Search

This world studies elective quinmester course for grades seven through nine focuses on the national life style of Russia, emphasizing its varied cultural background, and, through an analysis of cultural characteristics, examining the influence a totalitarian government has on the nation's institutions. The student will: 1) evaluate the environment including the physical features of location, typography, climate, river systems, and vegetation influencing Russia's life style; 2) explain the Communist Party as the center of all authority; 3) identify and analyze the life-styles that are influenced by the totalitarian state in various geographic regions of the Soviet Union comparing and evaluating education, the family, economy, communication, art, dance, music and literature; and, 4) investigate the extraordinary change and variety of culture within rural and urban settings of the Soviet Union with an emphasis on the number of different ethnic or minority nationalities and their language differences. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

The quinmester American studies elective course for grades seven through nine focuses on the development of the United States as a world power from 1898 when conditions and influential groups of expansionists contributed to the United States, changing from an isolationist nation to the present world power. Emphasis is on the concept of national power and its manifestation in national and foreign policy in an attempt to provide students with a background and foundation upon which to build an understanding of America's role in today's world. Seven units of the course, arranged as other quinmester social studies courses, with stress upon United States foreign policy are: 1) From Isolationism to Imperialism; 2) From Pre to Post World War I; 3) Return to Isolationism; 4) From Pre to Post World War II; 5) Cold War to the Present; 6) Projections for the future; 7) Relationship of past events to the present. A bibliography of student and teacher materials is included. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

This political studies course for grades seven through nine emphasizes the relationship between youth and law, illustrating the way law works in a democracy. Emphasis is upon students learning to appreciate the need for law and knowing their basic rights and responsibilities as American citizens. Rather than a memorizing exercise, it is an attempt at student involvement in relating law to their own experience. Arranged like other quinmester courses, it includes a broad goals section, a content outline, objectives, learning activities, and materials. Four units are: 1) Bases of Law; 2) You and the Police; 3) You and the Courts; and, 4) Liberty and Justice for All. Supplementary materials include several cases for mock trials. Other social studies quinmester courses are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

Junior high students taking the elective American studies quinmester course, "The American Indian", will study Indian culture and history, and United States government policy toward Indians. It is hoped that students will learn to appreciate the contributions that Indians made to this nation and will avoid the kind of stereotyping that frequently seems to occur. In the four units which outline the course the students will examine and analyze: 1) the culture of American Indians, placing emphasis on five main cultural areas, ways of living, and main cultural groups; 2) Indian aid to early Americans, and Indian contributions that are part of American culture today; 3) problems of American Indians today, such as poverty and prejudice, historical policies of the Federal government toward Indians, conflicting values between Indians and white men, and psychological ills of reservation life; and, 4) the future of American Indians current Indian movement, federal policy today, and assimilation vs. separatism. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and, SO 002 949 through SO 002 970. (Author/SJM)

The elective, Quinmester course of study for grades 7 through 9 presents a survey on Chinese cultural history, cultural development, and culture as it is now in contemporary China. Emphasis is on comparing and contrasting traditional attitudes, values, and the total culture with the new culture since the Communist Revolution of 1948 in an attempt to help students perceive insight into current political, social, and economic priorities. The course is outlined in three parts: 1) traditional and modern social institutions are contrasted and China's differing relationships with other countries is explored; 2) China in transition is portrayed with emphasis upon modification of traditional institutions, attempts at reform, study of Chiang Kai-Shek, and the Communist take over; and, 3) the Communist system is examined with analyses of the Communist party, changed patterns of life under Communism, and international relations' determination factors. A materials section of the guide lists teachers and student resources. Less than half of the book is composed of an appendix that includes selected historical and current readings (dating from 1342 to 1966) developed by the Project Social Studies Curriculum Center of the University of Minnesota. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

Students in grades seven through nine will examine and analyze the political organization, social structure, economic life, and values of the American Colonial period in this quinmester arranged American Studies course. Since the thirteen English Colonies effected the United States development, many of our nations foundations in government, economics, and social life areas can be traced to Colonial antecedents. Course content includes outlined units on: 1) the effect of religion, nationalism, economy, and trade on sixteenth century England; 2) early attempts toward colonialization; 3) problems of survival and the success factors in the founding of Jamestown; 4) the Puritans in New England; 5) Colonial Survey; 6) economics, social, and political aspects of Colonial life; and 7) Colonial values in New England, the Middle Colonies and the Southern Colonies. A materials section of the guide lists textual materials, and alternate student and class materials. Related documents are: SO 002 708 through SO 002718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

A survey of Florida's history comprises this quinmester general social studies course for grades seven through nine. The primary aim is to give students skills and knowledge necessary to understand issues and take part in their resolution, thereby helping students to prepare for effective citizenship in their own state. Objectives of the course focus on the concept of growth, since this idea typifies Florida and has molded the development of the state in the past and present. Arranged in the same way as other quinmester courses, the course is outlined in eight parts: 1) Factors that Affect Growth; 2) Indians of Florida; 3) International Rivalry; 4) Political Development; 5) Economic Development; 6) Social Development; 7) Bio-politics; and, 8) The Future of Florida. A materials section includes recommended textual materials, classroom materials, and teacher references. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

The American Studies quinmester course for grades ten through twelve on the United States and Asia emphasizes how United States foreign policy evolved in Asia from the Spanish American War in 1898 which was a turning point in policy to the present and the need to understand the involvement of foreign policy and its implication for mutual development. Course goals are for the student to: 1) analyze the motives for United States involvement in Asia at the turn of the 20th century; 2) trace the development of Japan as a Pacific power and describe its effect upon the United States; 3) formulate hypotheses about the impact of World War II upon the United States in Asia; 4) discuss critically the United States policy of containment in Asia; 5) identify the variables of political, military and economic significance regarding the Indochina conflict. The content outline coordinates course goal concepts. A materials section includes listings of recommended basic textual and other materials, alternate student and class material, and teacher reference materials. Related documents are: SO 002 708 through SO 002718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

This quinmester course for grades ten through twelve emphasizes major causes and symptoms of revolution, and also examines other forms of change available to society. Goals pursued throughout the course are for the student to: analyze what happens, why, and the cost of a revolution; understand "revolution as a problem-solving technique"; instill an awareness of the nature of revolutionary struggle, and the possibility that a revolution "won" may ultimately be "lost"; analyze the type of society that exists after such a restructuring. Ten units are: 1) The different levels of change within a society and the ways to differentiate between them; 2) Causes of a revolution; 3) Application of the causal theories; 4) Students' generalization from data about the primary and secondary causes of revolution; 5) Application of generalizations; 6) Examination of the resolution of revolutionary activity; 7) Students' proposal of reasons for change in direction of a revolution; 8) Examination of the aftermath of a revolution; 9) Students' proposal of reasons why the goals of a revolution were met or not met; 10) Analysis of revolution as a problem solving technique. A list of resource materials and five appendices are provided. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

The quinmester behavioral studies course for grades seven through nine focuses on factors influencing the young teenagers' attitudes, behavior, and relationships with others. A major objective is for the teenager to examine his own values and behavior, and those of his peers, preparing him for the changes and challenges that will confront him and enabling him to obtain and to set goals that will help him get the most from his teen years. The nature of this course invites the use of a guidance/human relations approach to make it more relevant to students. Nine units of the course are: 1) Basic human needs; 2) Personality development; 3) Character growth; 4) Rules and self-discipline; 5) Unique challenges of today's society; 6) Social relationships; 7) Boy-girl relationships; 8) Family relationships; and, 9) Self-assessment. Other related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

The course outlined in this curriculum guide, modified to fit the quinmester organization of schools, focuses on the role of the individual as a consumer. The aim of this elective, grades 7-9 course is to help the student develop sound decision-making habits for functioning more effectively in the marketplace and best fulfilling his role as a consumer. The guide is divided into: 1) a broad goals section; 2) a content outline; 3) objectives and learning activities; and, 4) recommended textual materials, audio-visual materials, and supplementary materials. Course content includes sections on: money, credit buying, banks, good buying practices, aides to buyers, advertising, and consumer deceivers. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/AWW)

Designed as a pre-requisite for other quinmester courses in the politcal studies cluster, this course of study for grades seven through nine, aims at providing the student with basic knowledge about Democracy, and an understanding of the rights and responsibilities of each citizen to make a Democracy work. Course goals are for the student to: 1) develop generalizations about the reasons for government; 2) analyze the Democratic principles and American heritage on which this government is based; 3) identify the civil and human rights accorded each citizen of the United States; 4) illustrate how constitutional rights imply responsibilities commensurate with those rights; 5) assess how our government has carried out its constitutional charges; 6) analyze the roles of the three branches of government; 7) specify the methods by which the constitution is kept a living document; 8) differentiate among the methods by which individuals can influence the government; 9) evaluate the importance of the individual's exercise of his right to vote in America; 10) identify problems facing our national government today. The guide is divided into a broad goals section; a content outline; objectives and learning activities; and a materials section. Three appendices contain additional activities. (Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792.) (Author/SJM)

Designed as an elective course of study for grades seven through nine, this curriculum guide provides a study of the political, economic, and social aspects of ecological problems in the community, state, or nation. The focus is on the causes and effects of pollution and alternative courses of governmental and student (citizen) action. A suggested sequence is given for the nine week course. Weeks 1 - 2: pupils discuss vocabulary terms and identify basic concepts and principles as they relate to ecology. Weeks 3 - 6: students analyze the cause of ecological problems and examine examples of and effects of five types of pollution -- air, water, land, noise, and people, and, identify case studies of pollution in the community and nation. Weeks 7 - 9: students examine legislation and its enforcement, formulate programs, and enlist community support. Arranged in the same format as other quinmester courses, a learning activities section provides a picture of the main idea and specific behavioral objectives for a set of learning activities. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

The quinmester course intended for pupils speaking English as a second language aims to teach students to ask and answer questions and discuss, orally and in written form, basic concepts in social studies such as transportation, map reading, family, friends, school, home, neighborhood, and community in an attempt to help them function effectively in the community. A framework is provided by eight specific context areas: Doing Things Now; Customary Activities; Describing Objects; Clothing and Colors; Where; Yesterday, Last Week, Last Month; Yours, Mine, Ours, and Theirs; and, Going Places. Each context area has two or more sections of language practice to facilitate division into lesson plans and is further subdivided into patterns, suggested substitutions (vocabulary), specific measurable objectives, suggested teaching procedures, and correlations with standard English Second Language Materials. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

Human relations units are presented in this guide designed for teachers of secondary grades. The aim is to educate students in the philosophy of humanism. Emphasis is upon social interaction in an attempt to help pupils not only realize their own potential, but moreover, to respond to the needs of others. Each of the four activity units deals with factors in human relations and outlines the focus, broad goals, generalizations, instructional objectives, and learning activities. Unit one examines the development of personality in an attempt to help students gain self-understanding by studying the effects of heredity and environment. Focus in unit two is upon students understanding and perceiving themselves and others. Problems and conflicts among individuals and groups is the topic for unit three. Unit four stresses effectiveness of communication. Books, articles, and films are included in a resource list. Appendices provide worksheets, charts, and cartoons. (Author/SJM)

A skills development course for secondary grades is outlined which is designed to improve skills in reading for understanding via the identification of main and subordinate ideas, reading and listening for directions and purposes, and reading and listening for information. It is aimed to assist both students with satisfactory performance and students with lower achievement. Sections on performance objectives, assessment devices, rationale, range of subject matter, teaching strategies, teacher resources and student resources are included. A list of assessment instruments is also given. (AW)

This program guide outlines an advanced laboratory course using multimodal materials from junior high school to college which is designed to improve reading and comprehension, visual and auditory efficiency, and study skills. Each student begins at a test-determined level and progresses as skill and efficiency increase. The basic purpose is to provide students with an opportunity to practice those reading skills which will be most helpful to them in reading the quantities of materials required in many content courses. Performance objectives, rationale, course content, teaching strategies, student resources, and teacher resources are included. (AW)

This quinmester curriculum guide for grades 10-12 provides a framework for studying ancient history through medieval history. Emphasis is upon examining the formation and evolution of Western Civilization and considering the political, philosophical, and cultural impact that these periods exerted in the past and how they affect the present. How ethical values, originating in these ancient cultures, shaped and contributed to modern society are investigated. Students will recognize that both political ideals and democratic concepts were Hellenistic contributions. Historical content is examined through the use of inquiry, critical thinking, and problem solving techniques. Four units are: 1) Civilization of Ancient Greece; 2) Civilization of Ancient Rome; 3) Rise of Christianity; and, 4) Medieval Period. A bibliography is included. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/SJM)

An analysis of how and why people behave toward each other as they do is the focus of this quinmester, elective course for grades 10 through 12. It includes group dynamics, ways of communicating with people effectively, problems of interpersonal relationships, conflict and adjustment, value systems, prejudice, and decision making on a group and individual basis. Some of the course goals are for students to generalize that: 1) human beings are in all ways similar and in all ways unique; 2) all human beings experience conflict and adjustment; 3) prejudice, preconception, and ignorance of other people tend to generate fear and hatred; 4) group cooperation generally facilitates problem solving; and, 5) it would be a gift if we could see ourselves as others see us. The guide is divided into a broad goals section, a content outline, objectives and learning activities, and required and supplementary resources for teacher and student. Learning activities include experiences in self revelation, simulation games, small and large group discussions, and role playing. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/AWW)

The quinmester course described in this guide is intended as an elective for grades 10-12. The student should have considerable background in the social studies and be considering a career in this field. The course emphasizes methods of the social scientist, including research techniques, statistics, historiography, social sampling surveys, case studies, critical analysis of issues, etc. The student does independent work applying the techniques. Some of the goals for the course are that students will: 1) define and identify the basic concepts of history, anthropology, political science, geography, economics, and sociology; 2) formulate generalizations about the purposes of social sciences; 3) list the general steps in social science research; and, 4) apply specific learnings to an individual or group research project dealing with a problem in one or more selected social science disciplines. A wide variety of learning activities and instructional materials characterize the course. The guide provides a close parallel between the behavioral objectives and learning activities. (Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/AWW)

This quinmester course of study for grades 7 through 12 examines the nature and causes of prejudice in a psychological, sociological, and biological frame of reference. Emphasis is upon discovering the patterns of prejudice and discrimination. Activity units require the students to investigate prejudice by inquiring affectively and cognitively into the problem. Eight units are: 1) Prejudice, requiring students to define and give examples; 2) and 3) Nature and the Causes of Prejudice; 4) Effects of Prejudice Politically, Socially, and Economically; 5) Role of Society; 6) Role of Mass Media; 7) Role of Private and Government Institutions and Agencies; and, 8) Role of the Individual. An extensive bibliography of textual and audio visual materials is included. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

This guide describes and outlines a course that focuses on a historical view of the ethnic, racial, and religious composition of our society with emphasis on how minorities have contributed to the makeup of America. The problems and progress of the major minority groups are also examined. The concept that everyone is part of a minority and that every minority has contributed to the whole of American culture is stressed. The course is designed as an elective course for grades 7 through 12, and is intended to fit the quinmester organization of schools. Course content, which is closely integrated with 13 behavioral objectives, is organized around the following sections: 1) types of minorities; 2) history; 3) causes of minority prejudices; 4) effects of prejudice; 5) role of government at all levels; 6) role of volunteer organizations; 7) contributions of minority groups; 8) progress in solving problems; and 9) pluralism vs. melting pot theories. A wide variety of student materials and several resources for the teacher are listed. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/JLB)

The quinmester general social studies course for grades seven through nine provides a framework for studying the Dade County community and surrounding metropolitan area. Emphasis is upon enhancing the student's understanding and appreciation for his environment in an attempt to prepare him for better citizenship. Course objectives are for students to: 1) identify important people and events in the history of Dade County; 2) relate the importance of climate and geography to Dade County; 3) cite specific examples of the various parts of Dade's economy; 4) examine metropolitan government; 5) describe the importance of the major ethnic groups living in Dade County; and examine present and future problems of Dade county. Six activity units based on the course objectives are outlined. A brief bibliography is provided. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/SJM)

Students, grades 7 through 9, will examine and hopefully gain understanding of the process for effecting change within the structure of a Democratic society in this quinmester course of study. Focus is upon the reasons, limits, methods, and effectiveness of American dissent bringing about social change. The responsibility of citizenship in a Democracy is stressed. Thirteen units are: 1) Reasons for Dissent in America; 2) Methods of Protest and Dissent; 3) Basic Guarantees for the Right to Dissent; 4) Conflicts in History: Cause and Effect Relationships; 5) Role of Individuals in Influencing Change; 6) Analysis of Conflict Today; 7) Radical Groups Engaged in Protest; 8) Minority Groups Engaged in Protest; 9) Anti-Dissent Groups; 10) Limits of Protest/limits of Control; 11) Problems Facing Youth; 12) Future Outlook. Included is a bibliography of books, periodical articles, and multi-media materials recommended for student and teacher readings. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

This quinmester course of study for grades seven through nine provides a framework for analyzing election processes in a democracy by investigating democratic societies of the past, and contrasting democracies with totalitarian types of government. Major emphasis is upon analyzing the system of institutionalized political parties, the ever-changing electorate, campaigns, polls, and other factors. The objective of the study is for pupils to become more effective voters and citizens resulting in an improved democratic society. Six units are: 1) The Basis of Democracy: Free Elections; 2) Constitutional Provisions for Elections; 3) Constitutional Changes; 4) The Two Party System; 5) Elections in the United States; 6) Campaigning for Office. A short bibliography is included. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

The elective (10-12) course outlined in this guide is designed to fit the quinmester organization of schools. The guide is divided into: 1) a broad goals section; 2) a content outline; 3) objectives and learning activities; and, 4) multimedia resources for teacher and student. The course is described as a study of crime in America, including the range of crime from physical assault to income tax evasion. It considers crime prevention and punishment, their cost to society, causes of crime and the role of police and courts in dealing with crime. Learning activities include small group discussions, presentation of a radio or TV show, role playing, and panel discussions. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/AWW)

The development of increasing performance skills individually and in ensemble, with emphasis on stylistic characteristics of the music studied, is the purpose of this course. The handbook presents, in outline format, the following: Course Description; Course Enrollment Guidelines; Course of Study Objectives--Musicianship, Performance--Course Content; Course Procedures, Strategies and Suggested Learning Activities (covering nine weeks); Resources for Students, including Materials to Be Included in Performance for This Quinmester; Resources for Students; and Resources for Teachers. (DB)

A course concerning the development of increased performance skills individually and in ensemble, with emphasis on stylistic characteristics of the music studied, is the focus of this handbook. The following topics are presented in outline form: Course Description; Course Enrollment Guidelines; Course of Study Objectives--Musicianship, Proformance--Course Content; Course Procedures, Strategies and Suggested Learning Activities; Resources for Pupils; Resources for Teachers; and Assessment. (DB)

In this course, the interaction of music and the American society in the twentieth century, for students who are interested in the Humanities and have working knowledge of the English language, is studied. This handbook is a guide to the course and presents, in outline format, the following topics: Course Description; Course Enrollment; Course Objectives; Course Content; Course Procedure (by days within each of the nine weeks); Resources for Pupils; Resources of Teachers; and Evaluation. A bibliography is provided. (DB)

An introduction to music emphasizing harmony, this course provides a laboratory approach in which pupils will develop skill in playing brass and woodwind instruments, sing, listen to, read and compose music with emphasis on elementary concepts of harmony. This handbook provides, in outline format, the following: Course Description; Course Enrollment Guidelines; Course of Study Objectives--Musicianship, Technique--Course Content; Course Procedures, Strategies and Suggested Learning Activities (for nine weeks); Resources for Pupils; Resources for Teachers; and Assessment. (DB)

Instruction in street and field marching techniques and study of appropriate music are the topics covered in this course handbook. The handbook contains guidelines on the following topics: Course Description; Course Enrollment Guidelines; Course of Study Objectives--Musicianship, Performance--Course Content; Course Procedures, Strategies, and Suggested Learning Activities; Resources for Pupils; Resources for Teachers; and Assessment. A brief bibliography and foreword are included. (DB)

The elective (7-9) course in world religions outlined in this guide is designed to fit the quinmester organization of schools. The course is described as a study of world religions, focusing on religion as an institution in society. It includes effects of religion on people, governments, and internal relations. The guide is divided according to: 1) a broad goals section; 2) a content outline; 3) objectives and learning activities; and, 4) multimedia resources for teacher and student. Goals for the course include the following: 1) to examine the basic scriptures of selected religions (Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Taoism, Shinto); 2) to describe the effect of religion on the arts of selected societies; 3) to describe the relationship between the institutions of religion and the state in selected societies; 4) to describe the teachings of selected religions on the nature of man, the natural universe, and the supernatural; 5) to describe the moral code of selected religions; and, 6) to assess the role of religion in the life of modern man. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/AWW)

The Quinmester world studies course for grades 7 through 9 investigates concepts of prehistory, culture, and civilization, offering an in depth understanding of the reasons why and how civilizations rise and fall. Emphasis is on comparing past and present civilizations. One major purpose of the course is for students to comprehend that civilizations evolve from one stage to another. By tracing early civilizations and comparing them to modern civilizations students will better see the pattern of development, giving them a better perspective of society and helping them to foresee a better future society. An interdisciplinary approach offers a broader scope to the course. Three units are: 1) The Lessons of Prehistory; 2) Dawn's Early Light gives specific treatment to the river valley civilizations in Mesopotamia, Egypt, India, and China; and the new world civilizations in Central and South America; and, 3) Retrospection and Introspection: Dawn and the Coming Day examines internal and external pressures of civilizations affecting their growth and decline. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (SJM)

This study of the effort and failures to maintain world peace in this century is intended as an elective, quinmester course for grades 7 through 9. It encompasses the concept of nationalism and the role it plays in the decisions that lead to war, and organizations that have tried and are trying to preserve or bring about peace. Among other goals for the course are for the student to: 1) assess his own attitudes and beliefs concerning peace and generalize about the nature of war; 2) examine the social, political, and economic reasons for war; 3) analyze breakdowns in world peace in this century and the resultant human problems; 4) investigate and suggest alternatives to war as a means of settling conflict; and, 5) describe ways and means an individual can work for peace. The guide itself is divided into a broad goals section, a content outline, objectives and learning activities, and teacher/student materials. Learning activities are highly varied and are closely tied with course objectives. Materials include basic texts, pamphlets, records, and filmstrips. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/JLB)

The course outlined in this guide offers an in-depth look at the political left and right, including characteristics held by the extreme left and right, related social and economic theories, and the differences between theory and practice. The students will read and discuss viewpoints illustrative of a cross section of ideological positions and examine past and present mass movements having an ideological basis. At all points, the students are encouraged to redefine and crystallize their own political philosophies. The course is designed for grades 10 through 12, and intended to fit into a quinmester program. Among the course goals are that students will: 1) distinguish among positions along the political spectrum; 2) identify common characteristics shared by the extreme left and right; 3) critically examine the traditional use of terminology, labeling, and categorizing associated with contemporary ideological thought; 4) make the following generalization--that the American political system tolerates the examination of a wide range of viewpoints; and, 5) develop their own political philosophies and recognize the consequences of the implementation of those philosophies. A wide variety of learning activities and materials are utilized. The materials section of the guide includes several resources for the teacher. (Author/JLB)

This elective course in world studies for grades 10 through 12 written as part of a total effort to revise curriculum to fit the five quinmester nine-week time periods for administrative organization of schools, provides an inductive analysis of the concept of totalitarianism. The student, given source material, primary information, and textual data will conceptualize a series of generalizations and will arrive at a comprehensive and applicable concept of totalitarianism. Since this course is designed to analyze and evaluate totalitarian systems generally, it should contribute to a healthier and more sensitive understanding of democratic systems. Units are structured on nine generalizations as described by Howard D. Mehlinger and conclude with an applicable definition of totalitarianism which may be compared with any previous or existing political system. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/AWW)

The course for grades 10 through 12 outlined in this guide provides a study of the American system of private enterprise and the basic economic principles upon which it is based. Among the course goals are that the student will: 1) discover that the American economy, as evidenced through the free enterprise system, exist for the individual; 2) integrate the relationship between the functions of money and banking into the American economy; 3) analyze the types of investments that can improve one's financial position, 4) justify the importance of demand-supply analysis in the proper functioning of our economic system; 5) analyze the economics of international trade; and, 6) formulate hypotheses as to the ideal economic model or policy to which the United States should subscribe. The guide itself is divided into a broad goals section, a content outline, objectives and learning activities, and teacher/student materials. Course content is closely tied to objectives, and is organized according to the following sections: 1) The American Economy; 2) Money and Banking; 3) Business Organizations; 4) Investment; 5) Demand-Supply Analysis; 6) Wage and Labor Analysis; 7) The Consumer; 8) Economics of International Trade; and, 10) American Economic Policy. Both learning activities and materials are highly varied. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/JLB)

This guide for an elective (10-12) course was written as part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The guide is divided into: 1) a broad goals section; 2) a content outline; 3) objectives and learning activities; and, 4) recommended and supplementary teacher and student resources. The course presents an analysis of social change and the role of protest in American history, with selected examples, types of protest, and their effectiveness in bringing about change. Goals for the course are that the student will: 1) differentiate among various methods of protest; 2) identify protest as commonly being an action based upon a real or imagined fear of losing one's security or survival; 3) discern how values are formed, changed, and related to protest; 4) propose an alternate course of protest or response to a selected incident; and, 5) ascertain and analyze the role of protest with respect to the individual. Course content is organized around these goals. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/AWW)

The major intent of this interdisciplinary quinmester course for grades seven through twelve is to examine the need, problems, consequences, and social aspects of drug abuse. By studying the history and medicine of drug use, students learn background information that helps them define and categorize legitimate and illegitimate drug use, and describe physiological and psychological effects of drugs. Consequences of selling and possessing drugs illegally are studied. After evaluating reasons why drugs are used, and what problems drug users face, students will form a personal opinion and a position on drug abuse. Relating to problems in their own school, students develop plans to deal with drug abuse and then go on to develop guidelines for drug education for the Dade County community. Finally students are able to synthesize knowledge toward formulating drug therapy programs. Eight activity units are coordinated with course goals. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM)

This course of study was written as a part of a total effort to revise curriculum to fit the quinmester (5, 9-week periods) administrative organization of Dade County Schools. The major intent of this publication is to provide a broad framework of goals and objectives, content, teaching strategies, class activities, and materials all related to the described course of study: psychology. The course is described as a survey of Psychology from pre-history to present day, a comparison with other methods of finding reasons for man's behavior, and in examination of the spectrum of psychological methods and fields currently in existence. The guide is divided into a broad goals section, a content outline, objectives and learning activities, and materials. Some of the goals are the ability to differentiate between science and pseudo-science to explain how psychological techniques may be applied to solving problems of every-day life. The four units, one for each broad goal, are outlined in columns which indicate specific topics, behavioral objectives, learning activities, and references to materials. Appended are an outline of contemporary fields of psychology, suggested grading techniques, and recommended and suggested resources. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/DJB)

The elective course of study about the lives of selected Americans who shaped events is intended for grades seven through nine and arranged to fit the quinmester administrative organization of schools. Aims for students are to: study key individuals in the context of their time to understand how they affect culture and history; identify with interesting Americans who enriched and contributed to American culture; and to recognize that values change with changing conditions and the passing of time. It is hoped that by using biography as a means the student will better understand history. Nine activity units outlined are: the definition and uses of Biography; Americans with Unpopular Causes; Americans who Achieved Success in spite of Prejudice and Discrimination; Social Reformers; Americans Related to Industry and Labor; Creative and Talented Americans; Americans Related to Science, Medicine, and Technology; Americans in Politics and Government; and, Americans Concerned with Cities. A resource materials section lists textual and audio-visual materials, and, supplemental pupil and teacher resources. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

This course of study was written as part of a total effort to revise curriculum to fit the quinmester (five 9-week periods) administrative organization of the Dade County Schools. The major intent of this publication is to provide a broad framework of goals and objectives, content, teaching strategies, class activities, and materials all related to the described course of study: music and art history. The course is described as one which makes use of audio visual materials in a study of art and music through the ages. It is designed for students interested in the arts but are not necessarily art students. Emphasis is on the ways art and music reflect the society of the artist through his perceptions; students explore attitudes and values of different periods in the western world. The guide is divided into a broad goals section, a content outline, objectives and learning activities, and materials. Some of the goals are the enabling of students to distinguish selected periods of art and to analyze art as an expression of social existence. The eight units, one for each broad goal, are outlined in column which indicate specific topics, behavioral objectives, learning activities, and references to materials, e.g., texts, films, slides. Recommended materials, supplemental public resources, and alternative student and class materials are listed in a final resource section. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/DJB)

This curriculum guide, designed for the quinmester system, is an aide to secondary grade teachers as they plan instructional programs, and takes into account students' needs, available resources, and other factors. Objectives of this course of study are for the student to understand the causes and issues that led to the Civil War, the course and strategies of that war, and the results of the struggle. It is hoped that a conceptual transfer of learning occurs whereby students gain insight into today's issues that divide America and acquire suggestions about their resolution. One main idea is to make students aware that there are ways of resolving social, political, and economic differences within a nation peacefully, but if differences are not settled amicably war sometimes occurs. Included is a list of: review activities, textbooks, paperbacks, pamphlets, supplementary books, film resources, multi-media resources, captioned filmstrips, records and teaching tapes. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

This elective course in American Studies, one of a series revised to fit the quinmester organization of schools, is intended for 10th through 12th grade students. The aim of the course is for students to develop their capacity to examine and make judgements about controversial issues of the past and present. Emphasis is on an analysis of selected debates or issues in American history. Personalities of those involved in the controversies are examined. The course content outlines units on debates concerning Independence, between Hamilton and Jefferson, and the Mexican War. After examining selected historical controversies, students research an historical issue of their own choice. A section on objectives and learning activities emphasizes discussion and informal debates. A materials section of the guide lists textual materials, alternate student and class materials, and, teacher reference materials. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

Forging a Nation, a curriculum guide for teachers of grades 7 through 9 as they plan instructional programs in American Studies, is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. Primary emphasis is upon using the topic of the American Revolution as a basis for studying conflict and change. This course of study deals with events, personalities, ideas, and with examination of the differing American and British interpretations of the revolution. Course content includes outlined units on: the American Colonies and Colonial government; French and English rivalry in North America; change in British Colonial policy; reasons for declaring independence; factors which contributed to the winning of the war; and reasons for establishing a new nation. A learning activities section provides a picture of the main idea and specific behavioral objectives for a set of learning activities. A listing of class materials that includes texts, films, filmstrips and games is included. Related documents are: SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

This course of instruction, intended as an elective course for grades 10 through 12, is one of a series of curriculum guides revised to fit the quinmester administrative organization of schools. The principal goals of the course are to: 1) motivate students, soon able to vote, toward participation in the American political process; and, 2) teach them understanding of the workings of the American political process. The guide is arranged into four sections. Section 1 lists eight goals for the course. Section 2 outlines course content and includes units on politics, citizens, the political party system, the structure and functions of political parties, the convention, campaign, elections, citizens roles, and evaluation of the American political party system. Section 3 lists objectives and learning activities for each unit, requiring student participation. Section 4 provides a bibliography of resource materials dating from 1955 through 1971, the majority of which are recent materials, for students and teachers. Related documents are SO 002 208 through SO 002 718. (Author/SJM)

The introductory social studies survey course required for grades 7 through 9, part of the Quinmester Program, attempts to help the student develop a cognitive structure in the social sciences generally and in each of seven disciplines. Emphasis is placed on basic skills the social scientist uses to study man and his problems. "Launch Pad" is a beginning step toward developing reasoning in decision makers living in a world of rapid and continual change. Using an interdisciplinary approach, the student will investigate man's effort to understand his environment. A period of forty-five days is set aside for this course. The guide is arranged into a broad goals section, a course content outline section, an objectives and learning section, and a materials section. The material section includes a list of student and class materials of books and films, and teacher reference materials. Additional features include a list of references for the teacher providing surveys of each discipline as well as teaching suggestions. Also provided is a list of culminating activities. An appendix defines the seven disciplines presenting concepts and concept-derived generalizations. Related documents are SO 002 708 through SO 002 718. (Author/SJM)

This secondary course of study teaches the student to investigate and analyze the impact of mass communication on contemporary society. Media affects the individual and society politically, socially, and economically. Knowledge and understanding of the operation, impact, history and development of radio, television, newspapers, magazines, and movies prepare students more effectively for citizenship. A framework of performance objectives is provided in the study course. Content is divided into three parts, each including stated objectives with learning activities requiring student participation listed beneath. The three parts attempt to teach students to: 1) analyze how and in what ways media affects society and examine theories by experts in the field; 2) study the history, development, and workings of mass media and compare media content and techniques; and, 3) examine challenges and criticisms facing the media. Additional features include a bibliography of student and teacher resources listing books, films and periodicals. Related documents are: SO 002 708 through SO 002 718. (Author/SJM)