world geography | level · social studies world geography | level grade points earned for an a =...

SOCIAL STUDIES

World Geography | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

Read and analyze maps,

charts, and graphs.

CROSS CURRICULAR

CONNECTIONS

Analyzing Primary and

Secondary sources

OUTSIDE READING

Little to no outside reading

required

HOMEWORK

Can be finished in class

COMPLEXITY LEVEL

2 out of 5

WHAT DOES INSTRUCTION

LOOK LIKE

Teacher Guided Instruction

Lecture

Independent Practice

Collaborative Groups

Higher Critical Thinking

(Analysis, Debates,

Evaluations, Open-Ended

Questions, etc.),

Structured Note-Taking

(Teacher Led)

Open-Ended Note-Taking

(Student Led)

OTHER IMPORTANT

INFORMATION

Students rarely have homework

as long as they finish their work

in class and not waste time.

SAMPLE TEST QUESTIONS

What is the best explanation for the change in world population shown on the graph between 1950 and

2000?

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CREDITS: 1

SOCIAL STUDIES

World Geography | Honors / PreAP

GRADE POINTS EARNED

for an A = 5.0

PREREQUISITES

A general knowledge of History

A general knowledge of social

networks such as:

Religions

Culture

Government

Environmental

Economic Factors

CROSS CURRICULAR

CONNECTIONS

Basic graphing and math skills.

Adequate English skills to be

able to organize information and

Data into a productive usable

document.

Compare and Contrast

information into a debatable

document which can be

defended.

Evaluate and Identify real world

issues and incorporate a plan of

possible solutions.

OUTSIDE READING

30-60 minutes of reading

required outside of class

HOMEWORK

30-60 minutes per evening

COMPLEXITY LEVEL

3 out of 5


LOOK LIKE

Lecture




(Analysis, Debates, Evaluations,

Open-Ended Questions, etc.)

Application Focused Instruction

Intensive Writing


(Student Led)

OTHER IMPORTANT

INFORMATION

Organizational skills and efficient

use of Time Management is a plus.

A willingness to ask questions and

participate in class discussion is an

advantage for academic success in

all courses. Students are

encouraged to speak, debate and

seek clarification.


In comparing Malthus's theory to actual world food production and population growth during the past half-century,

the principal difference is that

A) actual food production has been much higher than Malthus predicted

B)Malthus's theory predicted much higher food production than has actually occurred

C)actual population growth has been much higher than Malthus predicted

D)Malthus's Theory predicted much higher population growth than has actually occurred

answer: A

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CREDITS: 1

SOCIAL STUDIES

Human Geography | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

You should be a good reader.

You should be a good writer.

You should take notes in class

and at home.

You should be self-motivated;

there will be assigned readings

to be completed outside of

class.

You should be an independent

worker and be able to manage

your studies.

You should be comfortable

participating in class

discussions and presenting to

your teachers and peers.

CROSS CURRICULAR

CONNECTIONS

Writing is 50% of the Human

Geography AP test is writing

OUTSIDE READING

Self-Paced Reading Guide,

with selected readings for each

unit.

HOMEWORK


COMPLEXITY LEVEL

5 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)

Intensive Writing, Structured

Note-Taking (Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

This is not a History class nor do

we talk much about physical

geography. Rather, we discuss

population trends, culture,

politics, agriculture, industry, and

urbanization. We will learn to

think as geographers and

recognize patterns in the world

around us.


Free Response Question (FRQ)- All parts must be answered fully and completely.

A. Describe an urban model drawn from ONE of the following regions:

• Latin America • Southeast Asia • Sub-Saharan Africa

B. Describe where squatter settlements are located in the Latin American urban model compared with the

Southeast Asian urban model.

C. Explain ONE weakness of urban models in explaining patterns of settlement.

D. Explain ONE reason why squatter settlements are common features of cities in the developing world.

E. Describe ONE challenge to providing infrastructure faced by governments of large cities in the

developing world.

F. Describe ONE difference in the process settlers use to gain land tenure in squatter settlements

compared with formal settlements.

G. Explain how squatter settlements may change over time.

CREDITS: 1

SOCIAL STUDIES

World History | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Answering short answer

questions

Writing comparative essays

English II

OUTSIDE READING


required

HOMEWORK


COMPLEXITY LEVEL

3 out of 5


LOOK LIKE


Lecture



(Teacher Led)

OTHER IMPORTANT

INFORMATION Utilize

technology through chrome

book/ipads. All course content is

on canvas


CREDITS: 1

SOCIAL STUDIES

World History | Honors / PreAP

GRADE POINTS

EARNED for an A = 5.0

PREREQUISITES

Upper Level Reading and

Writing

CROSS CURRICULAR

CONNECTIONS

High proficiency level in

reading and writing

OUTSIDE READING

Less than 30 minutes of

reading required outside of

class

HOMEWORK

Less than 30 minutes per

evening

COMPLEXITY LEVEL

4 out of 5

WHAT DOES

INSTRUCTION LOOK LIKE


Lecture



Application Focused

Instruction

Open-Ended Questions,

etc.)

Application Focused

Instruction

Structured Note-Taking (

Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

This is a required coourse, 1

full year


During the Cold War, both the US and the Soviet Union would use other countries as their "Field

of Battle" against each other. Explain in detail how a "Proxy War" would be more effective in

meeting the Super Powers needs. (Short Answer Question or Essay)

CREDITS: 1

SOCIAL STUDIES

World History | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

High proficiency level in

reading and writing

OUTSIDE READING



HOMEWORK


COMPLEXITY LEVEL

5 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)


Intensive Writing,


(Student Led)

OTHER IMPORTANT

INFORMATION

Course is a college level course.

Requires self-regimentation and

self-motivation. It is an

interesting course if you enjoy

the "Story" of the World and

understanding how we got to

where we are today.


In essay form, (5 paragraphs) analyze the similarities and differences of the CAUSES of two major

revolutionary events. You may choose from the American Revolution, French Revolution, or Haitian

Revolution.

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CREDITS: 1

SOCIAL STUDIES

US History | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

Basic understanding of

significant events in US

History, such as:

World War I

World War II

CROSS CURRICULAR

CONNECTIONS

The ability to understand

Evolution in a manner of

Scientific Discovery

Chemical components that

make of the Atomic Bomb

OUTSIDE READING


required

HOMEWORK


COMPLEXITY LEVEL

3 out of 5


LOOK LIKE


Lecture



(Teacher Led)

OTHER IMPORTANT

INFORMATION

This is a look at U.S. History post

Civil War Reconstruction to the

present.


What lesson does the example of Vernon J. Baker demonstrate about the U.S.

military during World War II? 23B

A. African Americans enjoyed full equality in the U.S. armed forces.

B. Despite facing prejudice, African Americans fought with distinction on the

battlefield.

C. Congress enacted the first military draft of African Americans.

D. African Americans were prohibited from combat throughout the war.

Which statement about the U.S. economy during World War II is accurate? 17A

A. Many goods such as food and gasoline were rationed.

B. The manufacturing of war materials increased.

C. Women replaced men in the workforce.

D. All of the above are true statements.

Which group of American citizens was subjected to the greatest loss of their

Constitutional rights during World War II in the US? 7C, 25A

A. Hispanic Americans

B. Chinese Americans

C. Japanese Americans

D. Native Americans

-------------------------------------------

CREDITS: 1

SOCIAL STUDIES

US History | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

Strong reading skills

Strong writing skills

Strong critical thinking skills

Excellent time management

Skills

The ability to be a self starter

CROSS CURRICULAR

CONNECTIONS

English- thesis development

Essay writing

OUTSIDE READING




LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)


Intensive Writing


(Teacher Led)

Open-Ended Note-Takng

(Student Led)

OTHER IMPORTANT

INFORMATION

AP US History is a widely

accepted credit at most

universities in the country.

Introductory US History is a

common requirement in most

degree plans. Students will be

able to get credit for 6 hours/2

semesters of college credit with a

qualifying score on the AP test.

HOMEWORK


COMPLEXITY LEVEL

4 out of 5


“The revolutionary moment was neither radical nor a watershed for American women. Those who disregard

America’s commitment to patriarchal rule and plead for a historical interpretation that favors enlightened

exceptionalism have overlooked the conditions that made large-scale change all but impossible at that time and

place.”

Elaine Forman Crane, historian, Ebb Tide in New England: Women,

Seaports, and Social Change, 1630–1800, published in 1998

The coming of the American Revolution... created new opportunities for women to participate in politics. Responding

to men’s appeals, women engaged in a variety of actions in support of the revolutionary cause, which led women to

experience a greater sense of connection to and involvement with the polity. After the war their political contributions

were praised, celebrated, and remembered. . . . Women now were seen as political beings who had the capacity to

influence the course of war, politics, and history.”

Rosemarie Zagarri, historian, Revolutionary Backlash: Women and Politics

in the Early American Republic, published in 2007

1. Using the excerpts above, answer (a), (b), and (c).

a) Briefly describe ONE major difference between Crane’s and Zagarri’s historical interpretations of the immediate

impact of the American Revolution on women.

b) Briefly explain how ONE event, development, or circumstance from the period 1765 to 1800 that is not explicitly

mentioned in the excerpts could be used to support Crane’s argument.

c) Briefly explain how ONE event, development, or circumstance from the period 1765 to 1800 that is not explicitly

mentioned in the excerpts could be used to support Zagarri’s argument.

CREDITS: 1

SOCIAL STUDIES


Short Answer Answer (a), (b), and (c).

(a) Briefly explain ONE important similarity between the British

colonies in the Southern region and the British colonies in New England

in the period 1607 to 1754.

(b) Briefly explain ONE important difference between the British

colonies in the Southern region and the British colonies in New England

in the period 1607 to 1754. Also briefly explain ONE factor that accounts

for the difference you indicated.

(c) Briefly compare AND contrast exploration of the New World for

two (2) of the following countries: Great Britain, France, Netherlands

and/or Spain.

“Our...destiny [is] to overspread the continent allotted by Providence for

the free development of our yearly multiplying millions...The Anglo-

Saxon foot is already on [California’s] borders. Already the advance

guard of the irresistible army of Anglo-Saxon emigration has begun to

pour down upon it, armed with the [plow] and the rifle, and marking its

trail with schools and colleges, courts and representative halls, mills and

meetinghouses. A population will soon be in actual occupation of

California...Their right to independence will be the natural right of self-

government belonging to any community strong enough to maintain it.”

~ John L. O’Sullivan, 1845

-------------------------------------------

1. The ideas expressed in the passage above most clearly show the influence of which of the following? (A) Models of limited government inherent in the Articles of Confederation (B) Beliefs in separation of powers articulated in the United States Constitution (C) Concerns about foreign alliances expressed in George Washington’s Farewell Address (D) Concepts of republican democracy found in the Declaration of Independence 2. The process described in the passage above most directly led to political controversies in the 1840s and 1850s over the

(A) expansion of slavery into newly acquired

territories. (B) authority of the Supreme Court to overturn federal laws. (C) role of the federal government in economic development. (D) use of natural resources in newly acquired territories.

US History | Dual Credit

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Reading comprehension

Writing skills

OUTSIDE READING

While homework is mainly

reading a chapter a week, can

be done in 30 mins. or less ea.

nite if student breaks up the

chapter in sections ahead of

time; if they procrastinate and

do chapter night before it is

due, it will take 60 mins. or

more

HOMEWORK

HW is mainly reading a chapter

a week, can be done in 30

mins. or less ea. nite if student

breaks up the chapter in

sections ahead of time; if they

procrastinate and do chapter

night before it is due, it will take

60 mins. or more

COMPLEXITY LEVEL

3 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)

Intensive Writing


(Student Led)

Textbook reading at home

OTHER IMPORTANT

INFORMATION

This is a college class, so

independent study is required.

Students must be self-

responsible.

All tests are multiple parts -

short answer writing & multiple

choice. MC questions are

stimulus based where student

is to analyze source and

answer questions that follow

CREDITS: 1

SOCIAL STUDIES

Government | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

n/a

OUTSIDE READING


required

HOMEWORK


COMPLEXITY LEVEL

3 out of 5


LOOK LIKE


Lecture





(Teacher Led)

OTHER IMPORTANT

INFORMATION

Government is a required course


There are three branches of government each holding specific positions or offices. List the top office held

in the Executive Branch, Legislative Branch, and Judicial Branches.

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Government | Honors / PreAP

GRADE POINTS EARNED

for an A = 5.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Writing

OUTSIDE READING



class

HOMEWORK


COMPLEXITY LEVEL

4 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)



(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

This course is required; 1

Semester


In what ways would the Executive Branch of government, be able to limit what laws the Legislative

Branch can create? (short answer)

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Government and Politics | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Reading and Writing Centric

OUTSIDE READING



HOMEWORK


evening

COMPLEXITY LEVEL

5 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)


Intensive Writing


(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

Optional for a Core, mandated

course - 1 Semester


Often in the Legislature, appointments to key committees can affect what happens in another Branch of

Government. Explain in detail how these appointments could be used to control the Executive Branch.

Use evidence to support your explanation.

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Economics | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Simple Math

OUTSIDE READING


required

HOMEWORK


COMPLEXITY LEVEL

3 out of 5


LOOK LIKE


Lecture




(Teacher Led)

OTHER IMPORTANT

INFORMATION

Core, required course - 1

Semester


Does full employment reduce scarcity?

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Economics | Honors / PreAP

GRADE POINTS EARNED

for an A = 5.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Math

OUTSIDE READING



class

HOMEWORK


evening

COMPLEXITY LEVEL

4 out of 5


LOOK LIKE


Lecture





(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

Core, required Course - 1

Semester


Economic models are

simplifications of the real world.

In microeconomics, explain how

a supply and demand model

would be used. (short answer)

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Macroeconomics | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

Higher level math helpful

CROSS CURRICULAR

CONNECTIONS

Language Arts: Reading and

Writing high proficiency.

OUTSIDE READING



HOMEWORK


evening

COMPLEXITY LEVEL

5 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)


Intensive Writing


(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

Core, required Course - 1

Semester


Analyze and explain how a aggregate supply (total national output of good and services) and aggregate

demand (the total spending of the whole economy) affects the economic growth of the the GDP in the US.

Use the latest growth factor indicators to support your understanding. (essay)

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES

Personal Financial Literacy

This course is designed to teach students how to manage personal spending to meet financial goals and

minimize the impact of financial obstacles, control personal credit and debt, boost personal earning

capability, put personal assets to work to build wealth, use financial services in a sensible and wary

manner, and protect personal property, financial resources and personal information.

PREREQUISITES

n/a

PERKS OF THE PROGRAM

Students will learn and

demonstrate an understanding

of types of financial institutions

and forms of financial

exchange, along with other

fundamental principles of

money.

Students will discuss and

demonstrate an understanding

of the purposes and importan

FEES & FINANCIAL

REQUIREMENTS

$50

Detials: CTSO membership and

equipment

CERTIFICATIONS

AVAILABLE

Excel

MAJOR EVENTS

N/A

GRADE LEVEL: 9-12 CREDITS: .5

SOCIAL STUDIES

Sociology (Spring) / Psychology (Fall) | Level

GRADE POINTS EARNED

for an A = 4.0

PREREQUISITES

n/a

CROSS CURRICULAR

CONNECTIONS

Scientific Method for research

Writing prompts inferring

Predicting behavior

OUTSIDE READING



class

HOMEWORK


COMPLEXITY LEVEL

1 out of 5


LOOK LIKE


Lecture




(Analysis, Debates,


Questions, etc.)



(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION

Many times discussion based, so

students should expect to give

their opinions, even over subjects

not usually discussed in the

normal classroom setting.


When Micah’s mom wants to reward him for specific behaviors, she gives him a “reward coupon” that he

can trade in for a treat, such as a movie. The reward coupon is an example of _______________

-------------------------------------------

CREDITS: .5

SOCIAL STUDIES


Charlotte is 88 years old and is feeling the effects of her long life. She suffered a stroke five years ago,

which left the right side of her body limp. She also sometimes has trouble understanding when she is

asked questions. Her doctors believe that she also may be suffering from the beginning stages of

Alzheimer's disease. Explain how each might contribute to Charlotte's current circumstance.

- Motor cortex

- Acetylcholine

- Association Areas

- Plasticity

- Epigenetics

-------------------------------------------

AP Psychology | AP

GRADE POINTS EARNED

for an A = 6.0

PREREQUISITES

Advanced reading

Advanced writing

Higher level thinking for a

college level class

Time management for out of

class work and reading

Ability to work independently

and seek help from the teacher

when needed

CROSS CURRICULAR

CONNECTIONS

Basic statistics

Biology concepts

Use of the scientific method

OUTSIDE READING



HOMEWORK


COMPLEXITY LEVEL

4 out of 5


LOOK LIKE





(Analysis, Debates,


Questions, etc.)



(Teacher Led)


(Student Led)

OTHER IMPORTANT

INFORMATION Students

should be prepared for the rapid

pace and rigor of the class. AP

Psychology is not a traditional

high school elective. It is a

college level academic class that

requires a time and work

commitment from the student.

CREDITS: .5

world geography | level · social studies world geography | level grade points earned for an a =...

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