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| <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=windows-1252"> | |
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| <TITLE>SOCIAL STUDIES</TITLE> | |
| </HEAD> | |
| <BODY background="backgroundpattern.gif"> | |
| <B><U><FONT FACE="CG Times" color="red" size=5><P ALIGN="CENTER">SOCIAL STUDIES</P><font color="black" size=3> | |
| </B></U><P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">The field of the Social Studies is almost limitless. It is as wide as the world and as long as the history of humankind. For good measure it includes the millions of years prior to recorded history and also the foreseeable future.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">Social Studies includes material drawn from all the social sciences and related disciplines, including psychology, sociology, geography, anthropology, history, economics, political science and philosophy. Nor does the area of the social studies end there. It draws likewise from literature, science, art, music and religion.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">The subjects we offer are selected from these many fields in an effort to help social studies students focus on people, on the world, and on the relationships between the two. In brief, the social studies are those instructional courses, programs and projects that are designed to assist students to understand, analyze, react to, and act upon the relationship of human beings to the world in which they live.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">At the end of the 9-12 social studies program, students should be able to:</P> | |
| <P ALIGN="JUSTIFY"> </P><DIR> | |
| <P ALIGN="JUSTIFY">1.	describe and analyze major historical factors in the development of the United States</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">2.	explain the historic, economic, social and political roots of major cultures of the world</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">3.	participate as informed citizens in the political and economic system of the United States</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">4.	demonstrate knowledge of the increasing international connections of nations and cultures that make them interdependent within the various global systems</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">5.	explain the fundamental similarities and differences among major economic, social and political systems and how these systems operate in an interdependent world</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">6.	explain how societies teach individuals to live within specific values systems</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">7.	discuss the nature and effects of change on societies and individuals</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">8.	analyze the effect of geography on the development of cultures</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">9.	empathize with the values that guide the behavior of people from different cultures</P> | |
| <P ALIGN="JUSTIFY"> </P><DIR> | |
| <P ALIGN="JUSTIFY">10.	demonstrate the skills that enable people to participate reasonably in a democratic society</P> | |
| <P ALIGN="JUSTIFY"> </P></DIR> | |
| </DIR> | |
| <P ALIGN="JUSTIFY">All students are required to successfully complete a minimum of four years of Social Studies. In grades 9, l0, 11, and l2, alternate paths are provided by placement according to ability. Placement is reviewed periodically and students are reassigned when appropriate.</P> | |
| <P ALIGN="JUSTIFY">The following ability level designation reflects specific academic and behavioral expectations in grades 9 through l2.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">LEVEL-H</U>: Appropriate only for students who have demonstrated outstanding achievement in the social studies. Placement to this level is limited and will be based upon scholastic records and teacher recommendation. Analytical thinking, outside readings and independent projects will be stressed. Summer assignments are mandatory. Course offerings in this group are 201, 2l0, 220, and 237.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">LEVEL 1</U>: High student motivation and commitment to nightly study habits are essential. Appropriate reading comprehension level is desired. Student performance will be evaluated on the ability to interpret, analyze and apply the subject matter. Emphasis will be placed upon writing skills as manifested in essay work. Course offerings in this group are 202, 211, 221, 236, and 239.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">LEVEL 1 MODIFIED</U>: A transitional level for students who are unsure of their future academic goals. Students are evaluated on their ability to identify, explain and discuss the content of the subject. Various social studies skills will also be stressed in an attempt to prepare the students for the Regents examinations. Course offerings in this group are 203, 212, 222, and 238.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	CURRICULUM FLOW CHART</P></FONT> | |
| <TABLE BORDER CELLSPACING=2 BORDERCOLOR="#000000" CELLPADDING=8 WIDTH=527> | |
| <TR><TD WIDTH="7%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">GR</FONT></TD> | |
| <TD WIDTH="30%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">HONORS LEVEL (H)</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">LEVEL 1 (R)</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">LEVEL 1M (R)</FONT></TD> | |
| </TR> | |
| <TR><TD WIDTH="7%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER"> 9</FONT></TD> | |
| <TD WIDTH="30%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| </TR> | |
| <TR><TD WIDTH="7%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">10</FONT></TD> | |
| <TD WIDTH="30%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Global Studies</FONT></TD> | |
| </TR> | |
| <TR><TD WIDTH="7%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">11</FONT></TD> | |
| <TD WIDTH="30%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">American History</P> | |
| <P ALIGN="CENTER">or</P> | |
| <P ALIGN="CENTER">Advanced Placement</P> | |
| <P ALIGN="CENTER">American History</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="BOTTOM"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER"> </P> | |
| <P ALIGN="CENTER">American History</P> | |
| <P ALIGN="CENTER"> </P> | |
| <P ALIGN="CENTER"> </FONT></TD> | |
| <TD WIDTH="31%" VALIGN="BOTTOM"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER"> </P> | |
| <P ALIGN="CENTER">American History</P> | |
| <P ALIGN="CENTER"> </P> | |
| <P ALIGN="CENTER"> </FONT></TD> | |
| </TR> | |
| <TR><TD WIDTH="7%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">12</FONT></TD> | |
| <TD WIDTH="30%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Advanced Placement </P> | |
| <P ALIGN="CENTER">Government</P> | |
| <P ALIGN="CENTER">and</P> | |
| <P ALIGN="CENTER">Modern Economics</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Participation in</P> | |
| <P ALIGN="CENTER">Government</P> | |
| <P ALIGN="CENTER">and</P> | |
| <P ALIGN="CENTER">Modern Economics</FONT></TD> | |
| <TD WIDTH="31%" VALIGN="TOP"> | |
| <FONT FACE="CG Times"><P> </P> | |
| <P ALIGN="CENTER">Participation in</P> | |
| <P ALIGN="CENTER">Government</P> | |
| <P ALIGN="CENTER">and</P> | |
| <P ALIGN="CENTER">Economics</FONT></TD> | |
| </TR> | |
| </TABLE> | |
| <FONT FACE="CG Times" color="black" size=3><P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	<U>STATE TESTING PROGRAM</P> | |
| </U><P ALIGN="JUSTIFY">Students who wish a Regents level diploma in the social studies must pass the Global Studies Regents at the end of the sophomore year and the American History Regents at the end of the eleventh grade.</P> | |
| <P ALIGN="JUSTIFY">Those students who wish to graduate with a Glen Cove High School Diploma must pass a Global Studies Competency at the end of the sophomore year and an American History Competency at the end of the junior year. Remediation will be provided for those students who fail the competency exams.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">Department Philosophy</U> A major purpose of the social studies curriculum is to encourage the growth of critical thinking skills in our students. In order for them to master divergent thinking and writing skills, the student must experience and be taught the various components of these skills. The format which we present is sequential and developmental in nature. The successful completion of the program will enable the student to make outlines, write effective essays, understand inferences and develop valid generalizations. In every year students will write a research paper. It is important for the parent and student to note that this approach views the social studies as three separate but dependent components - content, concepts, and skills. Each component is extremely important, but if taught in a vacuum, it becomes meaningless and insignificant. Content must be perceived as a hierarchy, starting with simple recall information and ending with the student's judgments concerning that information. All level students will be taught and evaluated with this approach in mind. Simple recall questions are not the basis of a student's evaluation.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">In summary, it is the intent of the program that the learners will perceive their studies as information to think about and use, not merely observe and memorize.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	<U>COURSE DESCRIPTION</P> | |
| </U><P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	GLOBAL STUDIES</P> | |
| <P ALIGN="JUSTIFY">This two-year social studies program is designed to develop historical and cultural comprehension of various regions and nations outside of North America, of the connections among these, and between the nations and people studied and the United States.</P> | |
| <P ALIGN="JUSTIFY">The title "Global Studies" is used to stress the major theme that must be included in these two years. The knowledge of the interdependent relationships is a key understanding which must emerge from the study.</P> | |
| <P ALIGN="JUSTIFY">Selected nations in Latin America, Africa, South and Southeast Asia, East Asia, the Middle East and Western and Eastern Europe are studied in a chronologically organized, thematic fashion. In grade 9, students will study Latin America, Africa, South and Southeast Asia, and East Asia. In grade 10, students will study the Middle East, Europe, and the Soviet Union.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	UNITED STATES HISTORY</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">This one-year course is designed to provide students with a culminating survey of major forces of their national history. A two-year American History course in grades 7 and 8 with an emphasis on the colonial and national periods provides the foundation for this year's work. Experience with one-year courses which attempt to cover the entire scope of American History has shown that they seldom reach the period of 1945 to the present; those courses that do get beyond 1945 are usually so abbreviated that the students obtain both erroneous impressions and interpretations of their heritage. Further real evidence reveals that such surface surveys leave little time for examination of major ideas and forces affecting the students' lives. This course is in keeping with the current recommendations to curtail the sweeping scope of history and offer greater concentration on larger ideas and themes and to provide for higher level critical thinking about these ideas and themes. Major threads built into this course deal with significant Constitutional/legal issues, the industrial and technological development of United States society, and the increasing involvement of the United States in international and global concerns. All three of these major ideas and themes are in accordance with stated goals of the Board of Regents.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">	MANDATED ONE SEMESTER COURSES FOR SENIORS</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">238 ECONOMICS</U> This one-semester course is designed to provide seniors with the economic knowledge and skills that will enable them to function as informed and economically literate citizens in our society and in the world. Upon completion of the course the students should be able to demonstrate an understanding of: the operation of the economic system of the United States, the economic interdependence of the world today, and the basic differences between major economic systems. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">239 MODERN ECONOMICS</U> (R) This one-semester course follows the same curriculum guidelines as described in "Economics." However, this course gives the senior the opportunity to pursue academic work emphasizing analytical thinking, outside reading, and independent projects. Students must have approval of the coordinator prior to registration. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">236 PARTICIPATION IN GOVERNMENT</U> (R) This is a mandated course for all seniors. The primary goal of the course is to encourage the development of civic minded individuals. Students will be encouraged to become actively involved with various public policies on the local, state and national level. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">ALL STUDENTS ARE ELIGIBLE AND ENCOURAGED TO REGISTER FOR ELECTIVES</U>.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">The course descriptions that follow should be studied carefully. Students who desire further information should consult with their counselors, social studies teachers, and/or coordinator. All electives are ½ credit. Students may obtain a social studies major by completing 5 credits.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">230 CRIMINAL JUSTICE</U> (R) Designed to introduce the student to the fundamental operations of the criminal court and the laws that affect that court. Crime prevention and law enforcement are stressed. Guest speakers and field trips are planned. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">231 SOCIAL STUDIES REMEDIATION</U> This course will be a one semester course for students in need of remediation in Global Studies and/or American History. Students will be evaluated on a Pass/Fail basis.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">233 INTRODUCTION TO SOCIOLOGY</U> (R) This course is designed to provide the student with the opportunity to understand and cope with the social problems of society. Students will learn how the forces of bureaucracy, religion, race, social class, marriage and family life influence attitudes and help determine behavior. Guest speakers and field trips are included. Course is open to all ability levels. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">234 PSYCHOLOGY</U> (R) This elective is designed for the college bound and non-college bound student alike. Topics include learning, forgetting, conditioning, thinking, drives, motivation, emotions, anxieties, frustration and conflict situations. Half of the course is devoted to a study of personality development, psychological testing and abnormal psychology (neuroses, psychoses, and personality disorders). Included in the course are various psychological experiments such as those used by psychologists. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">237 ADVANCED PLACEMENT IN AMERICAN GOVERNMENT</U> (AP) This elective for seniors gives the student an opportunity to pursue college-level studies in American Government while still in secondary school. Students must have approval of the coordinator prior to registration. This course may be used as a substitute for Participation in Government. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">219 A.P. AMERICAN HISTORY</U> (AP) This course will allow juniors to develop disciplined work and study habits that will equip them to realize life long academic and professional objectives. The A.P. program was designed to give more intensive instruction in college preparatory work to the most able students and therefore enable them to make better use of their time in school. (This course has been recognized by the S.E.D. as a viable alternative and substitute for the U.S. Government and History course offered to all other Juniors.) 1 Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">169 THE MINORITY EXPERIENCE</U> (R) Literature written by women, African American, Hispanic or Latino and Asian authors as well as members of other minorities will be examined in detail. Focus will be on the emotions and experiences, both positive and negative, that such people have because of their identification with a specific minority group. Some independent research will be required. ½ Credit.</P> | |
| <U><P ALIGN="JUSTIFY">229 TRIAL AND DEBATE</U> Students will develop valuable speaking and analytical skills while studying and researching fact, policy, and value based debate propositions. The course will prepare students for participation in competitions such as Mock Trial, We the People, and Lincoln Douglas debates. More fundamentally, it will give students life skills enabling them to participate with confidence in both business conferences and town meetings. </P> | |
| <U><P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">246 INDEPENDENT STUDY</U> This is a course for juniors and seniors who would like to make a further inquiry into the social studies at a more mature pace than in other courses. There is a selected list of readings which provide an intellectual base around which the course is developed. Classes will not meet every day. A series of conferences will be scheduled with the teacher in order to channel the student's interest toward a specific area. The course will then shift into the technique of developing a research paper. This is a period of close collaboration between teacher and student. The approval of the instructor and a certain curiosity about the past and the rest of the world is an obvious requirement for the course. ½ Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">646 ESL/AMERICAN HISTORY</U> This course is designed for 11th grade ESL students who are preparing for the RCT in American History. The curriculum follows the New York State American History syllabus and is adapted to meet the needs of the ESL students; ESL methodology will assist the students in the development of the four language skills as they master the various strands required for this comprehensive course. 1 Credit.</P> | |
| <U><P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">647 ESL/GLOBAL STUDIES 9</U> This course is designed for 9th grade ESL students who are preparing for the RCT in Global Studies at the end of 10th grade. The curriculum follows the New York State Global Studies syllabus and is adapted to meet the needs of the ESL students; ESL methodology will assist the students in the development of the four language skills as they master the various strands required for this comprehensive course. 1 Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">648 ESL/GLOBAL STUDIES 10</U> This course is designed for 10th grade ESL students who are preparing for the RCT in Global Studies. The curriculum follows the New York State Global Studies syllabus and is adapted to meet the needs of the ESL students; ESL methodology assists the students in the development of the four language skills as they master the various strands required. 1 Credit.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">Resource People Program</U>: Exposing our students to people with varied views and experiences is an essential part of the social studies curriculum. In the past, our students had the opportunity to speak to representatives of foreign nations, college professors, anthropologists, a survivor of the Nazi concentration camps, mayors, state senators, and U.S. representatives to Congress.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <P ALIGN="JUSTIFY">Parents and interested people willing to share their experiences should contact the coordinator.</P> | |
| <P ALIGN="JUSTIFY"> </P> | |
| <U><P ALIGN="JUSTIFY">Clubs</U>: The supplemental programs and projects are intended to extend and complement the traditional classroom experience. The Human Relations Club was created to allow students to reflect and act upon the problems and challenges of our pluralistic community. The Law Club encourages students to participate in various political role-playing simulations. The Mock Trial Program is an integral part of the club's activities. The Political Science Club was designed for students who wish to analyze and evaluate the various political problems of our nation. It sponsors political debates and various guest speakers. The Historical Society is an organization that encourages individual student research and publication of a high school journal.</P> | |
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