bank,
policy of Indian removal, opposition to the Supreme Court).
2. Describe the purpose, challenges, and economic incentives
associated with westward expansion, including the concept of
Manifest Destiny (e.g., the Lewis and Clark expedition, accounts
of the removal of Indians, the Cherokees’ “Trail of Tears,”
settlement of the Great Plains) and the territorial acquisitions
that spanned numerous decades.
3. Describe the role of pioneer women and the new status that
western women achieved (e.g., Laura Ingalls Wilder, Annie
Bidwell; slave women gaining freedom in the West; Wyoming
granting suffrage to women in 1869).
4. Examine the importance of the great rivers and the struggle over
water rights.
5. Discuss Mexican settlements and their locations, cultural
traditions, attitudes toward slavery, land-grant system, and
economies.
6. Describe the Texas War for Independence and the Mexican-
American War, including territorial settlements, the aftermath of
the wars, and the effects the wars had on the lives of Americans,
including Mexican Americans today.
8.9 Students analyze the early and steady attempts to abolish
slavery and to realize the ideals of the Declaration of
Independence
1. Describe the leaders of the movement (e.g., John Quincy Adams
and his proposed constitutional amendment, John Brown and the
armed resistance, Harriet Tubman and the Underground,
Railroad, Benjamin Franklin, Theodore Weld, William Lloyd
Garrison, Frederick Douglass).
2. Discuss the abolition of slavery in early state constitutions.
3. Describe the significance of the Northwest Ordinance in
education and in the banning of slavery in new states north of
the Ohio River.
4. Discuss the importance of the slavery issue as raised by the
annexation of Texas and California’s admission to the union as a
free state under the Compromise of 1850.
5. Analyze the significance of the States’ Rights Doctrine, the
Missouri Compromise (1820), the Wilmot Proviso (1846), the
Compromise of 1850, Henry Clay’s role in the Missouri
Compromise and Compromise of 1850, the Kansas-Nebraska
35
 Act (1854), the Dred Scott v. Sandford decision (1857), and the
Lincoln-Douglas debates (1858).
6. Describe the lives of free blacks and the laws that limited their
freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex
consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal
authority as emphasized in the speeches and writings of
statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the
geographical differences between the two regions, and two
differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of
nullification and secession and the earliest origins of that
doctrine.
4. Discuss Abraham Lincoln’s presidency and his significant
writings and speeches and their relationship to the Declaration of
Independence, such as his “House Divided” speech (1858),
Gettysburg Address (1863), Emancipation Proclamation (1863),
and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant,
Jefferson Davis, Robert E. Lee) and soldiers on both sides of the
war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including
the major battles, geographical advantages and obstacles,
technological advances, and General Lee’s surrender at
Appomattox.
7. Explain how the war affected combatants, civilians, the physical
environment, and future warfare.
8.11 Students analyze the character and lasting consequences of
Reconstruction.
1. List the original aims of Reconstruction and describe its effects
on the political and social structures of different regions.
2. Identify the push-pull factors in the movement of former slaves
to the cities in the North and to the West and their differing
experiences in those regions (e.g., the experiences of Buffalo
Soldiers).
3. Understand the effects of the Freedmen’s Bureau and the
restrictions placed on the rights and opportunities of freedmen,
including racial segregation and “Jim Crow” laws.
4. Trace the rise of the Ku Klux Klan and describe the Klan’s
effects.
5. Understand the Thirteenth, Fourteenth and Fifteenth
Amendments to the Constitution and analyze their connection to
36
 Reconstruction.
8.12 Students analyze the transformation of the American economy
and the changing social and political conditions in the United
States in response to the Industrial Revolution.
1. Trace patterns of agricultural and industrial development as they
relate to climate, use of natural resources, markets, and trade and
locate such development on a map.
2. Identify the reasons for the development of federal Indian policy
and the wars with American Indians and their relationship to
agricultural development and industrialization.
3. Explain how states and the federal government encouraged
business expansion through tariffs, banking, land grants and
subsidies.
4. Discuss entrepreneurs, industrialists, and bankers in politics,
commerce, and industry (e.g., Andrew Carnegie, John D.
Rockefeller, Leland Stanford).
5. Examine the location and effects of urbanization, renewed
immigration, and industrialization (e.g., the effects of social
fabric of cities, wealth and economic opportunity. The
conservation movement).
6. Discuss child labor, working conditions, and laissez-faire
policies toward big business and examine the labor movement,
including its leader (e.g., Samuel Gompers), its demand for
collective bargaining, and its strikes and protests over labor
conditions.
7. Identify the new sources of large-scale immigration and the
contributions of immigrants to the building of cities and the
economy; explain the ways in which new social and economic
patterns encouraged assimilation of newcomers into the
mainstream amidst growing cultural diversity; and discuss the
new wave of nativism.
8. Identify the characteristics and impact of Grangerism and
Populism.
9. Name the significant inventors and their inventions and identify
how they improved the quality of life (e.g., Thomas Edison,
Alexander Graham Bell, Orville and Wilbur Wright).

37
 CORE OF COMMON COURSES-SENIOR HIGH SCHOOL

World History, Culture World History, Culture, and Geography: The Modern World AB
and Geography (Annual Course—Grade 10)
Prerequisite: None

Course Code Number 37-01-27 Wld His/Geo: Mod Wld A

37-01-28 Wld His/Geo: Mod Wld B
41-37-19 Wld His/Geo:Mod Wld A (Students with disabilities
served in SDC)
41-37-20 Wld His/Geo:Mod Wld B (Students with disabilities
served in SDC)

Course Description Course Description

The major purpose of this course is to examine major turning points in
the shaping of the modern world, from the late eighteenth century to the
present. The course begins with an introduction to current world issues
and then continues with a focus on the expansion of the West spurred on
by the Industrial Revolution, imperialism and colonization, World War
I, World War II, and nationalism among modern nation states. The
course examines the role of women and other diverse groups, such as
racial minorities, gays and lesbians, and people with disabilities.
This course meets the graduation and “A-F” requirements.
Instructional Instructional Units * Suggested Weeks
Units/Pacing Plans Early Humankind and the Development of
Human Societies 5 6
The Beginnings of Civilizations in the Near East
and Africa: Mesopotamia, Egypt, and Kush 8 9
The Foundation of Western Ideas: The Ancient
Hebrews and Greeks 6 7
West Meets East: The Early Civilizations of India
and China 7 8
East Meets West: Rome 6 8
Total *32 *38
Year-Rnd Trad
*Suggested weeks are to be used as an estimate only. Pacing will be
determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

38
The California The California Language Arts Content Standards below identify those
Language Arts Content standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills are
Standards
specific learning experiences, which are to be taught in each course in
order for students to achieve the standards.
Reading
2.3 Generate relevant questions about readings on issues that can
be researched. *
2.4 Synthesize the content from several sources or works by a
single author dealing with a single author dealing with a
single issue; paraphrase the ideas and connect them to other
sources and related topics to demonstrate comprehension. *
2.5 Extend ideas presented in primary or secondary sources
through original analysis, evaluation, and elaboration. *
2.6 Demonstrate use of sophisticated learning tools by following
technical directions (e.g., those found with graphic
calculators and specialized software programs and in access
guides to World Wide Web sites on the Internet).
Writing
1.5 Synthesize information from multiple sources and
identify complexities and discrepancies in the information
and the different perspectives found in each medium (e.g.,
almanacs, microfiche, news sources, in-depth field
studies, speeches, journals, technical documents).

1.6 Integrate quotations and citations into a written text

while maintaining the flow of ideas.
The California State 10.1 Students relate the moral and ethical principles in ancient
Content Standards Greek and Roman philosophy, in Judaism, and in Christianity to
the development of Western political thought.

1. Analyze the similarities and differences in Judeo-Christian

and Greco-Roman views of law, reason and faith, and duties
of the individual.

2. Trace the development of the Western political ideas of the

rule of law and illegitimacy of tyranny, using selections from
Plato’s Republic and Aristole’s Politics.

3. Consider the influence of the U.S. Constitution on political

systems in the contemporary world.
10.2 Students compare and contrast the Glorious Revolution of
England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the
political expectations for self-government and individual
liberty.

39
 1. Compare the major ideas of philosophers and their effects on
the democratic revolutions in England, the United States,
France, and Latin America (e.g., John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar,
Thomas Jefferson, James Madison).

2. List the principles of the Magna Carta, the English Bill of

Rights (1689), the American Declaration of Independence
(1776), the French Declaration of the Rights of Man and the
Citizen (1789), the U.S. Bill of Rights (1791).

3. Understand the unique character of the American Revolution,

its spread to other parts of the world, and its continuing
significance to other nations.

4. Explain how the ideology of the French Revolution led

France to develop from constitutional monarchy to
democratic despotism to the Napoleonic empire

5. Discuss how nationalism spread across Europe with

Napoleon but was repressed for a generation under the
Congress of Vienna and Concert of Europe until the
Revolutions of 1848.
10.3 Students analyze the effects of the Industrial Revolution in
England, France, Germany, Japan, and the United States.
1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new

forms of energy brought about massive social, economic, and
cultural change (e.g., the inventions and discoveries of James
Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas
Edison).

3. Describe the growth of population, rural to urban migration,

and growth of cities associated with the Industrial
Revolution.

4. Trace the evolution of work and labor, including the demise

of the slave trade and the effects of immigration, mining and
manufacturing, division of labor, and the union movement.

5. Understand the connections among natural resources,

entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the emergence of capitalism as a dominant

economic pattern and the responses to it, including
Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the emergence of Romanticism in art and literature

(e.g., the poetry of William Blake and William Wordsworth),
social criticism (e.g., the novels of Charles Dickens), and the
40
 move away from Classicism in Europe.

10.4 Students analyze patterns of global change in the era of New

Imperialism in at least two of the following regions or
countries:
Africa, Southeast Asia, China, India, Latin America, and
The Philippines.
1. Describe the rise of industrial economies and their link to
imperialism and colonialism (e.g., the role played by national
security and strategic advantage; moral issues raised by the
search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources,
and technology).

2. Discuss the locations of the colonial rule of such nations as

England, France, Germany, Italy, Japan, the Netherlands,
Russia, Spain, Portugal, and the United States.

3. Explain imperialism from the perspective of the colonizers

and the colonized and the varied immediate and long-term
responses by the people under colonial rule

4. Describe the independence struggles of the colonized regions

of the world, including the roles of leaders, such as Sun Yat-
sen in China, and the roles of ideology and religion.

10.5 Students analyze the causes and course of the First World War.

1. Analyze the arguments for entering into war presented by

leaders from all sides of the Great war and the role of the
political economic rivalries, ethnic and ideological conflicts,
domestic discontent and disorder, and propaganda and
nationalism in mobilizing the civilian population in support
of “total war”.

2. Examine the principal theaters of battle, major turning points,

and the importance of geographic factors in military
decisions and outcomes (e.g., topography, waterways,
distance, climate).

3. Explain how the Russian Revolution and the entry of the

United States affected the course and outcome of the war.

4. Understand the nature of the war and its human costs

(military and civilian) on all sides of the conflict, including
how colonial peoples contributed to the war effort.

5. Discus human rights violations and genocide, including the

Ottoman government’s actions against Armenian citizens.

41
10.6 Students analyze the effects of the First World War.

1. Analyze the aims and negotiating roles of world leaders, the

terms and influence of the Treaty of Versailles and Woodrow
Wilson’s Fourteen Points, and the causes and effects of the
United States’s rejection of the League of Nations on world
politics.

2. Describe the effects of the war and resulting peace treaties on

population movement, the international economy, and shifts
in the geographic and political borders of Europe and the
Middle East.

3. Understand the widespread disillusionment with prewar

institutions, authorities, and values that resulted in a void that
was later filled by totalitarians.

4. Discuss the influence of World War I on literature, art, and

intellectual life in the West (e.g., Pablo Picasso, the “lost
generation” of Gertrude Stein, Ernest Hemingway).

10.7 Students analyze the rise of totalitarian governments after

World War I

1. Understand the causes and consequences of the Russian

Revolution, including Lenin’s use of totalitarian means to
seize and maintain control (e.g., the Gulag).

2. Trace Stalin’s rise to power in the Soviet Union and the

connection between economic policies, political policies, the
absence of a free press, and systematic violations of human
rights (e.g., the Terror Famine in Ukraine).

3. Analyze the rise, aggression, and human costs of totalitarian

regimes (Fascist and Communist) in Germany, Italy, and the
Soviet Union, noting especially their common and dissimilar
traits.

10.8 Students analyze the causes and consequences of World War

II.

1. Compare the German, Italian, and Japanese drives for empire

in the 1930s, including the 1937 Rape of Nanking, other
atrocities in China, and the Stalin-Hitler Pact of 1939.

2. Understand the role of appeasement, nonintervention

(isolationism), and the domestic distractions in Europe and
the United States prior to the outbreak of World War II.

3. Identify and locate the Allied and Axis powers on a map and
discuss the major turning points of the war, the principal
theaters of conflict, key strategic decisions, and the resulting
42
 war conferences and political resolutions, with emphasis on
the importance of geographic factors.

4. Describe the political, diplomatic, and military leaders during

the war (e.g., Winston Churchill, Franklin Delano Roosevelt,
Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph
Stalin, Douglas MacArthur, Dwight Eisenhower).

5. Analyze the Nazi policy of pursuing racial purity, especially

against the European Jews; its transformation into the Final
Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.

6. Discuss the human costs of the war, with particular attention

to the civilian and military losses in Russia, German, Britain,
the United States, China, and Japan.

10.9 Students analyze the international developments in the post-

World War II world.

1. Compare the economic and military power shifts caused by

the war, including the Yalta Pact, the development of nuclear
weapons, Soviet control over Easter European nations, and
the economic recoveries of German and Japan.

2. Analyze the causes of the Cold War, with the free world on
one side and Soviet client states on the other, including
competition for influence in such places as Egypt, the Congo,
Vietnam, and Chile.

3. Understand the importance of the Truman Doctrine and the

Marshall Plan, which established the pattern for America’s
postwar policy of supplying economic and military aid to
prevent the spread of Communism and the resulting
economic and political competition in arenas such as
Southeast Asia (i.e., the Korean War, Vietnam War), Cuba,
and Africa.

4. Analyze the Chinese Civil War, the rise of Mao Tse-Tung,

and the subsequent political and economic upheavals in
China (e.g., the Great Leap Forward, the Cultural
Revolution, and the Tiananmen Square uprising).

5. Describe the uprisings in Poland (1952), Hungary (1956),

and Czechoslovakia (1968) and those countries’ resurgence
in the 1970s and 1980s as people in Soviet satellites sought
freedom from Soviet control.

6. Understand how the forces of nationalism developed in the

Middle East, how the Holocaust affected world opinion
regarding the need for a Jewish state, and the significance
and effects of the location and establishment of Israel on
43
 world affairs.

7. Analyze the reasons for the collapse of the Soviet Union,

including the weakness of the command economy, burdens
of military commitments, and growing resistance to Soviet
rule by dissidents in satellite states and the non-Russian
Soviet republics.

8. Discuss the establishment and work of the United Nations

and the purposes and functions of the Warsaw Pact, SEATO,
NATO, and the Organization of American States.

10.10 Students analyze instances of nation-building in the

contemporary world in at least two of the following regions
or countries: the Middle East, Africa, Mexico and other
parts of Latin America, and China.

1. Understand the challenges in the regions, including their

geopolitical, cultural, military, and economic significance
and the international relationships in which they are
involved.

2. Describe the recent history of the regions, including political

divisions and systems, key leaders, religious issues, natural
features, resources, and population patterns.

3. Discuss the important trends in the regions today and

whether they appear to serve the cause of individual freedom
and democracy.

10.11 Students analyze the integration of countries into the world

economy and the
Information, technological, and communications revolutions
(e.g., television, satellites, computers).

Representative Students will be able to:

Objectives • Examine and analyze the growth of nationalism, imperialism, and
militarism as major causes of World War I.
• Analyze the impact of geographical factors on the development of
prewar Japan leading into World War II.
• Explain how the Soviet Union used its command economy and
totalitarian control in its efforts to industrialize.
• Evaluate the historical policy of genocide through analysis of data,
primary and secondary sources.
• Analyze the efforts of the League of Nations and United Nations in
solving world conflicts.
• Analyze the various impacts of Gandhi, Nehru, Mountbatten, and
Jinnah on India.

44
 • Describe how South Africa struggled to achieve democracy and end
its system of apartheid.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:
• Locate, interpret, and assess information found in primary and
secondary sources.
• Use the tools and concepts of geography to read and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures.
• Describe how major historical events of the 20th century are related
to each other in time by distinguishing between cause and effect,
sequence, and correlation.
• Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions of
various twentieth century countries.
• Apply the principles of historical research to the history-social
science discipline by asking historical questions, evaluating data,
and analyzing different points of view.
• Evaluate the validity and the accuracy of information obtained from
computer programs, films, radio, television, and videotapes

Representative Students will be able to:

Objectives for Students • Describe the growth of nationalism, imperialism, and militarism as
with Disabilities major causes of World War I.
• Give examples of the impact of geographical factors on the
development of prewar Japan leading into World War II.
• Relate the historical policy of genocide using data from primary and
secondary sources.
• Delineate and analyze the efforts of the League of Nations and
United Nations in solving world conflicts.
• Compare and contrast the various impacts of Gandhi, Nehru,
Mountbatten, and Jinnah on India.
• Describe how South Africa struggled to achieve democracy and end
its system of apartheid.

Representative In accordance with their individual capacities, students will grow in

Performance Skills for the ability to:
Students with • Locate and assess information found in primary and secondary
sources.
Disabilities • Use the tools and concepts of geography to read, label, and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures.

45
• Recognize the relationship of historical events of the twentieth
century in terms of cause and effect.
• Arrange major historical events in sequential order and determine
their correlation to each other.
• Compare and contrast different ideas, values, behaviors, and
institutions of various twentieth century countries and distinguish
between historical interpretations.
• Determine the accuracy of information obtained from computer
programs, television, and videotapes.
• Recall and utilize the vocabulary related to the history-social science
discipline.
• Ask historical questions and relate different points of view.
• Use writing to combine ideas, concepts, and information in new
ways and draw connections among them.
• Describe how social, political, and technological systems operate
within the various countries found in the world today.
• Relate basic indicators of economic performance and cost/benefit
analysis.
• Delineate economic and political issues in the world during the
twentieth century.

46
 CORE OF COMMON COURSES-SENIOR HIGH SCHOOL

United States History United States History and Geography: Continuity and Change in
and Geography the Twentieth Century AB
(Annual Course—Grade 11)
Prerequisite: None

Course Code Number 37-01-29 US His/Geo: 20th Cent A

37-01-30 US His/Geo: 20th Cent B
41-37-21 US His/Geo:20th Cent A (Students with disabilities served
in SDC)
41-37-22 US His/Geo:20th Cent B (Students with disabilities served
in SDC)

Course Description This Grade-eleven course surveys the major turning points in American
history in the twentieth century. The course begins with a selective
review emphasizing two major themes—the nation’s beginnings and the
industrial transformation of the new nation. Addressed throughout the
course is the application of constitutional principles to contemporary
issues. Topics covered are the expanding role of the federal government
and the federal courts; the continuing tensions between the individual
and the state and between minority rights and majority power; the
emergence of a modern corporate economy; the impact of technology on
American society; culture change in the ethnic composition of American
society; the movements toward equal rights for diverse groups such as
racial minorities, gays and lesbians, people with disabilities, and
women; and the role of the United States as a major world power. The
course investigate the diversity of American culture, including religion,
literature, art, drama, architecture, education, and the mass media.
This course meets the graduation and the "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans Connecting with Past Learnings: The Nation’s

Beginnings 2 3
Connecting with Past Learnings: The United
States to 1877 2 3
The Progressive era 3 4
The Jazz Age 2 3
The Great Depression 3 4
World War II 3 3
The Cold War 4 4

47
 Hemispheric Relationships in the Postwar Era 2 3
The Civil Rights Movement in the Postwar Era 4 4
American Society in the Postwar Era 4 4
The United States in Recent Times 3 3
Total *32 *38
year-round traditional
*Suggested weeks are to be used as an estimate only. Pacing will be
determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California The California Language Arts Content Standards below identify those
Language Arts Content standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills
Standards
are specific learning experiences, which are to be taught in each course
in order for students to achieve the standards.
Writing

1.0 Students write coherent and focused texts that convey a

well-defined perspective and tightly reasoned argument.
The writing demonstrates students’ awareness of audience
and purpose and progression through the stages of the
writing process.
Reading
2.2 Analyze the way in which clarity of meaning is affected by
the patterns of organization, hierarchical structures,
repetition of the main ideas, syntax, and word choice in the
text.
The California State United States History and Geography: Continuity and Change in
Content Standards the Twentieth Century
11.1 Students analyze the significant events in the founding of the
nation and its attemptsto realize the philosophy of
government described in the Declaration of Independence.

1. Describe the Enlightenment and the rise of democratic ideas

as the context in which the nation was founded.

2. Analyze the ideological origins of the American Revolution,

the Founding Fathers’ philosophy of divinely bestowed
unalienable natural rights, the debates on the drafting and
ratification of the Constitution, and the addition of the Bill of
Rights.

3. Understand the history of the Constitution after 1787 with

emphasis on federal versus State authority and growing
democratization.
48
 4. Examine the effects of the Civil War and Reconstruction and
of the industrial revolution, including demographic shifts and
the emergence in the late nineteenth century of the United
States as a world power.

11.2 Students analyze the relationship among the rise of

industrialization, large-scale rural-to-urban migration, and
massive immigration from Southern and Eastern Europe.

1. Know the effects of industrialization on living and working

conditions, including the portrayal of working conditions and
food safety in Upton Sinclair’s The Jungle.

2. Describe the changing landscape, including the growth of

cities linked by industry and trade, and the development of
cities divided according to race, ethnicity, and class.

3. Trace the effect of the Americanization movement.

4. Analyze the effect of urban political machines and responses

to them by immigrants and middle-class reformers.

5. Discuss corporate mergers that produced trusts and cartels

and the economic and political policies of industrial leaders.

6. Trace the economic development of the United States and its

emergence as a major industrial power, including its gains
from trade and the advantages of its physical geography.

7. Analyze the similarities and differences between the

ideologies of Social Darwinism and Social Gospel (e.g.,
using biographies of William Graham Sumner, Billy Sunday,
Dwight L. Moody).

8. Examine the effect of political programs and activities of

Populists.

9. Understand the effect of political programs and activities of

the Progressives (e.g.,federal regulation of railroad transport,
Children’s Bureau, the Sixteenth Amendment, Theodore
Roosevelt, Hiram Johnson).

11.3 Students analyze the role religion played in the founding of

America, its lasting Moral, social, and political impacts, and
issues regarding religious liberty.

1. Describe the contributions of various religious groups to

American Civic principles and social reform movements
49
 (e.g., civil and human rights, individual responsibility and the
work ethic, antimonarchy and self-rule, worker protection,
family-centered communities).

2. Analyze the great religious revivals and the leaders involved

in them, including the First Great Awakening, the Second
Great Awakening, the Civil War revivals, the Social Gospel
Movement, the rise of Christian liberal theology in the
nineteenth century, the impact of the Second Vatican
Council, and the rist of Christian fundamentalism in current
times.

3. Cite incidences of religious intolerance in the United States

(e.g., persecution of Mormons, anti-Catholic sentiment, anti-
Semitism).

4. Discuss the expanding religious pluralism in the United

States and California that resulted from large-scale
immigration in the twentieth century.

5. Describe the principles of religious liberty found in the

Establishment and Free Exercise clauses of the First
Amendment, including the debate on the issue of separation
of church and state.

11.4 Students trace the rise of the United States to its role as a
world power in the Twentieth century.

1. List the purpose and the effects of the Open Door policy.

2. Describe the Spanish-American War and U.S. expansion in

the South Pacific.

3. Discuss America’s role in the Panama Revolution and the

building of the Panama Canal.

4. Explain Theodore Roosevelt’s Big Stick diplomacy, William

Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral
Diplomacy, drawing on relevant speeches.

5. Analyze the political, economic, and social ramifications of

World War I on the home front.

6. Trace the declining role of Great Britain and the expanding

role of the United States in world affairs after World War II.

11.5 Students analyze the major political, social, economic,

technological, and cultural Developments of the 1920s.

50
 1. Discuss the policies of Presidents Warren Harding, Calvin
Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and
philosophies that prompted attacks on civil liberties,
including the Palmer Raids, Marcus Garvey’s “back-to-
Africa” movement, the Ku Klux Klan, and immigration
quotas and the responses of organizations such as the
American Civil Liberties Union, the National Association for
the Advancement of Colored People, and the Anti-
Defamation League to those attacks.
3. Examine the passage of the Eighteenth Amendment to the
Constitution and the Volstead Act (Prohibition).

4. Analyze the passage of the Nineteenth Amendment and the

changing role of women in society.

5. Describe the Harlem Renaissance and new trends in

literature, music, and art, with special attention to the work
of writers (e.g., Zora Neale Hurston, Langston Hughes).

6. Trace the growth and effects of radio and movies and their
role in the worldwide diffusion of popular culture.

7. Discuss the rise of mass production techniques, the growth of

cities, the impact of new technologies (e.g., the automobile,
electricity), and the resulting prosperity and effect on the
American landscape.

11.6 Students analyze the different explanations for the Great

Depression and how the New Deal fundamentally changed
the role of the federal government.

1. Describe the monetary issues of the late nineteenth and early

twentieth centuries that gave rise to the establishment of the
Federal Reserve and the weaknesses in key sectors of the
economy in the late 1920s.

2. Understand the explanations of the principal causes of the

Great Depression and the steps taken by the Federal Reserve,
Congress, and Presidents Herbert Hoover and Franklin
Delano Roosevelt to combat the economic crisis.

3. Discuss the human toll of the Depression, natural disasters,

and unwise agricultural practices and their effects on the
depopulation of rural regions and on political movements of
the left and right, with particular attention to the Dust Bowl
refugees and their social and economic impacts in California.
4. Analyze the effects of and the controversies arising from
New Deal economic policies and the expanded role of the
51
 federal government in society and the economy since the
1930s (e.g., Works Progress Administration, Social Security,
National Labor Relations Board, farm programs, regional
development policies, and energy development projects such
as the Tennessee Valley Authority, California Central Valley
Project, and Bonneville Dam).

5. Trace the advances and retreats of organized labor, from the

creation of the American Federation of Labor and the
Congress of Industrial Organizations to current issues of a
postindustrial, multinational economy, including the United
Farm Workers in California.

11.7 Students analyze America’s participation in World War II.

1. Examine the origins of American involvement in the war,

with an emphasis on the events that precipitated the attack on
Pearl Harbor.

2. Explain U.S. and Allied wartime strategy, including the

major battles of Midway, Normandy, Iwo Jima, Okinawa,
and the Battle of the Bulge.

3. Identify the roles and sacrifices of individual American

soldiers, as well as the unique contributions of the special
fighting forces (e.g., the Tuskegee Airmen, the 442nd
Regimental Combat team, the Navajo Code Talkers).

4. Analyze Roosevelt’s foreign policy during World War II

(e.g., Four Freedoms speech).

5. Discuss the constitutional issues and impact of events on the

U.S. home front, including the internment of Japanese
Americans (e.g., Fred Korematsu v. United States of
America) and the restrictions on German and Italian resident
aliens; the response of the administration to Hitler’s atrocities
against Jews and other groups; the roles of women in military
production; and the roles and growing political demands of
African Americans.

6. Describe major developments in aviation, weaponry,

communication, and medicine and the war’s impact on the
location of American industry and use the resources.

7. Discuss the decision to drop atomic bombs and the

consequences of the decision (Hiroshima and Nagasaki).

8. Analyze the effect of massive aid given to Western Europe

under the Marshall Plan to rebuild itself after the war and the
importance of a rebuilt Europe to the U.S. economy.

52
11.8 Students analyze the economic boom and social
transformation of post-World War II America.

1. Trace the growth of service sector, white collar, and

professional sector jobs in business and government.

2. Describe the significance of Mexican immigration and its

relationship to the agricultural economy, especially in
California.

3. Examine Truman’s labor policy and congressional reaction

to it.

4. Analyze new federal government spending on defense,

welfare, interest on the national debt, and federal and state
spending on education, including the California Master Plan.

5. Describe the increased powers of the presidency in response

to the Great Depression, World War II, and the Cold War.

6. Discuss the diverse environmental regions of North America,

their relationship to local economies, and the origins and
prospects of environmental problems in those
regions.

7. Describe the effects on society and the economy of

technological developments since 1945, including the
computer revolution, changes in communication, advances in
medicine, and improvements in agricultural technology.

8. Discuss forms of popular culture, with emphasis on their

origins and geographic diffusion (e.g., jazz and other forms
of popular music, professional sports, architectural and
artistic styles).

11.9 Students analyze U.S. foreign policy since World War II.
1. Discuss the establishment of the United Nations and
International Declaration of Human Rights, International
Monetary Fund, World Bank, and General Agreement on
Tariffs and Trade (GATT) and their importance in shaping
modern Europe and maintaining peace and international
order.

2. Understand the role of military alliances, including NATO

and SEATO, in deterring communist aggression and
maintaining security during the Cold War.

3. Trace the origins and geopolitical consequences (foreign and

domestic) of the Cold War and containment policy, including
53
 the following:

• The era of McCarthyism, instances of domestic

Communism (e.g., Alger Hiss) and blacklisting

• The Truman Doctrine

• The Berlin Blockade

• The Korean War

• The Bay of Pigs invasion and the Cuban Missile

Crisis

• Atomic testing in the American West, the “mutual

assured destruction” doctrine, and disarmament
policies

• The Vietnam War

• Latin American policy

4. List the effects of foreign policy on domestic policies and

vice versa (e.g., protests during the war in Vietnam, the
“nuclear freeze” movement).

5. Analyze the role of the Reagan administration and other

factors in the victory of the West in the Cold War.

6. Describe U.S. Middle East policy and its strategic, political,

and economic interests,
including those related to the Gulf War.

7. Examine relations between the United States and Mexico in

the twentieth century, including key economic, political,
immigration, and environmental issues.

11.10 Students analyze the development of federal civil rights and

voting rights.

1. Explain how demands of African Americans helped produce

a stimulus for civil rights, including President Roosevelt’s
ban on racial discrimination in defense industries in 1941,
and how African Americans’ service in World War II
produced a stimulus for President Truman’s decision to end
segregation in the armed forces in 1948.

2. Examine and analyze the key events, policies, and court

cases in the evolution of civil rights, including Dred Scott v.
54
 Sandford, Plessy v. Ferguson, Brown v. Board of Education,
Regents of the University of California v. Bakke, and
California Proposition 209.

3. Describe the collaboration on legal strategy between African

American and white civil rights lawyers to end racial
segregation in higher education.

4. Examine the roles of civil rights advocates (e.g., A. Philip

Randolph, Martin Luther King, Jr., Malcom X, Thurgood
Marshall, James Farmer, Rosa Parks), including the
significance of Martin Luther King, Jr.’s “Letter from
Birmingham Jail” and “I Have a Dream” speech.

5. Discuss the diffusion of the civil rights movement of African

Americans from the churches of the rural South and the
urban North, including the resistance to racial desegregation
in Little Rock and Birmingham, and how the advances
influenced the agendas, strategies, and effectiveness of the
quests of American Indians, Asian Americans, and Hispanic
Americans for civil rights and equal opportunities.

6. Analyze the passage and effects of civil rights and voting

rights legislation (e.g., 1964 Civil Rights Act, Voting Rights
Act of 1965) and the Twenty-Fourth Amendment, with an
emphasis on equality of access to education and to the
political process.

7. Analyze the women’s rights movement from the era of

Elizabeth Stanton and Susan Anthony and the passage of the
Nineteenth Amendment to the movement launched in the
1960s, including differing perspectives on the roles of
women.

11.11 Students analyze the major social problems and domestic

policy issues in contemporary American Society

1. Discuss the reasons for the nation’s changing immigration

policy, with emphasis on
how the Immigration Act of 1965 and successor acts have
transformed American society.

2. Discuss the significant domestic policy speeches of Truman,

Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan,
Bush, and Clinton (e.g., with regard to education, civil rights,
economic policy, environmental policy).

3. Describe the changing roles of women in society as reflected

in the entry of more Women into the labor force and the

55
 changing family structure.

4. Explain the constitutional crisis originating from the

Watergate scandal.

5. Trace the impact of, need for, and controversies associated

with environmental Conservation, expansion of the national
park system, and the development of environmental
protection laws, with particular attention to the interaction
between environmental protection advocates and property
rights advocates.

6. Analyze the persistence of poverty and how different

analyses of this issue influence welfare reform, health
insurance reform, and other social policies.

7. Explain how the federal, state, and local governments have

responded to demographic And social changes such as
population shifts to the suburbs, racial concentrations in the
cities, Frostbelt-to-Sunbelt migration, international
migration, decline of family farms, increases in out-of-
wedlock births, and drug abuse.
Representative Students will be able to:
Objectives • Examine and analyze the growth of nationalism, imperialism, and
militarism as major causes of World War I.
• Analyze the impact of geographical factors on the development of
prewar Japan leading into World War II.
• Explain how the Soviet Union used its command economy and
totalitarian control in its efforts to industrialize.
• Evaluate the historical policy of genocide through analysis of data,
primary and secondary sources.
• Analyze the efforts of the League of Nations and United Nations in
solving world conflicts.
• Analyze the various impacts of Gandhi, Nehru, Mountbatten, and
Jinnah on India.
• Describe how South Africa struggled to achieve democracy and end
its System of apartheid.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:
• Locate, interpret, and assess information found in primary and
secondary sources.
• Use the tools and concepts of geography to read and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures.
• Describe how major historical events of the 20th century are related
to each other in time by distinguishing between cause and effect,
sequence, and correlation.
56
 • Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions of
various twentieth century countries.
• Apply the principles of historical research to the history-social
science discipline by asking historical questions, evaluating data,
and analyzing different points of view.
• Evaluate the validity and the accuracy of information obtained from
computer programs, films, radio, television, and videotapes

Representative Students will be able to:

Objectives for Students • Describe the influence of African-American churches and other
with Disabilities cultural institutions and their impact on the civil rights movement.
• Give examples of the impact of geographical factors on the
development of the isolationist policy of the United States during the
Twentieth Century.

• Determine the impact of political factors on the development of the

isolationist policy of the United States during the twentieth century.
• Summarize the economic policies and conditions of the 1920’s that
contributed to the Great Depression.
• Trace the circumstances that led to the decision to drop the atomic
bombs on Japan.
• Compare and contrast different ideas, values, behaviors, and
institutions, and distinguish between historical interpretations and
solutions pertaining to the decision to drop the atomic bombs on
Japan.
• Identify the causes and consequences of the War in Vietnam on
American society and the world.
• Describe American foreign policy in Central and South America in
the 1980’s, and determine its impact.
• Summarize the democratic principle of due process, and relate it to
the relocation and internment of Japanese-Americans during World
War II.
Representative In accordance with their capacities, students will grow in the ability to:
Performance Skills for • obtained from computer programs, television and videotapes.
Students with
• Use writing to combine ideas, concepts, and information and draw
Disabilities connections among them.
• Describe how social, economic, organizational, and technological
systems operate within the various countries of the world today
• Relate basic indicators of economic performance and cost/benefit
analysis.

57
• Delineate economic and political issues in the world during the
twentieth century.
• Locate and assess information found in primary and secondary
sources.
• Use the tools and concepts of geography to read, label, and interpret
various kinds of maps, globes, models, diagrams, graphs, charts,
tables, and pictures of the ancient world.
• Recognize the relationship of major historical events of the twentieth
century in terms of cause and effect.
• Arrange major historical events of the twentieth century in
sequential order and determine their correlation to each other.
• Compare and contrast different ideas, values, behaviors, and
institutions of various twentieth century countries and distinguish
between historical interpretations and solutions.
• Recall and utilize the vocabulary related to the history-social science
discipline.
• Determine the accuracy of information.

58
 CORE OF COMMON COURSES-SENIOR HIGH SCHOOL

Principles of American Principles of American Democracy

Democracy (Semester Course—Grade 12)
Prerequisite: Growth and Conflict Grade 8 and Continuity and
Change in the Twentieth Century Grade 11

Course Code Number 37-06-03 Principles of Amer Democracy

41-37-23 Prin Amer Democracy (Students with disabilities served

in SDC)

Course Description The major purpose of this course is to analyze our system of government
and the historical background, fundamental concepts and principles that
underlie American democracy. The course covers the development of the
Constitution, Bill of Rights, and Federalism. It also includes a study of
political parties, voting and voting behavior, and elections at the national,
state, and local levels. The course will analyze the influence of special
interest groups and the role of the media in shaping public opinion. The
course also covers the role and the responsibilities of the three branches
of government at the national, state, and local levels. This course will
summarize landmark court decisions in terms of civil rights and civil
liberties and will also study complex contemporary issues that confront
national, state, and local governments such as immigration, race,
abortion, gender, sexual orientation, and disabilities. This course should
be viewed as the culmination of the civics literacy strand of the
California History-Social Science Framework.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans The Constitution and the Bill of Rights 3 3
Courts and the Governmental Process 3 4
Our Government Today: The Legislative and
Executive Branches 3 4
Federalism: State and Local Government 3 4
Comparative Governments 2 2
Contemporary Issues in the World Today 2 2
Total *16 *19
yr-rnd Trad.
*Suggested weeks are to be used as an estimate only. Pacing will be
determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and Mathematics
Initiatives.
59
The California The California Language Arts Content Standards below identify those
Language Arts Content standards, which will be measured on state assessments. The
Representative Objectives and Representative Performance Skills are
Standards
specific learning experiences, which are to be taught in each course in
order for students to achieve the standards.

Writing
2.2 Analyze the way in which clarity of meaning is affected by the
patterns of organization, hierarchical structures, repetition of the
main ideas, syntax, and word choice in the text
Reading
1.1 Demonstrate an understanding of the elements of discourse (e.g.,
purpose, speaker, audience, form) when completing narrative,
expository, persuasive, and descriptive writing assignments.
1.2 Use point of view, characterization, style (e.g., use of irony), and
related elements for specific rhetorical and aesthetic purposes.
1.3Structure ideas and arguments in a sustained, persuasive, and
sophisticated way and support them with precise and relevant
examples.
1.4 Enhance meaning by employing rhetorical devices, including the
extended use of parallelism, repetition, and analogy; the
incorporation of visual aids (e.g., graphs, tables, pictures); and the
issuance of a call for action.
1.5 Use language in natural, fresh, and vivid ways to establish
a specific tone.

The California State Principles of American Democracy and Economics

Content Standards 12.1 Students explain the fundamental principles and moral values
of American Democracy as expressed in the U.S. Constitution
and other essential documents of American democracy.
1. Analyze the influence of ancient Greek, Roman, English, and
leading European political thinkers such as John Locke,
Charles-Louis Montesquieu, Niccolò Machiavelli, and
William Blackstone on the development of American
government.
2. Discuss the character of American democracy and its promise
and perils as articulatedby Alexis de Tocqueville.

3. Explain how the U.S. Constitution reflects a balance between

the classical republic anconcern with promotion of the public
good and the classical liberal concern with protecting
individual rights; and discuss how the basic premises of
liberal constitutionalism and democracy are joined in the
Declaration of Independence as “self-evident truths.”

4. Explain how the Founding Fathers’ realistic view of human

60
l d di l h bli h f i i l
 nature led directly to the establishment of a constitutional
system that limited the power of the governors and the
governed as articulated in the Federalist Papers.

5. Describe the systems of separated and shared powers, the role

of organized interests Federalist Paper Number 10), checks
and balances Federalist Paper Number 51, the importance of
an independent judiciary (Federalist Paper Number 78),
enumerated powers, rule of law, federalism, and civilian
control of the military.

6. Understand that the Bill of Rights limits the powers of the

federal government and state governments.

12.2 Students evaluate and take and defend positions on the scope
and limits of rights And obligations as democratic citizens,
the relationships among them, and how they are secured.

1. Discuss the meaning and importance of each of the rights

guaranteed under the Bill of Rights and how each is secured
(e.g., freedom of religion, speech, press, assembly, petition,
privacy).

2. Explain how economic rights are secured and their

importance to the individual and to society (e.g., the right to
acquire, use, transfer, and dispose of property; right to choose
one’s work; right to join or not join labor unions; copyright
and patent).

3. Explain how one becomes Discuss the individual’s legal

obligations to obey the law, serve as a juror, and pay taxes.

4. Understand the obligations of civic-mindedness, including

voting, being informed on Civic issues, volunteering and
performing public service, and serving in the military or
alternative service.

5. Describe the reciprocity between rights and obligations; that

is, why enjoyment of One’s rights entails respect for the rights
of others.

6. Explain how one becomes a citizen of the United States,

including the process of naturalization (e.g., literacy, language
and other requirements).

12.3 Students evaluate and take and defend positions on what the
fundamental values and principles of civil society are (i.e., the
autonomous sphere of voluntary personal, social, and
economic relations that are not part of government), their
interdependence, and the meaning and importance of those
61
 values and principles for a free society.

1. Explain how civil society provides opportunities for

individuals to associate for social, cultural, religious,
economic, and political purposes.

2. Explain how civil society makes it possible for people,

individually or in association with others, to bring their
influence to bear on government in ways other than voting
and elections.

3. Discuss the historical role of religion and religious diversity.

4. Compare the relationship of government and civil society in

constitutional democracies to the relationship of government
and civil society in authoritarian and totalitarian regimes.

12.4 Students analyze the unique roles and responsibilities of the

three branches of government as established by the U.S.
Constitution.

1. Discuss Article I of the Constitution as it relates to the

legislative branch, including eligibility for office and lengths
of terms of representatives and senators; election to office; the
roles of the House and Senate in impeachment proceedings;
the role of the vice president; the enumerated legislative
powers; and the process by which a bill becomes a law.

2. Explain the process through which the Constitution can be

amended.

3. Identify their current representatives in the legislative branch

of the national government government.

4. Discuss Article II of the Constitution as it relates to the

executive branch, including eligibility for office and length of
term, election to and removal from office, the oath of office,
and the enumerated executive powers.

5. Discuss Article III of the Constitution as it relates to judicial

power, including the length of terms of judges and the
jurisdiction of the Supreme Court.

6. Explain the processes of selection and confirmation of

Supreme Court justices.

12.5 Students summarize landmark U.S. Supreme Court

62
 interpretations of the Constitution and its amendments.

1. Understand the changing interpretations of the Bill of Rights

over time, including interpretations of the basic freedoms
(religion, speed, press, petition, and assembly) articulated in
the First Amendment and the due process and equal-
protection-of-the-law clauses of the Fourteenth Amendment.
2. Analyze judicial activism and judicial restraint and the effects
of each policy over the decades (e.g., the Warren and
Rehnquist courts).

3. Evaluate the effects of the Court’s interpretations of the

Constitution in Marbury v. Madison, McCulloch v. Maryland,
and United States v. Nixon, with emphasis on the arguments
espoused by each side in these cases.

4. Explain the controversies that have resulted over changing

interpretations of civil Rights, including those in Plessy v.
Ferguson, Brown v. Board of Education, Miranda v. Arizona,
Regents of the University of California v. Bakke, Adarand
Constructors, Inc. v. Pena, and United States v. Virginia
(VMI).

12.6 Students evaluate issues regarding campaigns for national,

state, and local elective offices.

1. Analyze the origin, development, and role of political

parties, noting those occasional periods in which there was
only one major party or were more than two major parties.

2. Discuss the history of the nomination process for presidential

candidates and the increasing importance of primaries in
general elections.

3. Evaluate the roles of polls, campaign advertising, and the

controversies over campaign funding.

4. Describe the means that citizens use to participate in the

political process (e.g., voting, campaigning, lobbying, filing a
legal challenge, demonstrating, petitioning, picketing, running
for political office).

5. Discuss the features of direct democracy in numerous states

(e.g., the process of referendums, recall elections).

6. Analyze trends in voter turnout; the causes and effects of

reapportionment and redistricting, with special attention to

63
 7. spatial districting and the rights of minorities; and the
function of the Electoral College.

12.7 Students analyze and compare the powers nd procedures of

the national, state, tribal and local elective offices.

1. Explain how conflicts between levels of government and

branches of government are resolved.

2. Identify the major responsibilities and sources of revenue for

state and local governments.

3. Discuss reserved powers and concurrent powers of state

governments.

4. Discuss the Ninth and Tenth Amendments and interpretations

of the extent of the federal government’s power.

5. Explain how public policy is formed, including the setting of

the public agenda and mplementation of it through regulations
and executive orders.

6. Compare the processes of lawmaking at each of the three

levels of government, including the role of lobbying and the
media.

7. Identify the organization and jurisdiction of federal, state, and

local (e.g., California) courts and the interrelationships among
them.

8. Understand the scope of presidential power and decision

making through examination of case studies such as the
Cuban Missile Crisis, passage of Great Society legislation,
War Powers Act, Gulf War, and Bosnia.
12.8 Students evaluate and take and defend positions on the
influence of the media on American political life.

1. Discuss the meaning and importance of a free and responsible

press.

2. Describe the roles of broadcast, print, and electronic media,

including the Internet, as a means of communication in
American politics.

3. Explain how public officials use the media to communicate

with the citizenry and to shape public opinion.

64
12.9 Students analyze the origins, characteristics, and development
of different political systems across time, with emphasis on
the quest for political democracy, its advances and its
obstacles.

1. Explain how the different philosophies and structures of

feudalism, mercantilism,socialism, fascism, communism,
monarchies, parliamentary systems, and constitutional liberal
democracies influence economic policies, social welfare
policies, and human rights practices.

2. Compare the various ways in which power is distributed,

shared, and limited in systems of shared powers and in
parliamentary systems, including the influence and role of
parliamentary leaders (e.g., William Gladstone, Margaret
Thatcher).

3. Discuss the advantages and disadvantages of federal,

confederal, and unitary systems of government.

4. Describe for at least two countries the consequences of

conditions that gave rise to tyrannies during certain periods
(e.g., Italy, Japan, Haiti, Nigeria, Cambodia).

5. Identify the forms of illegitimate power that twentieth-century

African, Asian, and Latin American dictators used to gain and
hold office and the conditions and interests that supported
them.

6. Identify the ideologies, causes, stages, and outcomes of major

Mexican, Central American, and South American revolutions
in the nineteenth and twentieth centuries.

7. Describe the ideologies that give rise to Communism,

methods of maintaining control, and the movements to
overthrow such governments in Czechoslovakia, Hungary,
and Poland, including the roles of individuals (e.g., Alexander
Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav
Havel).

8. Identify the successes of relatively new democracies in

Africa, Asia, and Latin America and the ideas, leaders, and
general societal conditions that have launched and sustained,
or failed to sustain, them.

12.10 Students formulate questions about and defend their analyses

of tensions within our constitutional democracy and the
importance of maintaining a balance between the following
concepts: majority rule and individual rights; liberty and
equality; state and national authority in a federal system; civil
65
 disobedience and the rule of law; freedom of the press and the
right to a fair trial; the relationship of religion and
government.

Principles of Economics

12.1 Students understand common economic terms and concepts

and economic reasoning.

1. Examine the causal relationship between scarcity and the

need for choices.

2. Explain opportunity cost and marginal benefit and marginal

cost.

3. Identify the difference between monetary and nonmonetary

incentives and how changes in incentives cause changes in
behavior.

4. Evaluate the role of private property as an incentive in

conserving and improving scarce resources, including
renewable and nonrenewable natural resources.

5. Analyze the role of a market economy in establishing and

preserving political and personal liberty (e.g., through the
works of Adam Smith).

12.2 Students analyze the elements of America’s market economy

in a global setting.

1. Understand the relationship of the concept of incentives to the

law of supply and the relationship of the concept of incentives
and substitutes to the law of demand.

2. Discuss the effects of changes in supply and/or demand on the

relative scarcity, price, and quantity of particular products.

3. Explain the roles of property rights, competition, and profit in

a market economy.

4. Explain how prices reflect the relative scarcity of goods and

services and perform the allocative function in a market
economy.

5. Understand the process by which competition among buyers

and seller determines a market price.

6. Describe the effect of price controls on buyers and sellers.

66
 7. Analyze how domestic and international competition in a
market economy affects goods and services produced and the
quality, quantity, and price of those products.

8. Explain the role of profit as the incentive to entrepreneurs in a

market economy.

9. Describe the functions of the financial markets.

10. Discuss the economic principles that guide the location of

agricultural production and industry and the spatial
distribution of transportation and retain facilities.

12.3 Students analyze the influence of the federal government on

the American economy.

1. Understand how the role of government in a market economy

often includes providing for national defense, addressing
environmental concerns, defining and enforcing property
rights, attempting to make markets more competitive, and
protecting consumers’ rights.

2. Identify the factors that may cause the costs of government

actions to outweigh the benefits.

3. Describe the aims of government fiscal policies (taxation,

borrowing, spending) and their influence on production,
employment, and price levels.

4. Understand the aims and tools of monetary policy and their

influence on economic activity (e.g., the Federal Reserve).

12.4 Students analyze the elements of the U.S. labor market in a

global setting.

1. Understand the operations of the labor market, including the

circumstances surrounding the establishment of principal
American labor unions, procedures that unions use to gain
benefits for their members, the effects of unionization, the
minimum wage, and unemployment insurance.

2. Describe the current economy and labor market, including the

types of goods and services produced, the types of skills
workers need, the effects of rapid technological change, and
the impact of international competition.

3. Discuss wage differences among jobs and professions, using

the laws of demand and supply and the concept of

67
 productivity.

4. Explain the effects of international mobility of capital and

labor on the U.S. economy.
12.5 Students analyze the aggregate economic behavior of the U.S.
economy

1. Distinguish between nominal and real data.

2. Define, calculate, and explain the significance of an

unemployment rate, the number of new jobs created monthly,
an inflation or deflation rate, and a rate of economic growth.

3. Distinguish between short-term and long-term interest rates

and explain their relative significance.

12.6 Students analyze issues of international trade and explain

how the U.S. economy affects, and is affected by, economic
forces beyond the United State’s borders.

1. Identify the gains in consumption and production efficiency

from trade, with emphasis on the main products and changing
geographic patterns of the twentieth-century trade among
countries in the Western Hemisphere.

2. Compare the reasons for and the effects of trade restrictions

during the Great Depression compared with present-day
arguments among labor, business, and political leaders over
the effects of free trade on the economic and social interest of
various groups of Americans.

3. Understand the changing role of international political borders

and sovereignty in a global economy.

4. Explain the foreign exchange, the manner in which exchange

rates are determined, and the effects of the dollar’s gaining (or
losing) value relative to other currencies.

Representative Students will be able to:

Objectives • concepts of due process and equal protection Trace the development,
role, and influence of American political parties from Washington’s
administration to the present.
• Explain the importance of the natural rights philosophy in the
creation of American Constitutional government.
• Apply the economic concept of benefit-cost analysis to political
decision-making.
• Trace the application and evolution of the as found in the Fifth and
Fourteenth Amendments.

68
 • Assess the process used by Americans of diverse cultures or interest
groups in securing the principles of democracy and individual rights.

• Examine how the conflict between the values of national self-interest

and human rights influence and shape foreign policy.
• Apply the principles of democracy, civic values, and citizen rights
and responsibilities to contemporary issues, such as the environment,
voter participation, and health issues.
• Use the principles of democracy, American civic values and citizen
rights and responsibilities to develop a plan to address a community
issue.

Representative Students will be able to:

Performance Skills • Trace the development, role, and influence of American political
parties from Washington’s administration to the present.
• Explain the importance of the natural rights philosophy in the
creation of American Constitutional government.
• Apply the economic concept of benefit-cost analysis to political
decision-making.
• Trace the application and evolution of the concepts of due process
and equal protection as found in the Fifth and Fourteenth
Amendments.
• Assess the process used by Americans of diverse cultures or interest
groups in securing the principles of democracy and individual rights.
• Examine how the conflict between the values of national self-interest
and human rights influence and shape foreign policy.
• Apply the principles of democracy, civic values, and citizen rights
and responsibilities to contemporary issues, such as the environment,
voter participation, and health issues.
• Use the principles of democracy, American civic values and citizen
rights and responsibilities to develop a plan to address a community
issue.

Representative Students will be able to:

Objectives for • Trace the development of significant American political parties from
Washington’s administration to the present. Describe their role and
Students with influence on society.
Disabilities
• Explain the importance of the natural rights philosophy in the
creation of American Constitutional government.
• Describe the concepts of due process and equal protection as found in
the Fifth and Fourteenth Amendments.

69
 • Show how the principles of democracy, civic values, and citizen
rights and responsibilities apply to contemporary issues, such as the
environment, voter participation, and health issues.
• Give examples of the principles of democracy, American civic values
and citizen rights and responsibilities and use these examples to
develop a plan to address a community issue.

Representative In accordance with their capacities, students will grow in the ability to:
Performance Skills For • Locate and assess information found in primary and secondary
Students with sources.
Disabilities • Recognize the relationship of historical events of the twentieth
century in terms of cause and effect.
• Arrange major historical events in sequential order and determine
their correlation to each other.
• Compare and contrast different ideas, values, behaviors, and
institutions of various twentieth century countries and distinguish
between historical interpretations.
• Determine the accuracy of information obtained from computer
programs, television, and videotapes.
• Ask historical questions and relate different points of view.
• Recall and utilize the vocabulary related to the history-social science
discipline.
• Use writing to combine ideas, concepts, and information in new ways
and draw connections among them.
• Describe how economic and government systems operate.
• Relate basic indicators of economic performance and cost analysis

70
 CORE OF COMMON COURSES-SENIOR HIGH SCHOOL

Economics (Semester Course—Grade 12)

Prerequisite: The Modern World Grade 10 and Continuity and
Change in the Twentieth Century Grade 11

Course Code Number 37-09-05 Econ

Course Description The major purpose of this course is to provide a comprehensive study of
the basic institutions, concepts, principles, and practices of economics.
Instruction covers basic economic concepts that underlie the United
States market system and its operations. Instructional units apply these
concepts at both the micro and macro levels; promote informed voter
and consumer decision making; provide information about major
economic theories and prominent economists; and emphasize how
economics influences the lives of ordinary citizens. In addition the
course investigates the complex political and economics issues
confronting national, state, and local governments. The course also
includes an analysis of the American free enterprise system through a
study of comparative economics. Included is instruction on the
international dimensions of economics and the “global” economy.
Throughout this course, measurement concepts and methods involving
tables, charts, graphs, ratios, percentages, and index numbers are
introduced to understand the relationship between economic variables,
thus adding to their mastery of economic thought and method.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Fundamental Economic Concepts 4 3

Comparative Economic Systems 2 1

Microeconomics 4 4

Macroeconomics 8 7

International Economic Concepts 1 1

Total *19 *16

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standard: History-Social Science

Content Standards The content knowledge and skills gained during this course will support
d hi 71 f h Hi /S i l S i S d d
 student achievement of the History/Social Science Standards.
• Evaluate the impact of major belief systems (that is, religion,
philosophy) on the historical development of the United States and
other major countries in the world.
• Analyze how geographic factors influenced the historical
development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.
• Apply economic concepts, relationships, data and analysis, and cost-
benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.
• Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.
• Analyze the ways in which the values of specific societies shaped
and influenced their past and present social issues, economic issues,
and political decisions.
• Apply the principles of democracy, American civic values, and
citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives • Analyze the relationship between the Great Depression and the ideas
of Keynesian economic theory that shaped the mixed economy of
the United States.

• Evaluate the impact of the Free Enterprise System on the

development of the United States.

• Evaluate how geographical factors affect competition and market

structure in a capitalist economic system.

• Apply the basic economic concept of cost-benefit to a contemporary

environmental issue and its impact on business, investments, and
employment.

• Compare and contrast a market, traditional, and command economy

in addressing the basic economic questions.

• Apply the principles of American civic values and citizen rights and
responsibilities to reach and informed decision on economic issues.

72
Representative In accordance with his or her capacity, the student will grow in the
Performance Skills ability to:

• Locate, interpret, and assess information found in primary and

secondary sources.
• Describe how major historical events are related to each other in
time by distinguishing between cause and effect, sequence, and
correlation.
• Construct historical interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions.
• Use the specialized language of historical research and the history-
social science discipline.
• Evaluate the accuracy of information obtained from computer
programs, films, radio, television, and videotapes.

73
 CORE OF COMMON COURSES-SENIOR HIGH SCHOOL

Advanced Placement Advanced Placement American History AB

American History
(Annual Course—Grade 11)

Prerequisite: None

Alternative Course: United States History AB

Course Code Number 37-01-11 AP Am His A

37-01-12 AP Am His B

Course Description The major purpose of this course is to provide an intensive study of the
political, economic, social, intellectual, diplomatic, and cultural
development of the United States. The course emphasizes a variety of
themes and approaches to Untied States history and encourages an
awareness of the nature of history in its broadest definition and a sense
of the alternatives to any given explanation. The course develops the
ability to read advanced-level historical work analytically and evaluate
historical evidence and interpretations in arriving at conclusions.
Students develop college-level social science skills through essay
examinations, note taking from both printed materials and lectures, and
the preparation of research papers. The course provides for extensive
use of historical materials, both primary and secondary. If a student
passes the CEEB Advanced Placement Exam, this course may be
accepted by colleges for course credit.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans Exploration and Settlement 1 1
Colonial Life and the Fight for Independence 1 2
Creating a New Nation: Writing a Constitution 2 3
Formative Years: Federalist Period and the Rise of
Political Parties 2 3
Expanding the Nation’s Boundaries: Westward
Expansion and 2 3
Manifest Destiny
Sectional Conflict and the Civil War 3 3
Reconstruction and Industrial Growth 3 3
The United States Emerges as a World Power 1 2
Reforming the System: The Progressive Era 2 3

74
 United States Involvement in World Wars I and II 3 3
The Economy in the 1920s and the Great Depression 3 3
The Cold War, Korea, and Vietnam 4 4
The Struggle for Equality, Civil Rights, and the ‘60s 3 3
United States as a World Power: Responsibilities and
Limitations in a Nuclear Age 2 2
Total 32 *38
yr-rnd trad
*Suggested weeks are to be used as an estimate only. Pacing will be
determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiative.

The California State Standards: History-Social Science

Content Standards • Analyze the major political, economic, and social developments that
have shaped the history of the United States and the history of other
contemporary countries in the world.
• Evaluate the influence of major belief systems (that is, religion,
philosophy) on the development of the United States and other
contemporary countries in the world.
• Analyze the impact of geographical factors on the development of
human and social systems in the United States and in other
contemporary countries of the world.
• Analyze how different societies and civilizations have set their
economic goals and resolved their own issues by applying economic
analysis, concepts, and data.
• Make sound historical interpretations by asking historical questions,
evaluating data, and analyzing different points of view.
• Analyze the historical interaction and interdependence of United
States and world cultures.
• Analyze the relationship between the ideals and actions of historical
figures, groups, and individuals and their impact on the United
States and other contemporary countries in the world.
• Analyze democratic principles and evaluate how those principles are
evident in national and international issues and events.

75
Representative Students will be able to:
Objectives
• Analyze the causes for the exploration and settlement of the New
World.

• Analyze the causes and evaluate the results of the American

Revolution.

• Analyze the causes and evaluate the results of the Civil War.

• Analyze the causes and evaluate the results of Industrialization.

• Compare, contrast, and analyze the causes and evaluate the results of
American participation in World War I and World War II.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:

• Write essays and research papers that use inductive and deductive
reasoning.

• Use critical-thinking skills to interpret historical documents, graphs,

maps, and charts.

• Use critical-thinking skills to prepare essays that evaluate the merit

of political ideas that have influenced the course of U.S. History.

76
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL

Advanced Placement Advanced Placement European History AB

European History AB
(Annual Courses—Grades 11–12)

Prerequisite: None

Course Code Number 37-03-01 AP Eur His A

37-03-02 AP Eur His B

Course Description The major purpose of this course is to provide an in-depth study of
European history from 1450 to the present. The course is organized
around three major themes in European history: (1) Political and
Diplomatic History, (2) Intellectual and Cultural History, and (3) Social
and Economic History. The course helps students develop an awareness
of the nature of history, its interpretations, and its interdisciplinary
nature. The course includes essay tests, note taking, and research papers
and deals with primary and secondary materials. The course also
stresses development of other social science skills and offers an
opportunity for students to use college-level instructional materials. If a
student passes the CEEB Advanced Placement Exam, this course may
be accepted by colleges for course credit.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Background and Introduction: The Origins of 1 1

Europe

The Later Middle Ages 1 1

Renaissance and Reformation 3 4

Emergence of the Modern State System 3 4

The Scientific Revolution and the Age of 3 4

Enlightenment

The French Revolution and Napoleon 3 3

Reaction and Progress: The Industrial, Political,

and Social Revolution 4 4

Romanticism and Nationalism 3 4

77
 Urbanization and Class Consciousness:

Liberalism, Socialism, and Marxism 4 4

Europe’s World Supremacy: Imperialism and

International Rivalries 3 4

Europe and the World in the 20th Century—

War, Revolution, Independence:

The Global Context 4 5

Total *32 *38

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiative.

The California State Standards: History-Social Science

Content Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.
• Evaluate the impact of major belief systems (that is, religion,
philosophy) on the historical development of the United States and
other major countries in the world.
• Analyze how geographic factors influenced the historical
development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.
• Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.
• Analyze how the experiences and contributions of people of diverse
cultures have influenced the development of societies past and
present.
• Analyze the ways in which the values of specific societies shaped
and influenced their past and present social issues, economic issues,
and political decisions.
• Apply the principles of democracy, American civic values, and
citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

78
Representative Students will be able to:
Objectives
• Explain how geographical factors, traditions, history, ideology, and
instructions have shaped the present European society.

• Recognize that moral and spiritual values of Western society have

deep roots in European civilization.

• Determine the extent to which each of the nations of Europe has

contributed to the advancement and growth of European civilization.

• Read a wide variety of source materials containing both fact and

opinion and establish criteria by which these sources can be
evaluated.

• Develop an awareness of the consequences of European contacts

with other areas of the world.

• Examine problems faced by people at any given period in history,

relate these problems to the present, and investigate the attempts to
remedy these problems.

• Examine the importance of life and its expressions.

In accordance with their individual capacity, students will grow in the
Representative ability to:
Performance Skills • Write essays that analyze evidence and reach conclusions about
European government and politics.
• Access a variety of sources for information: printed, visual,
community, and electronic.
• Compare maps, graphics, and data to make inferences.
• Interpret social and political messages in cartoons.
• Read for a variety of purposes: to critique, to analyze, to predict
outcomes, to answer questions, and to form opinions.
• Use an increasing number of political science terms.
• Recognize instances in which more than one interpretation of
factual material is valid.
• Examine critically relationships between and among elements of the
government system.
• Present visually (charts, graphs, diagrams) information gathered
from readings.
• Identify alternative courses of action and predict the likely
consequences of each.
• Participate in debate, persuasion, and negotiation in the resolution
of conflicts and differences.
• Keep informed on issues that currently affect European
governments.

79
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Advanced Placement Advanced Placement Psychology
Psychology (Semester Course—Grades 11-–12)

Prerequisite: None

Course Code Number 37-04-17 AP Psychology

Course Description Course Description

The major purpose of this course is to introduce students to the

systematic and scientific study of the behavior and mental processes of
human beings and other animals. Students are exposed to the
psychological facts, principles, and phenomena associated with each of
the major subfields within psychology. Students also learn about the
methods psychologists use in their science and practice. If a student
passes the CEEB Advanced Placement Exam, this course may be
accepted by colleges for course credit.

This course meets the graduation and the "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Methods, Approaches, History 1 2

Biological Bases of Behavior 1 1

Sensations and Perception 1 1

States of Consciousness 1 1

Learning 2 2

Cognition 2 2

Motivation and Emotion 1 1

Developmental Psychology 1 1

Personality 1 2

Testing and Individual Differences 2 2

Abnormal Psychology 1 1

Treatment of Psychological Disorders 1 2

Social Psychology 1 1

80
 Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

• and influenced their past and present social issues, economic issues,

• and political decisions.

Representative Students will be able to:

Objectives
• Trace the emergence of scientific psychology in the nineteenth
century from its roots in philosophy and physiology.

• Explore the range of techniques scientists use to learn about brain

function.

• Describe the measurement of absolute and difference thresholds and

the physical, physiological, and psychological variables affecting
those measurements.

• Research information on different states of consciousness, ranging

from normal occurrences in people’s day-to-day lives to those that
are markedly different from the experiences of most people.

• Analyze the differences between learned and unlearned behavior.

• Analyze the current models of memory processes and practical

81
 methods for improving memory.

• Discuss from a life-span perspective the major dimensions in which

development takes place and the role that gender plays within each
dimension.

• Compare and contrast the major theories and approaches to

personality.

• Discuss the treatments of psychological disorders through an

overview of the approaches used by therapists of different treatment
orientations.

• Analyze how the structure and function of a given group may affect
the behavior of the group as a unit or the behavior of the individual
group member.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills
Ability to:

• Evaluate, analyze, and interpret a wide variety of primary and seconda

source materials containing both facts and opinions.

• Develop essays related to psychology that weigh and analyze evidence

reach conclusions.

• Construct psychological interpretations and solutions through the

evaluation of different ideas and behaviors.

• Evaluate the accuracy of information obtained from computer

programs, films, radio, television, and videotapes.

• Utilize computer technology.

• Combine ideas, concepts, and information in new ways; make

connections between seemingly unrelated ideas.

• Incorporate psychology within the framework of other social studies su

history, political science, economics, and law.

82
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL

Advanced Placement Advanced Placement American Government and Politics

American Government (Semester Course—Grade 12)
and Politics Prerequisite: None
Alternative Course: Principles of American Democracy
Course Code Number 37-06-05 AP Am Govt Pol

Course Description This course provides an intensive study of how the various elements of
government and politics in the United States work together to produce
public policy. It examines the critical relationship among the various
institutions, government, groups, and ideas that make up the political
scene. This course helps the student become familiar with the various
ideas and theories used to analyze and predict political behavior and the
terminology useful in describing politics. The activities include essays,
tests, note taking, debates, research projects, and use of with primary
and secondary sources. It emphasizes the analysis and interpretation of
factual information as it pertains to U.S. government. This course is
designed for students eligible for Honors Social Science and gives them
an opportunity to interact with college-level material. If a student passes
the CEEB Advanced Placement Exam, this course may be accepted by
colleges for course credit.

This course meets the graduation and the "A-F" requirements.

Instructional Instructional Units Suggested Weeks

Units/Pacing Plans
Constitutional Underpinnings of the US

Constitution 2 3

Political Beliefs and Behaviors 1 2

Political Parties and Interest Groups 3 3

Institutions of National Government 6 7

Public Policy 2 2

Civil Rights and Civil Liberties 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.
83
The California State Standards: History-Social Science Standard
Content Standards
1. Analyze the relationship of major events and significant ideas
that has shaped the history of the United States and other
major countries in the world.

2. Evaluated the impact of the major belief systems (that is

religion, philosophy) on the historical development of the
United States and other major countries in the world.

3. Analyze how geographic factors influenced the historical

development of the United States and other major countries
in the world. Factors could include migration, settlement
patterns and the distribution of natural resources across
regions, physical systems, and human systems.

4. Apply economic concepts, relationships, data and analysis,

and cost-benefit to contemporary and historical issues. These
could include scarcity, trade-off, markets, international
cooperation, decision-making, and cost-benefit analysis.

5. Ask historical questions, evaluate historical data, compare

and contrast differing sets of ideas, and consider multiple
perspectives.

6. Analyze how the experiences and contributions of people of

diverse cultures have influenced the development of societies
past and present.

7. Analyze the ways in which the values of specific societies

shaped and influenced their past and present social issues,
economic issues, and political decisions.

8. Apply the principles of democracy, American civic values,

and citizen rights and responsibilities as embodied in the
United States Constitution and the Bill of Rights to
contemporary and historical issues.

Representative Students will be able to:

Objectives
1. Explain the philosophical ideas and experiences that the
framers drew upon in writing the Constitution.

2. Know what concerns the framers had about the uses and
abuses of power and trace how these concerns have been
translated into the institutions that make up American
government.

3. Examine the dimensions of federalism and separation of

powers and the evolution of these concepts.

4. Develop awareness of the various theoretical interpretations

84
 of how the U.S. government works, such as pluralism and
elitism.

Representative In accordance with their individual capacity, the student will grow in
the ability to:
Performance Skills
• Write essays that analyze evidence and reach conclusions about U.S.
government and politics.

• Access a variety of sources for information: printed, visual,

community, and electronic.

• Compare maps, graphics, and data to make inferences.

• Interpret social and political message in cartoons.

• Read for a variety of purposes: to critique, to analyze, to predict

outcomes, to answer questions, and to form opinions.

• Recognize and apply an increasing number of political science

terms.

• Recognize instances in which more than one interpretation of factual

material is valid.

• Examine critically relationships between and among elements of the

government system.

• Present visually (charts, graphs, diagrams) information gathered

from readings.

• Identify alternative courses of action and predict the consequences.

• Participate in debate, persuasion, and negotiation in the resolution of

conflicts and differences.

• Keep informed on issues that currently affect the U.S government.

85
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL

Advanced Placement Advanced Placement Microeconomics

Microeconomics
(Semester Course—Grades 11-–12)

Prerequisite: None

Alternative Course: Economics

Course Code Number 37-09-06 AP Microecon

Course Description The major purpose of this course is to provide students a thorough
understanding of the principles of economics that apply to the functions
of individual decision makers, both producers and consumers, within the
larger economic system. The course places a primary emphasis on the
nature and functions of products and markets and includes the study of
factor markets and the role of the government in promoting greater
efficiency and equity in the economy. If a student passes the CEEB
Advanced Placement Exam, this course may be accepted by colleges for
course credit.

This course meets the graduation and the "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Basic Economic Concepts 2 3

The Nature and Function of Production 3 4

The Theory of the Firm 4 5

The Role of Government 3 3

Thinkers and Theories 2 2

Global Economy 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

86
The California State Standard: History-Social Science
Content Standards • Apply economic concepts, relationships, data and analysis, and cost-
benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.
• Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.
• Analyze the ways in which the values of specific societies shaped and
influenced their past and present social issues, economic issues, and
political decisions.

Representative Students will be able to:

Objectives
• Describe the relationship between the existence of limited resources an
unlimited wants and its effect on choices made by the United States and
other countries in the world.
• Explain how economic factors, traditions, global economy, history, ideo
and economic institutions have shaped present economic conditions.
• Analyze protectionist policies and the dynamics of growth in developin
countries in the world.
• Analyze the role of the United States in the present world economy.
• Analyze the factors related to supply and demand and the ways in whic
changes in these factors affect the economies of the United States and o
in the world countries.
• Analyze the behavior of companies in different kinds of market structur
• Evaluate the effectiveness of government policies designed to correct m
failures through subsidies and taxes.
• Analyze the contributions of major economic thinkers such as: Thomas
Malthus, David Ricardo, John Stuart Mill, Karl Marx, Alfred Marshall,
John Maynard Keynes.

87
Representative In accordance with their individual capacity, students will grow in the
Performance Skills
ability to:

• Evaluate, analyze, and interpret a wide variety of primary and seconda

source materials containing both facts and opinions.

• Develop essays that weigh and analyze evidence and reach conclusion
about economic events, thinkers, theories, and the marketplace.

• Construct economic interpretations and solutions through the

evaluation of different ideas, values, behaviors, and institutions

• Evaluate the accuracy of information obtained from computer

programs, films, radio, television, and videotapes.

• Utilize computer technology in supporting economic analysis.

• Combine ideas, concepts, and information in new ways; make

connections between seemingly unrelated ideas.

• Examine why economics is a necessity for the development of an activ

citizen.

88
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Advanced Placement Advanced Placement Macroeconomics
Macroeconomics
(Semester Course—Grades 11-–12)

Prerequisite: None

Alternative Course: Economics

Course Code Number 37-09-07 AP Macroecon

Course Description Course Description

The major purpose of this course is to provide students a thorough

understanding of the principles of economics that apply to the economic
system as a whole. The course places a primary emphasis on the study
of national income and price determination and also develops the
students’ familiarity with economic performance measures, economic
growth, and international economics. If a student passes the CEEB
Advanced Placement Exam, this course may be accepted by colleges for
course credit.

This course meets the graduation and “A-F” requirements

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Basic Economic Concepts 3 3

Measurement of Economic Performance 3 4

National Income and Price Determination 4 5

International Economics and Growth 3 4

Exploring the Global Economy 3 3

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

89
The California State Standard: History-Social Science
Content Standards
• Apply economic concepts, relationships, data and analysis, and cost-
benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives • Describe the functions of an economic system and the way the tools
of supply and demand can be used to analyze a market economy.

• Analyze how the unemployment rate is measured.

• Analyze the actual levels of inflation, unemployment, gross national

product, and gross domestic product and the ways that changes in
one may affect the others in the United States.

• Analyze the effects of government budget deficits on the economy.

• Investigate the effect of government fiscal policy on aggregate

demand.

• Explore the relationships between deficits, interest rates, and

inflation.

• Evaluate the effects monetary and fiscal policies have on domestic

growth and on international exchange rates and balance of payments.

Representative In accordance with their individual capacity, students will grow

Performance Skills in the ability to:
• Evaluate, analyze, and interpret a wide variety of primary and
secondary source materials containing both facts and opinions.

90
• Develop essays that analyze evidence and reach conclusions about
economic events, thinkers, theories, and the market-place.
• Construct economic interpretations and solutions through the
evaluation of different ideas, values, behaviors, and institutions.

• Evaluate the accuracy of information obtained from computer

programs, films, radio, television, and videotapes.

• Utilize computer technology in supporting economic analysis.

• Combine ideas, concepts, and information in new ways; make

connections between seemingly unrelated ideas.
• Incorporate economics within the framework of other social
studies such as history, political science, and law.

91
 ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL

Advanced Placement Advanced Placement Comparative Government and Politics

Comparative
(Semester Course—Grade 12)
Government and
Politics Prerequisite: None

Course Code Number 37-10-03 AP Comp Govt

Course Description The major purpose of this course is to provide a basic understanding of
the world’s diverse political structures and practices. The course
encompasses the study of both specific countries and general concepts
used to interpret the key political relationships found in virtually all
countries. Five countries form the core of the examination. Four of these
countries are Great Britain, France, Russia, and China; for the fifth
nation, the examination will permit candidates to choose either India,
Mexico, or Nigeria. These nations are included because they are
commonly covered in college comparative political courses and are
paradigms of different types of political systems. If a student passes the
CEEB Advanced Placement Exam, this course may be accepted by
colleges for course credit.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
The Source of Public Authority and Political Power 2 3

The Relationship Between State and Society 2 3

The Relationship Between Citizens and States 3 4

Political and Institutional Frameworks 3 3

Political Change 3 3

The Comparative Method 3 3

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

92
The California State Standards: History-Social Science
Content Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Compare and contrast how different governments obtain legitimacy
in the eyes of their citizens.

• Examine how political beliefs are affirmed or changed and why

political values in one country may differ radically from those in
another.

• Evaluate the effect of a divided society on politics related to social

and economic classes, ethic and religious groups, and linguistic
communities.

• Compare and contrast the variety of roles found in different types of

governments in the world today.

93
 • Examine the organizations, functions, and limitations of political
parties in different countries.

• Analyze the causes and consequences of social revolution by

describing the differences between the forces that led to and shaped
the French, Mexican, Russian, and Chinese revolutions.

Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:

• Evaluate, analyze, and interpret a wide variety of primary

and secondary source materials containing both facts and opinions.

• Develop essays that analyze evidence and reach conclusions on

issues and problems faced by local, state, and national government.

• Construct interpretations and solutions through the evaluation

• of different ideas, values, behaviors, and institutions.

• Evaluate the accuracy of information obtained from computer

programs, films, radio, television, and videotapes.

• Utilize computer technology in supporting the study of comparat

government.

• Analyze and interpret data relevant to the study of Comparative

Government and Politics.

• Combine ideas, concepts, and information in new ways; make

connections between seemingly unrelated ideas.

• Examine why economics is a necessity for the development of

active citizen.

• Incorporate the study of comparative government within the framew

other social studies such as history, economics, and law.

• Develop listening and observational skills through the use of multime

presentations in comparative government and politics.

• Develop speaking skills in explaining how socioeconomic, historic

and institutional factors have shaped present governments and pol

94
 ELECTIVE COURSES—HISTORY

Ancient Civilizations Ancient Civilizations

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-03-03 Anct Civl

Course Description Course Description

The major purpose of this course is to study the rise of Western and non-
Western civilizations. The course includes in-depth studies of Greece,
Rome, and selected civilizations of the Middle East, Africa, Asia, and
Latin America. The course also assesses the contributions of these
cultures to the development of Western civilization and modern life.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Civilization Along the Nile–Egypt 2 2

The Tigris-Euphrates Valley 2 2

From the Hittites to the Persians 2 2

The Indus and the Ganges 2 2

Ancient Chinese Civilizations of the 2 3

Yellow River

The Greek Achievement 2 3

The Ascendancy of Rome 2 3

Africa and the New World 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards The content knowledge and skills gained during this course will support
t d t hi t f th Hi t /S i l S i St d d
95
 student achievement of the History/Social Science Standards.
Upon graduation from the LAUSD, students will be able to:
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Examine the roots of the present which lie deep in the past.

• Identify the accomplishments of early civilizations.

• Recognize that the pattern of development begins with the

geographic setting of a nation.

• Trace many present-day values, thoughts, customs, and ideals to the

earliest civilizations.

• Analyze different theories of civilization and appraise the merits and

limitations of each theory.

• Identify geographic factors that influenced the development of

ancient civilizations.

• Explain the significance of the agricultural revolution in the rise of

river valley civilizations.

• Demonstrate an increasing mastery of basic social science skills,

such as map reading, outlining, analyzing, evaluating, library
research, and critical thinking.

96
 ELECTIVE COURSES-HISTORY

California History California History

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-03-05 Calif Hist

Course Description The major purpose of this course is to study the significant political,
social, and economic developments in the Spanish, Mexican, and
American periods of California history. The course stresses the
interrelationships of governments and cultures during these periods and
emphasizes the role of various ethnic groups, thereby increasing the
understanding of California’s diversity. The course also identifies
problems confronting California today and helps students examine the
role of citizens in resolving these problems and gives them a better
appreciation of American institutions and ideals. The course includes a
study of related current affairs and continues the development of social
science skills.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Demography and Geography of California 2 2

The Exploration and Settlement of California 2 2

Hispanic California 2 3

Gold, the American Influx, and the Creation of an 2 2

American State

Establishing a Stable Economy 2 3

Establishing a Modern Government 2 3

California and Ethnic Diversity 3 3

California Becomes a Leader in the Arts 1 1

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

97
The California State Standard: History-Social Science
Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

Representative Students will be able to:

Objectives
• Analyze the geographic resources of California.

• Use reference books on California.

• Explain how history, traditions, and institutions have shaped present

California society.

• Examine the role of Indian, Spanish, and other early settlers in the
development of California.

• Describe the basic elements of California government.

• Analyze some economic conditions currently affecting California.

• Explain the contributions made by various ethnic groups.

98
 ELECTIVE COURSES-HISTORY

Modern Europe Modern Europe

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-03-07 Mod Eur

Course Description The major purpose of this course is to study modern European
civilization and its impact on world affairs. The course includes the rise
of the modern nation-state system, the growth of scientific knowledge,
democratic ideas and practices, nationalism, imperialism, and
internationalism. The ideology and practices of Western democratic
countries are contrasted with those of communist countries of Eastern
Europe. The course helps students to deepen their understanding of the
contributions made by European civilization to American culture and to
develop their social science skills.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Review of the Renaissance and the Reformation 2 2

The Modern National State, the Age of, 3 4

Enlightenment and the Growth of Democracy

Revolutions—Political, Industrial, Social, and 4 5

Cultural

Nationalism and Imperialism in the Late Eighteenth 3 3

and Nineteenth Centuries

Twentieth-Century Problems and Global 4 5

Consequences

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

99
The California State Standards: History-Social Science
Content Standards The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.
Upon graduation from the LAUSD, students will be able to:
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.
• Evaluate the impact of major belief systems (that is, religion,
philosophy) on the historical development of the United States and
other major countries in the world.
• Analyze how geographic factors influenced the historical
development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.
• Apply economic concepts, relationships, data and analysis, and cost-
benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.
• Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.
• Analyze how the experiences and contributions of people of diverse
cultures have influenced the development of societies past and
present.
• Analyze the ways in which the values of specific societies shaped
and influenced their past and present social issues, economic issues,
and political decisions.
• Apply the principles of democracy, American civic values, and
citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.
Representative Students will be able to:
Objectives
• Determine the extent to which each of the nations of Europe has
contributed to the advancement and growth of European civilization.

• Explain how geographical factors, traditions, history, ideology, and

institutions have shaped the present European community.

• Read a wide variety of sources and establish criteria by which these

sources can be evaluated.

• Recognize that moral and spiritual values of Western society have

deep roots in European civilization.

100
• Inquire into the conditions that made it possible for Europe, the
birthplace of some forms of democracy, to have experienced some
forms of totalitarianism.

• Describe the constant struggle for political and human freedom in

Europe.

• Identify great leaders who were products of their times and had
major roles in determining the course of European and Western
civilization.

• Interpret the study of history, deductively and inductively, using

tools of the scientific method.

101
 ELECTIVE COURSES-HISTORY

Women in History Women in History

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-03-09 Women in Hist

Course Description Course Description

The major purpose of this course is to identify and emphasize the roles
and contributions of women to the growth and development of human
society. This course also develops an understanding of the historical
struggle of women and the current social, economic, and political issues
of concern to women.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Overview of Women’s History From Ancient 5 6

Times to the Present

Women in History: East and West 2 3

Women in the History of the United States: 3 3

The beginnings to 19203

Women in the History of the United States: 3 3

1920 to the Present

Contemporary Women’s Issues 3 4

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

102
The California State Standards: History-Social Science
Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Appreciate the influence of women, both in the past and in the
present and in Western and non-Western societies.

• Analyze the concerns faced by women at any given period in

history, relate these issues to the present, and investigate
proposed solutions.

• Examine the origins of the prejudiceand discuss stereotypes and

forms of discrimination women have experienced.

• Identify various sources of knowledge about women in history

and use different methods of inquiry in acquiring such
knowledge.

• Read a wide variety of source materials containing both fact and

opinion and establish criteria by which these sources can be
evaluated.

103
• Discuss various viewpoints relating to current economic,
political, and social issues of concern to women..

104
 ELECTIVE COURSES-GEOGRAPHY

Geography AB Geography AB

(Semester or Annual Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-02-01 Geog A

37-02-02 Geog B

Course Description The major purpose of this course is to study physical geography,
including the concept of the relationship of the physical environment to
human culture. The course includes cultural and economic geography
and geopolitics. Regional studies may include any or all of the
following: Europe, Asia, Africa, Latin America, the Middle East, and
Oceania. This course also stresses demography, ecology, units on
natural and human resources, and continues to develop basic social
science skills.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
The Changing Role of Geography 1 1

An Introduction to the Urban Environment 2 2

Geographic Relationships Within the Home-School 1 1

Environment

Basic Skills of Geography 2 3

Cultural, Economic, and Political Elements of 2 3

Geography

Area of Regional Studies: Europe, Asia, Africa, 4 4

Latin America, the Middle East, Oceania

Major Concepts in Physical World Geography 4 4

Careers in Geography 1 1

Total *16 *19

year-round traditional
105
 *Suggested weeks are to be used as an estimate only. Pacing will be
determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
• The content knowledge and skills gained during this course will
support student achievement of the History/Social Science
Standards.

• Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

Representative Students will be able to:

Objectives
• Read and comprehend the content of instructional materials used in
this course.

• Interpret graphs on geographic or demographic statistics.

• Analyze the basic concepts of physical geography.

• Analyze the relationship of physical geography to the human

environment.

• Evaluate procedures by which a civilized society uses natural

resources.

• Demonstrate the relationship of geography to the other social

sciences.

• Describe ways in which human beings may alter the physical

environment.
106
• Examine the results of altering the ecology.

• Utilize basic geographical skills to understand how to improve the

quality of life.

107
 ELECTIVE COURSES-GEOGRAPHY

Urban Ecology and Urban Ecology and Demography AB

Demography AB
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-02-03 Urb Ecol A

37-02-04 Urb Ecol B

Course Description The major purpose of this course is to survey the roles of the individual
and the government in urban ecological problems such as transportation,
housing, crime, racial conflict, pollution, health, and urban planning.
The course incorporates the study of demography as it relates to the use
and development of the land. The course also examines proposed
solutions to ecological and demographic problems. This course
continues to develop social science skills and affords opportunities to
utilize community resources.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Basic Concepts of Physical Geography 6 8

Urban Demography 8 10

Urban Ecology 8 10

Community and Government Agencies Dealing 4 4

With Environment

Improving the Environment 6 6

Total *32 *38

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.
108
 Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives • Read and comprehend the content of instructional material used in
this course.
• Interpret the impact of technological changes on the physical
environment.
• Utilize basic geographic concepts and terms.
• Demonstrate knowledge of demographic and ecological factors
relating to the United States.
• Continue to develop basic geographic skills, such as those related to
use of maps, globes, symbols, and relative location.
• Use scientific methods to identify and offer solutions to ecological
and demographic problems.

109
 ELECTIVE COURSES-ECONOMICS

Applied Economics Applied Economics

(Semester Course—Grades 11–12)

Prerequisite: None

Course Code Number 37-09-01 Appl Econ

Course Description The major purpose of this course is to study the basic principles of
economics. Students are provided an overview of general economic
theories and principles, including fundamental economic concepts,
microeconomic concepts, macroeconomic concepts, and international
economic concepts. Topics are studied from the perspectives of
government, labor, business, and the consumer. The course uses a
microcomputer in the classroom to provide specialized management and
economic simulations as a means to teach basic economic concepts.
Modeling of a company provides students with an experiential
foundation for the study of basic economic concepts. The course
includes student projects and guest speakers and enables students to gain
a better understanding of how and why the mixed-market economy of
the United States works and how they fit into the economy and influence
it by their decisions. The course also provides students with background
in the methods and the specialized vocabulary of economics and the
opportunity for growth in written and oral composition and in academic
reading.

This course meets the graduation and "A-F" requirements.

Instructional
Units/Pacing Plans Instructional Units *Suggested Weeks

What Is Economics? 1 1

Free Enterprise: Supply, Demand, and 1 1

Market Price

The American Economic System 1 1

Income and Consumption 1 1

Organizing a Business: Entrepreneurship and Profit 1 1

Sources of Funds for Business Firms 1 1

Production and Productivity 1 1

The Role of Labor 1 1

110
 How Firms Compete 1 1

Taxation and the Role of Government 1 1

Money and Financial Institutions 1 2

Economic Stability 1 1

International Trade 1 2

Other Economic Systems 1 2

Some Current Economic Problems: 2 2

Urban Problem Poverty Economic

Growth and the Environment

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

Representative Students will be able to:

Objectives
• Read and comprehend the content of the instructional materials used
in the course.

• Define and explain the economic terms and principles studied.

• Participate in compiling market research data to plot a real demand

curve.

• Read and interpret graphs, charts, and models.

• Identify the factors of production.

• Analyze the role of profits in our economy.

• Discuss the concept of return on investment as applied to the student

company and the larger economy.

• Identify examples of the three categories of taxes: proportional,

progressive, and regressive.

• Relate the benefits of competition to consumers, workers, and

business.

111
• Understand the characteristics of market and command economies
and the role of the individual in each.

• Discuss the role of banks in the economy.

• Analyze current economic conditions relating to monetary and fiscal

policy.

• Participate in management simulation activities.

• Role-play a collective-bargaining session.

• Apply logical decision-making processes by participating in a

meeting of a board of directors that leads to decisions in selected
case studies.

• Understand the purpose of the free enterprise economic system.

• Improve writing skills in completing assignments relating to course

content.

• Develop speaking skills in examining and explaining economic

problems.

• Augment analytical skills in relating the content of economics to

current economic conditions.

112
 ELECTIVE COURSES-ECONOMICS

Consumer Economics Consumer Economics and Law

and Law
(Semester Course—Grades 8–12)

Prerequisite: None

Course Code Number 37-09-03 Con Econ Law

Course Description The major purpose of this course is to study practical, personal, and
family money management in relation to basic economic principles. The
course develops in students the capacity to make wise decisions as
consumers, based on the priority of needs before wants. The course also
indicates how to gain most value for money while still enjoying personal
satisfaction and long-range material growth. A unit on consumer law
covers legal rights and obligations, simple contracts, and ways to use the
law for protection from fraud, deception, quackery, and warranty
violations. The course also provides a brief survey of our free enterprise
marketing system.
This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Overview of Basic Economic Principles 2 2

We Are All Consumers 1 1

Advertising: A Tool or a Trap? 1 1

"Caveat Emptor" 1 1

Spending Our Earnings: Buying Wisely 1 1

Consumer Rights 1 1

Budgeting: A Plan for Spending Assets With 1 1

Satisfaction And Stability

Credit and Lending Institutions 1 2

Saving With a Purpose 1 1

Taxpayers All 1 1

Fraud, Deception, and Quackery 1 2

Insurance Protection 1 2

Laws to Protect Consumers 2 2

113
 Career Planning 1 1

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Read and comprehend the content of instructional materials used in
this course.

• Use human and material resources intelligently in order to achieve

personal satisfaction and material growth.

• Analyze the role of consumers in our “demand” market system.

• Evaluate the differences between needs and wants and maintain a

balance between them.

114
• Exercise sound and reasonable planning of future expenditures.

• Illustrate how proper use of consumer credit can be a key to

financial success.

• Examine the role of savings as they are related to emergencies and to

short- and long-range goals.

• Explain how voluntary savings programs can complement

mandatory public and employer insurance and retirement programs
to provide enhanced financial security.

• Demonstrate knowledge of private and public agencies that protect

the consumer.

• Identify types of fraud, deception, and quackery and tell how to

avoid them.

• Discuss the legal rights and obligations of the consumer and what
the law expects of him or her as a prudent participant in the
marketplace.

115
 ELECTIVE COURSES-ETHNIC STUDIES

African American African American History

History
(Semester Course—Grade 9–12)

Prerequisite: None

Course Code Number 37-07-01 Afro Am Hist

Course Description The major purpose of this course is to develop an understanding of the
role and contributions of African Americans to the growth and
development of the United States. The course investigates the historical
significance of the origins of African Americans and considers the
historical background of this group who began life in this nation as
slaves and experienced the hopes and disillusionment of freedom. The
course also includes a study of related current affairs and American
ideals and institutions. Development of social science skills is stressed,
including map reading, library research, outlining, and critical thinking.
This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
African Heritage 2 2

Slavery in the Old and New Worlds 2 3

African Americans in the Period of the American 2 2

Revolution

African Americans Through the Civil War 2 2

African Americans Through World War I 2 2

African Americans Through World War II 2 2

African Americans’ Search for Civil Rights Since 2 3

World War II

The African American in Today’s Society 2 3

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.
116
The California State Standards: History-Social Science
Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Recognize that African Americans developed some of the world’s
earliest civilizations.

• Examine the fact that African American involuntary migration to

the New World was unique among American immigrant groups.

117
• Recognize the extent to which African Americans migration and
settlement patterns affected the United States in general.

• Analyze ways in which African Americans, individually and as a

group, have assisted the nation to grow and prosper.

• Realize that the contributions of African Americans could have

been greater had it not been for slavery, racial prejudice, and
discriminatory practices.

• Comprehend that ever since colonial times both African American

and white voices have been raised against the evils of slavery and
second-class citizenship and that their objections culminated in the
civil rights movement.

• Identify past and present factors that have caused African

Americans to manifest a new pride and to demand that the nation
live up to its ideals.

118
 ELECTIVE COURSES-ETHNIC STUDIES

America’s Intercultural America’s Intercultural Heritage

Heritage
(Semester Course—Grades 8–12)

Prerequisite: None

Course Code Number 37-07-03 Am Inter Her

Course Description
The major purpose of this course is to identify and emphasize the
contributions and struggles of minority groups in the United States. The
course also encourages belief in the worth and dignity of all people. The
ethnic backgrounds of class members, special observances, teacher
preparation, and availability of instructional materials may direct the
content and the sequence of the topics covered.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Discrimination and Assimilation 1 1

African Americans 4 4

Mexican Americans 4 4

Asian Americans 3 4

American Indians 3 4

Other Minority Groups in the United States 1 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.Upon
graduation from the LAUSD, students will be able to:
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

119
 • Evaluate the impact of major belief systems (that is, religion,
philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Recognize that minority peoples participated in the development of th
United States and continue to enrich its life.

• Analyze the origins of prejudice and analyze current efforts to attain

equality.

• Examine the contributions of diverse groups in such areas as art,

music, literature, foods, dance, dress, and language.

• Identify factors that support pride in heritage.

• Apply inquiry skills to historical situations in which several causes

must be identified to comprehend the total event.

120
• Take a position and defend it in terms of the value judgments
involved in the issue.

• Communicate ideas with clarity and confidence in intercultural

relations.

121
 ELECTIVE COURSES-ETHNIC STUDIES

American Indian American Indian Studies

Studies
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-07-05 Am Ind Stu

Course Description Course Description

The major purpose of this course is to study the culture and heritage of
American Indians and the contributions of American Indians to
American life and culture. The course presents the basic concept of
conflicting cultures and how cultural conflicts affected Indian and White
relationships. The course also helps to develop a greater understanding
of the situation in which present-day American Indians find themselves
in modern American society.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Introduction to the Indians of North and South 2 3

America

Culture Traits of the American Indian: Family and 4 4

Clan Relations, Religion, Arts and Crafts, Medicine,

Agriculture, and Architecture

Indians vs. Whites and Culture Conflicts 3 4

Historical Relationships of the United States 4 4

Government And the Native American:

Treaties, Wars, Trail of Tears, American Indian

Reservations, Legislation on American Indians,

and Indian Societies

Twentieth-Century American Indians: Sociological 3 4

Problems, Modern Reservation Life, Indians in the

City, and Legal Battles Over Land,Water, and

122
 Environment

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards. Upon
graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

123
Representative Students will be able to:
Objectives
• Read and comprehend the content of materials used in this course of
study.

• Develop skills in map reading and in the interpretation of graphs,

charts, and diagrams.

• Recognize the physical features of the North American continent.

• Demonstrate a positive attitude toward diverse cultural groups.

• Recognize the cultural diversity of Native Americans.

• Comprehend the concept of different cultures clashing over different

values.

• Be aware of the contributions of American Indians to American

society and culture.

• Recognize the different cultural characteristics of the Indians of the

various geographical regions of the United States.

• Comprehend the past and present-day relationships between the

United States government and the American Indian.

• Analyze the problems and choices facing the American Indian in the
United States today.

124
 ELECTIVE COURSES-ETHNIC STUDIES

Asian Studies Asian Studies

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-07-07 Asian Stu

Course Description The major purpose of this course is to study the history, geography,
philosophy, religion, intellectual contributions, and demography of
China, Japan, India, Korea, Southeast Asia, and the emerging Asian
nations. Development of social science skills is stressed, including map
reading, library research, outlining, and critical thinking.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
China 4 5

Japan 3 4

India 3 3

Korea 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.
Standards: History-Social Science
The California State
Content Standards • The content knowledge and skills gained during this course will
support student achievement of the History/Social Science
Standards.

• Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

125
 • Evaluate the impact of major belief systems (that is, religion,
philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and

cost-benefit to contemporary and historical issues. These could
include scarcity, trade-off, markets, international cooperation,
decision-making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Seek out various sources of knowledge about non-Western people,
utilize different methods of inquiry in acquiring such knowledge,
and recognize the need for continuing study.

• Describe major Asian civilizations; the influences of geography on

their development; the role of religious and philosophical traditions
in shaping their behavior; and the development of the economic,
political, and social institutions which have characterized their
cultures.

• Develop insight into similarities and diversities in and among Asian

countries and develop skill in detection of oversimplifications,
superficial generalizations, misconceptions, and stereotypes in materi
about Asian countries.

• Analyze modernization problems in traditional Asian societies,

including the impact of Western culture and how such problems as
population growth, political change, and economic dislocation are
met.

• Demonstrate Asian influences, both historical and modern, on Wester

cultures and Western international relations.

126
• Explore possible approaches for the United States and other non-
Asian countries to develop mutual understanding and agreements in
communicating, coexisting, and cooperating with Asians.

• Compare and contrast Western and non-Western concepts and

values.

• Analyze policies of the United States toward Asian countries and

defend a position with regard to those policies.

127
 ELECTIVE COURSES-ETHNIC STUDIES

Cultural Awareness Cultural Awareness

(Ten-Week Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-07-09 Clt Aware

Course Description The major purpose of this course is to foster an understanding about the
nature of culture and how cultures condition their members. The course
helps students develop their skills in intercultural communication and
view the world from perspectives other than their own. This course is
culture-general, but it includes cognitive content and activities related to
specific cultures. By becoming familiar with the concepts, issues, and
skills that have general application and are culture-general, students
acquire a framework into which culture-specific information can be
integrated.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
The Importance of Culture 2 2

Mainstream American Culture—A Point of 2 2

Reference

The Role of Communication in Intercultural 2 2

Relationships

Current Issues Influenced by Cultural and Ethnic 2 3

Factors

Total *8 *9

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

128
The California State The content knowledge and skills gained during this course will support
Content Standards student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Define and explain key concepts and terms related to culture and
ethnicity.

• Identify cultural variables common to most cultures and relate those

variables to the mainstream culture of the United States and, if
different, the student’s own culture.

• Develop a personal cultural framework, clarifying personal attitudes

and identifying personal behaviors.

• Identify judgmental behavior and explain its consequences.

• Identify and utilize positive communication skills.

• Identify and explain common behaviors that foster positive cross-

cultural interaction.

• Understand causes and consequences of prejudice.

• Participate in various activities, such as group discussions and

simulations, that will develop not only cognitive but also affective
learning.

129
 ELECTIVE COURSES-ETHNIC STUDIES

History of the Middle History of the Middle East

East
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-07-11 His Mid East

Course Description The major purpose of this course is to examine the history and cultures
of the Middle East. The ancient civilizations that contributed their
cultures to present-day Middle Eastern societies and the establishment
and urbanization of modern communities are examined. Countries
selected for study are Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon,
Saudi Arabia, Syria, and Turkey.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Ancient Cultures of the Middle East 6 8

Modern Societies of the Middle East 10 11

16 19

Total *32 *38

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

130
 • Analyze how geographic factors influenced the historical
development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Read and interpret a wide variety of news stories and editorial
opinions about the Middle East.

• Expand their understanding through various sources of information

encountered in the course.

• Analyze events occurring in the Middle East and relate them to

United States foreign policy.

• Recognize that there are seldom simple answers for complex world
problems.

• Study individual countries in depth and examine their relationship

with the United States and other world powers.

• Realize that international peace and security are long-range goals,

demanding that individuals and nation-states adapt to changing
conditions and be receptive to new ideas.

• Recognize that the goals of countries are different because of their

differences in geographical, political, and economic factors.

131
 ELECTIVE COURSES-ETHNIC STUDIES

Latin American Studies Latin American Studies

(Semester Course—Grades 9–12)

Prerequisite: None

Code Number 37-07-13 Lat Am Stu

Course Description The major purpose of this course is to survey the history and geography
of Latin America and to offer an opportunity for intensive study of
selected areas. The course includes the study of geography and its
effects on the people and the study of the people themselves through
their contributions, culture, government, and persistent problems. The
course also develops understanding of current social, economic, and
political problems facing Latin America and analyzes possible solutions
of those problems.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Physical and Geographic Features of Latin America 2 1

Early Latin American Cultures 2 2

Early Exploration, Colonization, and Movements

For Independence 2 2

After Independence—Problems and Achievements 2 2

Survey of Present Social, Economic, and

Political Problems 4 3

In-Depth Study of Selected Nations 4 3

Relations Between the United States and Latin

America 3 3

Total *19 *16

traditional year-round

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

132
The California State Standards: History-Social Science
Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and

cost-benefit to contemporary and historical issues. These could
include scarcity, trade-off, markets, international cooperation,
decision-making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Recognize and analyze the potentials and the complex problems of
early Latin American civilizations.

• Understand that the approach of each nation to its problems is the

result of its natural, physical, and human resources; its history,
ideology, and institutions; and its technological capabilities.

• Recognize contemporary Latin America’s potential and its

problems.

• Explain the relations of Latin America with the United States and
other nations.

133
• Realize that the uneven distribution of natural resources among
nations causes a variety of problems.

• Interpret the impact of European colonization on the American

Indian cultures and on Latin America.

• Describe the development of the various Indian cultures of Latin

America.

• Understand the impact of the European heritage, particularly that of

Spain and Portugal, on Latin America.

134
 ELECTIVE COURSES-ETHNIC STUDIES

Mexican American Mexican American Studies

Studies
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-07-15 Mex Am Stu

Course Description The major purpose of this course is to provide an overview of significant
periods in the history of Mexico as a basis for establishing a greater
understanding of the Mexican people and Americans of Mexican
descent. The course includes Mexican and Mexican American
contributions to the development of the United States, with special
reference to the present. The course also covers the political, economic,
social, and cultural history of Mexico and includes related current
affairs.
This course meets the graduation and "A-F" requirements.
Instructional Instructional Units *Suggested Weeks
Units/Pacing Plans
Spain in the New World 3 4

The Collision of Two Cultures 3 3

Mexican American Heritage in the Southwestern 4 5

United States

A Sociological and Psychological View of Mexican 2 2

Americans

Mexican Americans Today 4 5

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

135
 • Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and

cost-benefit to contemporary and historical issues. These could
include scarcity, trade-off, markets, international cooperation,
decision-making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Examine the culture, history, language, and traditions of Mexican
Americans.

• Explain the geography of Mexico and the southwestern United

States and understand the relationship between and land and the
people.

• Examine the Mexican influence in California and the Southwest.

• Examine the conflict between the Conquistadors and various Indian

civilizations.

• Interpret the goals and accomplishments of the missionaries.

• Review the reasons for the military conflict between the Mexicans
and the Anglos in the 19th century.

136
• Describe 20th-century Mexican American economic and political
movements.

• Investigate today’s problems in the Chicano community, such as

those of the young, the old, new immigrants, the church, various
political groups, and relationships with others in the community.

137
 ELECTIVE COURSES—LAW-RELATED EDUCATION

Law and Youth Law and Youth

(Semester Course—Grades 8–12)

Prerequisite: None

Course Code Number 37-08-01 Law Youth

Course Description The major purpose of this course is to study the basic concepts of law as
they relate to each citizen’s rights and responsibilities. The course
examines how laws are an essential part of a democratic society and
how laws are made, changed, and enforced. The course also explores the
judicial process and the role of the Bill of Rights in assuring the fairness
of that process. This course may be adapted to emphasize a study of
consumer law, police and the community, career opportunities in the
legal profession or in law enforcement, and/or current legal issues and
proposed solutions.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Law Is Essential to a Democratic Society 3 3

The Different Types of Law—Constitutional, 3 4

Criminal, Civil and Juvenile

The Court System—Local, State, and Federal— 3 4

and How It Functions

The Constitution Is the Foundation of Our Rights 3 4

Career Opportunities in the Legal Profession and 2 2

Law Enforcement

The Changing Role of Law 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

138
The California State The content knowledge and skills gained during this course will support
Content Standards student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and
present.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Analyze how a law is essential to a democratic society.

• Distinguish criminal law from civil law.

• Identify the major categories of criminal law and civil law.

• Identify and analyze the role of the federal courts, the state courts, and
the local courts, including the juvenile courts.

• Explain the judicial process, including the rights of those on trial.

• Assess the basic causes of crime and the approaches to dealing with
it.

• Assess the role of the police in the community.

• Identify the basic rules of arrest, search, and seizure.

• Analyze the role of penal institutions in our judicial system.

139
• Discuss current legal questions and relevant court precedents.

• Identify career opportunities in the legal profession and in law

enforcement.

• Explain the aspects of the juvenile justice system and the rights and
responsibilities of juveniles.

• Identify legal services available in the community.

140
 ELECTIVE COURSES-LAW-RELATED EDUCATION

Youth and the Youth and the Administration of Justice

Administration of
(Semester—Grades 8-12)
Justice
Prerequisite: None

Course Code Number 37-08-03 You Adm Jus

Course Description Course Description

The major purpose of this course is to offer experiences in a law

education program designed to strengthen youths’ positive attitudes and
to develop an understanding of the meaning of due process. This course
provides a comprehensive, semester-long study of the criminal justice
system.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Introduction to the Adult and Juvenile Justice 2 2

Systems

Introduction to the Bill of Rights 1 1

The Role of Law Enforcement 3 4

The Roles of the Adult and Juvenile Courts 3 3

The Role of the Adult and Juvenile Correctional 3 4

Agencies

Strategies to Reduce the Crime Problem 3 3

The Political Process 1 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
141
 student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Demonstrate and examine the process and substance of the American
legal system.

• Evaluate ways to manage interpersonal conflict.

• Identify and explain the citizen’s basic constitutional rights and the
roles of both adult and juvenile courts.

• Illustrate the political process by examining the criminal justice

system.

142
 ELECTIVE COURSES-LAW-RELATED EDUCATION

Government Government Laboratory

Laboratory
(Semester Course—Grade 12)

Prerequisite: United States History AB

Course Code Number 37-08-13 Govt Lab

Course Description The major purpose of this course is to examine how statutes and policies
are developed to safeguard society. This course analyzes civil rights and
liberties the ways courts and legislators deal with constitutional
questions. Topics such as gender equality, discrimination, and American
violent subcultures are explored.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
What Is a Statute? . 2 2

Due Process of Law 2 3

Special Topics in Constitutional Law 2 3

Civil Liberties 4 5

Special Projects 4 4

Current Issues 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

143
 • Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative Students will be able to:

Objectives
• Examine the services that are provided by local agencies and
community-based groups.

• Distinguish between the three types of constitutional government.

• Compare the duties of local, state, and federal government

institutions.

• Define the elements of substantive and procedural due process.

• Define the characteristics of gender- and raced-based classifications.

• Write briefs and memoranda of points and authorities.

• Compare and contrast the legal responsibilities of the legislature, the

courts, and the community.

• Compare and contrast administrative agencies, trial courts, appellate

courts, and the Supreme Court in legal decision making.

• Analyze appellate and Supreme Court cases.

144
 ELECTIVE COURSES—SOCIAL SCIENCES

Introduction to Introduction to Anthropology

Anthropology
(Semester Course—Grades 11–12)

Prerequisite: None

Course Code Number 37-04-01 Intr Anthro

Course Description The major purpose of this course is to survey the traditional subject
areas of cultural and physical anthropology. The course includes the
study of archeology, ethnology, fossil history, linguistics, and the human
race.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Introduction to the Study of Human Beings 3 4

Physical Anthropology 6 7

Cultural Anthropology 7 8

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standard: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Analyze the relationship of major events and significant ideas that

have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

145
 • Analyze how geographic factors influenced the historical
development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Describe the evolutionary relationship of human beings to animals
and the differentiating changes that have taken place through time.

• Analyze how groups of people have adapted to their own particular

segments of the physical and cultural world.

• View one’s own culture identity through the study of other cultures.

• Recognize how culture-bound each individual is and contemplate

changes that may be more effectively adaptive than present
culturally determined behavior.

• Discuss and write essays about racism, divorce, crime, war, taxes,
and education, applying the insights of anthropologists.

146
 ELECTIVE COURSES-SOCIAL SCIENCES

Introduction to Introduction to Psychology

Psychology
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-04-03 Intr Psych

Course Description The major purpose of this course is to cover the major fields in
psychological research in learning and thought processes, personality,
intelligence, emotions, genetics, perception, mental health, and human
relations. The major purpose of this course is to cover the major fields in
psychological research in learning and thought processes, personality,
intelligence, emotions, genetics, perception, mental health, and human
relations.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Psychology as a Social Science 1 1

The Mind: Learning and Thinking 4 4

The Individual: Personality, Development, and 3 4

Intelligence

Physiological Psychology: Mind and Body 3 4

Mental Health: Coping With Conflict, Frustration, 3 4

and Stress

Social Psychology: Leadership, Friendship, and 2 2

the Group

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

147
The California State Standards: History-Social Science
Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Examine the relationship of psychology to biology, anthropology,
and sociology.

• Identify basic principles of learning.

• Describe developmental factors influencing behavior.

• Identify hereditary and environmental influences on behavior.

• Analyze desirable means of adjusting to one’s environment.

• Gain insight into potential emotional problems and illnesses.

• Depict different levels of interaction in social groups.

• Apply the scientific method in experiments.

148
 ELECTIVE COURSES-SOCIAL SCIENCES

Introduction to Introduction to Sociology

Sociology
(Semester Course—Grades 11–12)

Prerequisite: None

Course Code Number 7-04-05 Intr Socio

Course Description The major purpose of this course is to study group behavior, the social
problems which arise from that behavior, and the effects of those
problems upon group members. Included are units on social structure,
societal values, poverty, crime, protest, population, mobility, human
ecology, marriage and the family, and mass media.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Society and Social Problems 2 3

Culture and Society 3 4

Social Groups and Deviation from Group Norms 3 3

Social Stratification and its Consequences 2 2

Demography and Human Ecology 3 4

The Family and the Media 3 3

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

The California State Standards: History-Social Science

Content Standards
The content knowledge and skills gained during this course will support
student achievement of the History/Social Science Standards.

Upon graduation from the LAUSD, students will be able to:

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and

149
 other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Apply criteria for defining social problems.

• Distinguish between the concepts of culture and society.

• Describe the interrelation among group values, norms, and sanctions.

• Gain insight into the causes and effects of deviation from cultural
norms.

• Develop awareness of the needs of special interest groups in society:

minorities, the poor, the young, and the aged.

• Gain proficiency in the use and understanding of demographic data.

• Comprehend the changing role of the family.

• Demonstrate use of the scientific method.

150
 ELECTIVE COURSES – SENIOR HIGH SCHOOL

Introduction to Social Introduction to Social Science

Science
(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-04-07 Intr Soc Sci

Course Description The major purpose of this course is to introduce the concepts,
methodology, and techniques of the disciplines of social science. The
course provides an opportunity to learn and use the tools of the social
scientist in the investigation and analysis of human behavior. The course
also provides an overview of each discipline and an in-depth study of
the interrelationships of those disciplines within the social sciences. The
study of selected historical and contemporary problems of the Western
and non-Western world are introduced.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Major Social Science Skills 3 4

Readings in Political Science, Economics,

Sociology, and Geography 4 4

Readings in History, Anthropology, and

Psychology 4 5

Comparative Studies of Eastern and Western

Society Careers in the Social Sciences 3 3

The Social Sciences in the 90s and Beyond 2 3

Total *16 *19

yr-rnd trad

*Suggested weeks are to be used as an estimate only; changes in the

amount of time spent on each unit are to be based upon the needs of the
student, the instructional program, and the scheduling needs of the
school.

State Content Standards: History-Social Science

Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
151
 countries in the world.

• Analyze how geographic factors influenced the historical

development of the United States and other major countries in the
world. Factors could include migration, settlement patterns and the
distribution of natural resources across regions, physical systems,
and human systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.

Representative The student will be able to:

Objectives
• Identify and analyze the focus, direction, and importance of the
social and behavioral sciences.

• Develop skill in the use of the method of inquiry.

• Develop skill in the use of geographical concepts and methods.

• Investigate and produce generalizations about human behavior and

culture.

• Develop skill in the use of sociological methods and techniques by

developing an attitude survey.

• Develop research strategies and critically evaluate examples of

research in the social and behavioral sciences.

• Develop models related to concepts in political science and

economics.

152
 ELECTIVE COURSE – PHILOSOPHY AB
SENIOR HIGH SCHOOL

Philosophy AB Philosophy AB

Annual Course—Grade 10–12)

Prerequisite: None

Course Code Number 37-04-09 Philosophy A

37-04-10 Philosophy B

Course Description The major purpose of this course is to examine philosophical questions
that individuals and societies have faced throughout history. This course
covers the preeminent questions in ethics, political philosophy, theories
of knowledge, philosophy of religion, philosophy of science,
metaphysics, social philosophy, and teleology. The philosophies of the
major Western thinkers are presented topically, including Plato,
Aristotle, Aquinas, Descartes, Hume, Nietzsche, Russell, Wittgenstein,
Ryle, and Rorty. Accordingly, this course emphasizes interdisciplinary
approaches, especially in attempting to find the connections between the
sciences, literature, history, government, psychology and art. Extensive
practice is offered in cognitive skills, including how to listen to oral
arguments critically, read arguments analytically, write persuasive
essays, and present one’s reasoning to the class.

This course meets the graduation and "A-F" requirements.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Introduction 3 3

Epistemology 3 4

Ethics 4 5

Philosophy of Religion 4 5

Science and Metaphysics 4 3

Political Philosophy 4 5

Personnel Identity 4 5

Determinism 3 4

Teleology 3 4

Total *32 *38

year-round traditional
153
 *Suggested weeks are to be used as an estimate only; changes in the
amount of time spent on each unit are to be based upon the needs of the
student, the instructional program, and the scheduling needs of the
school.

The California State Standards: History-Social Science:

Content Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

Representative Students will be able to:

Objectives
• Discuss philosophical works analytically

• Debate philosophical issues in class

• Apply core philosophical vocabulary to classroom discussion and

writing assignments.

• Use logic in evaluating philosophical arguments.

• Identify interdisciplinary connections between philosophy, science,

and the humanities.

• Debate both sides of a philosophical issue.

• Analyze issues being debated.

• Assume and defend reasoned positions on philosophical questions.

• Develop a personal philosophy and articulate it in writing or orally.

• Justify the continued study of philosophy and explain its relevance to

democratic institutions

154
 Elective Courses – Comparative Religion
Senior High School

Comparative Religion Comparative Religion

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-05-01 Compar Rel

Course Description The major purpose of this course is to study the history and development
of religion as a vital aspect of human culture. The course includes units
on comparative religion and provides for in-depth studies of
Christianity, Judaism, Hinduism, Buddhism, Islam, and Shintoism. The
course may also cover the literature, music, and art of religion and
ethics, morality, philosophy, and values.

This course meets the graduation requirements

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
History and Background of Religious

Expression in World Cultures 2 2

Role of Religion in the United States 1 1

Comparisons of Religious Practices 3 4

Exploring Selected Religions of the World:

Christianity, Judaism, Buddhism, Hinduism,

Islam, Taoism, Sikhism, Confucianism,

Jainism, Zoroastrianism, Shintoism 8 10

Contemporary Religious Issues in American and Other World

Cultures 2 2

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and
Mathematics Initiatives.

155
The California State Standards: History-Social Science
Content Standards
• Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major
countries in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Ask historical questions, evaluate historical data, compare and

contrast differing sets of ideas, and consider multiple perspectives.

• Analyze the ways in which the values of specific societies shaped

and influenced their past and present social issues, economic issues,
and political decisions.

• Apply the principles of democracy, American civic values, and

citizen rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues

Representative Students will be able to:

Objectives • Recognize the importance of religion in the development of our
country.

• Learn about the diversity of religions in the world.

• Develop respect for the beliefs and practices of people of various

religions.

• Examine how the music and art are representative of various

religions.

• Study the cultural and historical aspects of a number of religions.

• Analyze the literature of religions.

• Discuss religious issues in our contemporary world

156
 ELECTIVE COURSE - INTERNATIONAL RELATIONS-SENIOR HIGH
SCHOOL

International Relations International Relations

(Semester Course—Grades 11–12)

Prerequisite: None

Course Code Number 37-10-01 Intl Rel

Course Description The major purpose of this course is to survey the world system of
sovereign nation-states and their methods of conducting international
relations. The course offers opportunities to develop an understanding of
the factors of physical, economic, and political geography that influence
relationships among nations; analyze sovereignty, nationalism,
colonialism, and the machinery of diplomacy; contrast differing political
and economic ideologies and practices of modern nation-states; and
examine the role of governments in international relations. The course also
explores current international problems confronting the United States and
examines United States institutions and ideals. The development of social
science skills is stressed, including map reading, outlining, research,
reading for various purposes, critical thinking, and problem solving.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
A Global Perspective 2 2

A Technological Perspective 2 1

An Ecological Perspective 2 2

A Human Perspective 2 2

A Social and Cultural Perspective 1 1

Total *9 *8

traditional year-round

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and Mathematics
Initiatives.

157
The California State Standards: History-Social Science
Content Standards • Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major countries
in the world.

• Evaluate the impact of major belief systems (that is, religion,

philosophy) on the historical development of the United States and
other major countries in the world.

• Analyze how geographic factors influenced the historical development

of the United States and other major countries in the world. Factors
could include migration, settlement patterns and the distribution of
natural resources across regions, physical systems, and human
systems.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and contrast

differing sets of ideas, and consider multiple perspectives.

• Analyze how the experiences and contributions of people of diverse

cultures have influenced the development of societies past and present.

• Analyze the ways in which the values of specific societies shaped and
influenced their past and present social issues, economic issues, and
political decisions.

• Apply the principles of democracy, American civic values, and citizen

rights and responsibilities as embodied in the United States
Constitution and the Bill of Rights to contemporary and historical
issues.
Representative Students will be able to:
Objectives
• Describe social and cultural institutions passed from generation to
generation.

• Analyze social patterns and trends with a focus on a global

perspective of our world.

• Recognize that the decisions people make today will determine the
future of our world.

• Formulate predictions for the future based on past and present trends.

• Develop the ability to project into the future and evaluate present
actions and their implications.
158
• Describe some examples of new technology and project their possible
implications for the future.

• Develop educated opinions about the future with regard to

demographic shifts, ecological shifts, social and cultural changes in
institutions, and technological innovations.

• Examine the function of a futurist in society.

• Examine present values and make projections about future shifts in

cultural values.

• Explain the individual’s role in our society with regard to determining

future policy

159
 ELECTIVES COURSES-SENIOR HIGH SCHOOL

Future Studies Future Studies

(Ten-–Week Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-11-01 Future Stu

Course Description The major purpose of this course is to provide opportunities to examine
changing social patterns and future trends that will affect lifestyles,
attitudes, behaviors, and marketable skills. The course also helps to
strengthen basic social science skills.

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
A Global Perspective 2 2

A Technological Perspective 1 2

An Ecological Perspective 2 2

A Human Perspective 2 2

A Social and Cultural Perspective 1 1

Total *8 *9

year-round traditional

*Suggested weeks are to be used as an estimate only. Pacing will be

determined by manner of which you are embedding the State Content
Standards and must be reflective of integrating Literacy and Mathematics
Initiatives.

The California State Standards: History-Social Science

Content Standards
• Analyze the relationship of major events and significant ideas that have
shaped the history of the United States and other major countries n the
world.

• Apply economic concepts, relationships, data and analysis, and cost-

benefit to contemporary and historical issues. These could include
scarcity, trade-off, markets, international cooperation, decision-
making, and cost-benefit analysis.

• Ask historical questions, evaluate historical data, compare and contrast

differing sets of ideas, and consider multiple perspectives.

160
 • Analyze the ways in which the values of specific societies shaped and
influenced their past and present social issues, economic issues, and
political decisions.

Representative Students ill be able to:

Objectives
• Describe social and cultural institutions passed from generation to
generation.

• Analyze social patterns and trends with a focus on a global perspective

of our world.

• Recognize that the decisions people make today will determine the
future of our world.

• Formulate predictions for the future based on past and present trends.

• Develop the ability to project into the future and evaluate present
actions and their implications.

• Describe some examples of new technology and project their possible

implications for the future.

• Develop educated opinions about the future with regard to

demographic shifts, ecological shifts, social and cultural changes in
institutions, and technological innovations.

• Examine the function of a futurist in society.

• Examine present values and make projections about future shifts in

cultural values.

• Explain the individual’s role in our society with regard to determining

future policy

161
 ELECTIVE COURSES – SENIOR HIGH SCHOOL

World of Education World of Education

(Semester Course—Grades 9–12)

Prerequisite: None

Course Code Number 37-11-03 Wld Educ

Course Description The major purpose of this course is to provide an opportunity to explore
the role of the teacher and the place of education in our society and to
compare education in the United States with that of selected other
countries. The course includes examination of the history of educational
issues, trends, and practices and requires students to relate them to current
needs and problems. The course is organized around five major topics: (1)
Why Teach?; (2) Who Teaches?; (3) Who is Taught?; (4) What is
Taught?; and (5) How to Teach. The course provides social science and
English content, including

Instructional Instructional Units *Suggested Weeks

Units/Pacing Plans
Why Teach? 3 2

Who Teaches? 4 3

Who is Taught? 4 4

What is Taught? 4 4

How to Teach? 3 4

Total *16 *19

year-round traditional

*Suggested weeks are to be used as an estimate only; changes in the

amount of time spent on each unit are to be based upon the needs of the
student, the instructional program, and the scheduling needs of the school.

The California State Standards: History-Social Science

Content Standards
1. Analyze the relationship of major events and significant ideas that
have shaped the history of the United States and other major countries
in the world.

5. Ask historical questions, evaluate historical data, compare and contrast

differing sets of ideas, and consider multiple perspectives.

7. Analyze the ways in which the values of specific societies shaped and
162
 influenced their past and present social issues, economic issues, and
political decisions.

Representative Students will be able to:

Objectives
• Identify the intrinsic and extrinsic benefits of teaching.

• Describe the needs in American society that education meets.

• List recent changes in American society that have brought about the
current need for teachers.

• Make generalization about the qualities of effective teachers from

observations, reading, and discussions.

• Identify the range of educational programs available for pre-K through

adult levels.

• Examine the curriculum to determine the subjects offered in schools,

Grades K–12.

• Describe the steps involved in planning, presenting, and evaluating a

lesson covering a particular objective.

163
 APPENDIX
Instructional Resources

The use of a variety of instructional resources in the classroom and the library media center,
including textbooks, videotapes, computer software, instructional television programs, and
library books, will support the implementation of the Los Angeles Unified School District
curriculum and the state content standards. District-approved resources have been evaluated for
curricular relevance, standards alignment, legal compliance, and quality by District teachers,
administrators, staff, and/or library media teachers.

Authorized Textbooks

Lists of approved textbooks and instructional materials are distributed to all schools by Textbook
Services. For titles of supplementary and basic textbooks adopted by the District, please refer to
the current edition of the List of Authorized Instructional Materials 9-12. The source of
approved titles for Grades K-8 is the “Price List and Order Forms” for curricular areas adopted
by the state. A display of these state and District-adopted materials is located at the Third Street
Annex, Room 180. For additional information and parking instructions, call Textbook Services
at (213) 625-6994.

Audiovisual Resources

The District’s Audiovisual Media Library contains over 3,200 curriculum-oriented titles in video,
DVD, and CD format for loan to District schools and staff. The Library operates out of the Third
Street Annex, with three satellites for pickup and return. A complete listing of items is contained
in the Audiovisual Media Library catalogs that have been sent to each school or online through
LAUSDnet. Selected audiovisual titles are broadcast on KLCS-TV as part of the “Films on
KLCS” program. Teachers may tape the programs off the air and maintain the tapes in their
collections. Schedules are sent to all schools by late September. The Audiovisual Materials
Resource Lists, Secondary Edition, and its Low-Cost Video Supplements will assist schools in
purchasing District-approved audiovisual materials for local school collections. For additional
information, call Audiovisual and Educational Software Services at (213) 625-6982 or the
Audiovisual Media Library at (213) 625-5310.

Educational Software Resources

A list of recommended computer software aligned to learning standards can be found online
through LAUSDnet and on CD-ROM. The Preview Center, located at the Third Street Annex,
Room 116, houses selected software for teacher preview prior to purchasing. For additional
information and parking instructions, call Audiovisual and Educational Software Services at
(213) 482-5836.

164
Library Resources

Highly recommended library books that are aligned to the District curriculum are listed on the
Focus on Books CD-ROM and print publications. A display of recently evaluated library books
is at Library Services, Third Street Annex. The Library Services website on LAUSDnet includes
the “Digital Library” and links to other web-based resources. The “Digital Library” gives users
access to both free and subscription-based library media resources. These resources include full-
text periodical and newspaper articles, encyclopedias, maps, literary criticisms, and similar
curriculum-related reference materials. For additional information and parking instructions, call
Library Services at (213) 625-6486.

KLCS Television Resources

Consult the KLCS Catalog of Classroom Instructional Programs and the KLCS Magazine for a
detailed listing and schedule of programs that support state and District learning standards and
student achievement. For additional information, call KLCS-TV at (213) 625-6958.

165