Académique Documents
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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.
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.
Special recognition is extended to the following educators who contributed to the development
and revision of this document.
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
3
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.
4
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.
5
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
6
COURSE CODE COURSE TITLE AND GRADE PAGE
NUMBER OFFICIAL ABBREVIATION LEVEL
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
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—Futures
37-11-01 Future Studies (Future Stu) 9–12 160-161
37-11-03 World of Education (Wld Educ) 9–12 162-163
8
REQUIRED SEQUENCE OF HISTORY/SOCIAL SCIENCE COURSES
• 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.
9
EXPLANATION OF TERMS
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.
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.
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.
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.
11
Core of Common Courses—Middle School
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.
13
• Compare the similarities and differences in the origin and
development of Mesopotamia, Egypt, and Kush.
• Define the steps in the transition from tyranny and oligarchy to early
democratic forms of government in ancient Greece.
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.
14
• Recall and utilize the vocabulary related to the history-social science
discipline.
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.
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.
17
Core of Common Courses—Middle School
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
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.
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.
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.
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
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.
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.
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.
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
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).
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).
10.5 Students analyze the causes and course of the First World War.
41
10.6 Students analyze the effects of the First World War.
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.
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.
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
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 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.
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
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.
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).
6. Trace the growth and effects of radio and movies and their
role in the worldwide diffusion of popular culture.
52
11.8 Students analyze the economic boom and social
transformation of post-World War II America.
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.
55
changing family structure.
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
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
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.
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.
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.
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.
63
7. spatial districting and the rights of minorities; and the
function of the Electoral College.
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.
Principles of Economics
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.
67
productivity.
68
• Assess the process used by Americans of diverse cultures or interest
groups in securing the principles of democracy and individual rights.
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
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.
Microeconomics 4 4
Macroeconomics 8 7
year-round traditional
• 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:
73
CORE OF COMMON COURSES-SENIOR HIGH SCHOOL
Prerequisite: None
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.
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.
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 Civil War.
• 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.
76
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Prerequisite: None
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.
Europe
Enlightenment
77
Urbanization and Class Consciousness:
International Rivalries 3 4
year-round traditional
78
Representative Students will be able to:
Objectives
• Explain how geographical factors, traditions, history, ideology, and
instructions have shaped the present European society.
79
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Advanced Placement Advanced Placement Psychology
Psychology (Semester Course—Grades 11-–12)
Prerequisite: None
States of Consciousness 1 1
Learning 2 2
Cognition 2 2
Developmental Psychology 1 1
Personality 1 2
Abnormal Psychology 1 1
Social Psychology 1 1
80
Total *16 *19
year-round traditional
• and influenced their past and present social issues, economic issues,
• 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:
82
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
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.
Constitution 2 3
Public Policy 2 2
year-round traditional
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.
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.
85
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Prerequisite: None
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.
Global Economy 2 2
year-round traditional
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.
87
Representative In accordance with their individual capacity, students will grow in the
Performance Skills
ability to:
• Develop essays that weigh and analyze evidence and reach conclusion
about economic events, thinkers, theories, and the marketplace.
88
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
Advanced Placement Advanced Placement Macroeconomics
Macroeconomics
(Semester Course—Grades 11-–12)
Prerequisite: None
year-round traditional
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.
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.
91
ADVANCED PLACEMENT COURSES-SENIOR HIGH SCHOOL
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.
Political Change 3 3
year-round traditional
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.
93
• Examine the organizations, functions, and limitations of political
parties in different countries.
Representative In accordance with their individual capacity, students will grow in the
Performance Skills ability to:
94
ELECTIVE COURSES—HISTORY
Prerequisite: None
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.
Yellow River
year-round traditional
96
ELECTIVE COURSES-HISTORY
Prerequisite: None
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.
Hispanic California 2 3
American State
year-round traditional
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.
• Examine the role of Indian, Spanish, and other early settlers in the
development of California.
98
ELECTIVE COURSES-HISTORY
Prerequisite: None
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.
Cultural
Consequences
year-round traditional
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.
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.
• Identify great leaders who were products of their times and had
major roles in determining the course of European and Western
civilization.
101
ELECTIVE COURSES-HISTORY
Prerequisite: None
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.
year-round traditional
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.
103
• Discuss various viewpoints relating to current economic,
political, and social issues of concern to women..
104
ELECTIVE COURSES-GEOGRAPHY
Geography AB Geography AB
Prerequisite: None
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.
Environment
Geography
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.
107
ELECTIVE COURSES-GEOGRAPHY
Prerequisite: None
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.
Urban Demography 8 10
Urban Ecology 8 10
year-round traditional
109
ELECTIVE COURSES-ECONOMICS
Prerequisite: None
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.
What Is Economics? 1 1
Market Price
110
How Firms Compete 1 1
Economic Stability 1 1
International Trade 1 2
year-round traditional
111
• Understand the characteristics of market and command economies
and the role of the individual in each.
112
ELECTIVE COURSES-ECONOMICS
Prerequisite: None
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.
"Caveat Emptor" 1 1
Consumer Rights 1 1
Taxpayers All 1 1
Insurance Protection 1 2
113
Career Planning 1 1
year-round traditional
114
• Exercise sound and reasonable planning of future expenditures.
• 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
Prerequisite: None
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.
Revolution
World War II
year-round traditional
117
• Recognize the extent to which African Americans migration and
settlement patterns affected the United States in general.
118
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
African Americans 4 4
Mexican Americans 4 4
Asian Americans 3 4
American Indians 3 4
year-round traditional
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.
120
• Take a position and defend it in terms of the value judgments
involved in the issue.
121
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
America
year-round traditional
123
Representative Students will be able to:
Objectives
• Read and comprehend the content of materials used in this course of
study.
• Analyze the problems and choices facing the American Indian in the
United States today.
124
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
Japan 3 4
India 3 3
Korea 2 2
year-round traditional
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.
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.
127
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
Reference
Relationships
Factors
Total *8 *9
year-round traditional
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.
129
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
16 19
year-round traditional
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.
• Recognize that there are seldom simple answers for complex world
problems.
131
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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.
For Independence 2 2
Political Problems 4 3
America 3 3
traditional year-round
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.
• 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.
134
ELECTIVE COURSES-ETHNIC STUDIES
Prerequisite: None
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
United States
Americans
year-round traditional
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.
• 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.
137
ELECTIVE COURSES—LAW-RELATED EDUCATION
Prerequisite: None
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.
Law Enforcement
year-round traditional
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.
• Identify and analyze the role of the federal courts, the state courts, and
the local courts, including the juvenile courts.
• Assess the basic causes of crime and the approaches to dealing with
it.
139
• Discuss current legal questions and relevant court precedents.
• Explain the aspects of the juvenile justice system and the rights and
responsibilities of juveniles.
140
ELECTIVE COURSES-LAW-RELATED EDUCATION
Systems
Agencies
year-round traditional
• Identify and explain the citizen’s basic constitutional rights and the
roles of both adult and juvenile courts.
142
ELECTIVE COURSES-LAW-RELATED EDUCATION
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.
Civil Liberties 4 5
Special Projects 4 4
Current Issues 2 2
year-round traditional
143
• Ask historical questions, evaluate historical data, compare and
contrast differing sets of ideas, and consider multiple perspectives.
144
ELECTIVE COURSES—SOCIAL SCIENCES
Prerequisite: None
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.
Physical Anthropology 6 7
Cultural Anthropology 7 8
year-round traditional
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.
• View one’s own culture identity through the study of other cultures.
• Discuss and write essays about racism, divorce, crime, war, taxes,
and education, applying the insights of anthropologists.
146
ELECTIVE COURSES-SOCIAL SCIENCES
Prerequisite: None
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.
Intelligence
and Stress
the Group
year-round traditional
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.
148
ELECTIVE COURSES-SOCIAL SCIENCES
Prerequisite: None
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.
year-round traditional
149
other major countries in the world.
• Gain insight into the causes and effects of deviation from cultural
norms.
150
ELECTIVE COURSES – SENIOR HIGH SCHOOL
Prerequisite: None
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.
Psychology 4 5
yr-rnd trad
152
ELECTIVE COURSE – PHILOSOPHY AB
SENIOR HIGH SCHOOL
Philosophy AB Philosophy AB
Prerequisite: None
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.
Epistemology 3 4
Ethics 4 5
Philosophy of Religion 4 5
Political Philosophy 4 5
Personnel Identity 4 5
Determinism 3 4
Teleology 3 4
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.
154
Elective Courses – Comparative Religion
Senior High School
Prerequisite: None
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.
Cultures 2 2
year-round traditional
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.
156
ELECTIVE COURSE - INTERNATIONAL RELATIONS-SENIOR HIGH
SCHOOL
Prerequisite: None
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.
A Technological Perspective 2 1
An Ecological Perspective 2 2
A Human Perspective 2 2
Total *9 *8
traditional year-round
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.
• Analyze the ways in which the values of specific societies shaped and
influenced their past and present social issues, economic issues, and
political decisions.
• 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.
159
ELECTIVES COURSES-SENIOR HIGH SCHOOL
Prerequisite: None
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.
A Technological Perspective 1 2
An Ecological Perspective 2 2
A Human Perspective 2 2
Total *8 *9
year-round traditional
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.
• 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.
161
ELECTIVE COURSES – SENIOR HIGH SCHOOL
Prerequisite: None
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
Who Teaches? 4 3
Who is Taught? 4 4
What is Taught? 4 4
How to Teach? 3 4
year-round traditional
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.
• List recent changes in American society that have brought about the
current need for teachers.
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.
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.
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