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COURSE OUTLINE COMPETENCY-BASED COMPONENTS - OTAN

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					                                               CBE
                             Competency-Based Education
                                         COURSE OUTLINE


COURSE NO.: 37-01-70                                                                      REVISED: July/2004

TITLE: U. S. HISTORY/1

DEPARTMENT: Adult Academic Instruction (Social Sciences)

CREDITS: 5                                                                                           HOURS: 60

APPORTIONMENT NO.: 1.2041 U.S. History (replaces: 02.023.102)

COURSE DESCRIPTION:
   This competency-based course focuses on major turning points in American history in the twentieth century. It
   begins with a brief review of U.S. history from the nation’s beginnings, the Civil War and Reconstruction,
   westward expansion, the Second Industrial Revolution, and the progressive era, and entry into World War I.
   The course then takes a structured chronological and thematic approach to an in-depth study of the United
   States in the first half of the twentieth century. Topics covered include minority rights and majority power, the
   movement toward equal rights for women and minorities, the emergence of a modern corporate economy, the
   Great Depression and the New Deal, and the role of the United States as a major world power in the Second
   World War. The competencies in this course are aligned with the History-Social Science Content Standards for
   California Public Schools. This course has been approved to satisfy UC “a-g” subject area requirements for
   freshman admission.


PREREQUISITES:
   1. A minimum reading level of 10.0 as measured by the TABE D7/8 reading comprehension test
   2. Recommendation of an instructor and/or a counselor


         After a student has completed this course, he/she may not be allowed to re-enroll in the course.




               LOS ANGELES UNIFIED SCHOOL DISTRICT
                       Division of Adult and Career Education
                     Instructional and Counseling Services Unit
                               Adult Curriculum Office
                                 adultinstruction.org
 A MESSAGE to COMPETENCY-BASED COURSE OUTLINE USERS


This competency-based course outline is for use by students, teachers, counselors and school
administrators, advisory committees, and all others having interest in the course.

Before enrolling, students can read the course competencies listed to help them (students) decide
whether or not the course will meet their needs. After enrolling, a copy of the competencies can help a
student track his/her progress through the course.

Teachers can use competency-based areas and statements to gain an overview of the course. The
competencies can be used to develop lesson plans and teaching strategies. The Instructional Materials
and Other Resources page provides teachers with instructional support in the form of textbook titles,
media and technology options, as well as the names of advisory personnel. Many course outlines provide
sample lesson plans written by experienced teachers of the course.

Counselors can use the course outline to explain course purpose, goals and content to students. Sharing
competency lists with students will make the students aware of the minimal skills and knowledge they
need to demonstrate after taking the course. This process can identify potential candidates for a course.

Principals can scan the competency-areas and statements to decide if the content of a course should be
offered at their school in order to meet the needs of the community which it serves.

Competencies can be used to generate relevant questions and items for tests. The writing of
individualized instructional contracts also needs to reflect the competency-based course outline
components.

Clearly defined competency-based areas, statements, and minimal competencies are the points upon
which curriculum, instruction, and assessment focus.
    THE DEVELOPMENT of a COMPETENCY-BASED COURSE OUTLINE


Every approved CBE course outline is written by Los Angeles Unified School teachers who teach the course. All
teacher/writers have been inserviced and certified by the Adult Curriculum Office to learn about competency-based
education and the outline format.

New courses and course revisions are initiated by school and/or central office subject area departments. The
schools and the subject area departments share the responsibility for approving the subject content, hours, credits,
etc. Teacher/writers submit their first draft to the appropriate central office subject area supervisor, specialist,
consultant or adviser.

Course outline draft copies are next submitted to the curriculum office. There information required by the District and
the State is verified. The outlines are edited and entered into the course outline computer data base. One formatted
copy of an outline, with every page stamped "Draft Copy Only”, is either approved by the curriculum office or
returned for clarification or improvement.

Once signed off by the curriculum office an outline is routed back to the department that submitted it. When
approved there, it is routed to the office of the Director of Instructional Services and finally to the Division's Assistant
Superintendent for approval. The curriculum office then requests the required approvals by the LAUSD Board of
Education.

The curriculum office sends master file copies of every approved CBE outline to principals of all Community Adult
Schools and Employment Preparation Centers. These masters are used to reproduce copies for counselors and
teachers. Students, community members, and other interested parties may also request copies. The curriculum
office maintains a limited inventory of all outlines for additional distribution.

Changing needs are reflected in the constant development and revision of course outlines. It is an ongoing process
designed to support the various demands of students, teachers, and the communities we serve.




TOM CALDERON
Adult Curriculum Office
Instructional Support Services




                                                            -1-
                                        CBE
                             COMPETENCY BASED EDUCATION


Course Outline Competency-Based Component Definitions

Course descriptions state the major emphasis and content of the course.

Competency areas are units of instruction based on related competencies.

Competency statements are competency area goals that together define the framework and purpose of the
course.

Competencies fall on a continuum between goals and performance objectives and denote outcome of instruction.



                            Competency-Based Philosophy Overview
Competency-based instruction tells a student before instruction what skills or knowledge he/she will demonstrate
after instruction.

A competency is stated as a minimum. This is the least a student has to demonstrate or know to be judged as
competent. Stating competencies as minimums does not mean minimum instruction. Activities and opportunities
should be provided for students to achieve maximum potential.

Competency-based education provides instruction that enables each student to attain individual goals as measured
against pre-stated standards.

CBE instruction provides immediate and continual repetition and remediation. A student repeats tasks until achieving
competence.

In competency-based education the curriculum, instruction, and assessment share common characteristics based
on clearly stated competencies.

Curriculum, instruction and assessment in CBE are: explicit, known, agreed upon, integrated, performance-oriented,
and adaptive.




                                                        -2-
       COURSE OUTLINE COMPETENCY-BASED COMPONENTS

A course outline reflects the essential intent and content of the course described. Acceptable course outlines
have six components. (Education Code Section 52506). Course outlines for all apportionment classes,
including those in jails, state hospitals, and convalescent hospitals contain the six required elements:

(EC 52504; 5CCR 10508 [b]; Adult Education Handbook for California [1977], Section 100)


Course Outline Components                                                                          Location

GOALS AND PURPOSES                                                                                 Cover

The educational goals or purposes of every course are clearly stated and the class periods are
devoted to instruction. The course should be broad enough in scope and should have sufficient
educational worth to justify the expenditure of public funds.

The goals and purpose of a course are stated in the COURSE DESCRIPTION. Course
descriptions state the major emphasis and content of a course, and are written to be
understandable by a prospective student.

PERFORMANCE OBJECTIVES OR COMPETENCIES                                                             pp. 7-12

Objectives should be delineated and described in terms of measurable results for the student
and include the possible ways in which the objectives contribute to the student's acquisition of
skills and competencies.

Performance Objectives are sequentially listed in the COMPETENCY-BASED COMPONENTS
section of the course outline. Competency Areas are units of instruction based on related
competencies. Competency Statements are competency area goals that together define the
framework and purpose of a course. Competencies fall on a continuum between goals and
performance objectives and denote the outcome of instruction.

Competency-based instruction tells students before instruction what skills or knowledge they
will demonstrate after instruction. Competency-based education provides instruction which
enables each student to attain individual goals as measured against prestated standards.

Competency-based instruction provides immediate and continual repetition. In competency-
based education the curriculum, instruction, and assessment share common characteristics
based on clearly stated competencies. Curriculum, instruction, and assessment in
competency-based education are: explicit, known, agreed upon, integrated, performance
oriented, and adaptive.

INSTRUCTIONAL STRATEGIES

Instructional techniques or methods could include laboratory techniques, lecture method,           p.19
small-group discussion, grouping plans, and other strategies used in the classroom.

Instructional strategies for this course are listed in the TEACHING STRATEGIES AND
EVALUATION section of the course outline. Instructional strategies and activities for a course
should be selected so that the overall teaching approach takes into account the instructional
standards of a particular program, i.e., English as a Second Language, Programs for Older
Adults, Programs for Adults with Disabilities.




                                                    –3–
    COURSE OUTLINE COMPETENCY-BASED COMPONENTS
                     (continued)

Course Outline Components                                                                            Location

UNITS OF STUDY, WITH APPROXIMATE HOURS ALLOTTED FOR EACH UNIT                                        Cover

The approximate time devoted to each instructional unit within the course, as well as the total      pp. 7-12
hours for the course, is indicated. The time in class is consistent with the needs of the student,
and the length of the class should be that it ensures the student will learn at an optimum level.

Units of study, with approximate hours allotted for each unit, are listed in the COMPETENCY
AREA STATEMENTS of the course outline. The total hours of the course, including work-
based learning hours (community classroom and cooperative vocational education) is listed on
the cover of every CBE course outline. Each Competency Area listed within a CBE outline is
assigned hours of instruction per unit.

EVALUATION PROCEDURES
                                                                                                     p. 19
The evaluation describes measurable evaluation criteria clearly within the reach of the student.
The evaluation indicates anticipated improvement in performances as well as anticipated skills
and competencies to be achieved.
Evaluation procedures are detailed in the TEACHING STRATEGIES AND EVALUATION
section of the course outline. Instructors monitor students' progress on a continuing basis,
assessing students on attainment of objectives identified in the course outline through a variety
of formal and informal tests (applied performance procedures, observations, simulations),
paper and pencil exams, and standardized tests.

REPETITION POLICY THAT PREVENTS PERPETUATION OF STUDENT ENROLLMENT
                                                                                                     Cover
After a student has completed all the objectives of the course, he or she should not be allowed
to re-enroll in the course. There is, therefore, a need for a statement about the conditions for
possible repetition of a course to prevent perpetuation of students in a particular program for
an indefinite period of time.




                                                    –4–
                                  ACKNOWLEDGMENTS

The contributions of ANN BLEVINS, DUANE COBB, MARK KAVANAGH, ERNEST KETTENRING and
KRIMHILDE ROTH, are gratefully acknowledged for the revision of this course outline.

Thanks to TOM CALDERON for editing and preparing this course outline as competency-based.



                                                                           MARSHA EASTERDAY
                                                                                       Supervisor
                                                                         Adult Academic Instruction


                                                                         DOLORES DIAZ-CARREY
                                                                                           Director
                                                                            Instructional Services




APPROVED:

SANTIAGO JACKSON
Assistant Superintendent
Division of Adult and Career Education




                                              –5–
                       CALIFORNIA CONTENT STANDARDS
                          for U.S. History–Social Science

The following California Content Standards for U.S. History–Social Science are addressed in this course:

11.1        Students analyze the significant events in the founding of the nation and its attempts to realize
            the philosophy of government described in the Declaration of Independence.

11.2        Students analyze relationships among the rise of industrialization, large-scale rural-to-urban
            migration, and massive immigration from Southern and Eastern Europe.

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

11.5        Students analyze the major political, social, economic, technological, and cultural
            developments of the 1920s.

11.6        Students analyze the different explanations for the Great Depression and how the New Deal
            fundamentally changed the role of the federal government.

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




                                                    –6–
                                          CBE
                                Competency-Based Education

                       COMPETENCY-BASED COMPONENTS
                           for the U.S. History/1 Course

       COMPETENCY
                                                             MINIMAL COMPETENCIES
   AREAS AND STATEMENTS


A. INTRODUCTION                         1.    Demonstrate an understanding of classroom policies and
                                              procedures.
    Understand how personal skill       2.    Discuss competency areas and minimal competencies for the
    development- including                    course.
    positive attitude, honesty, self-
                                        3.    Discuss assignment grading and scoring policy.
    confidence, time management,
    and other positive traits-          4.    Discuss importance of the following personal skills in the
    contributes to academic                   classroom/lab environment:
    success.                                  a. positive attitude
                                              b. self-confidence
                                              c. honesty/perseverance
(1 hour)                                      d. self-management/work ethic
                                              e. pride in product/work
                                              f. dependability
                                        5.    Prioritize tasks and meet deadlines.
                                        6.    Describe the importance of initiative and leadership.

B. AMERICAN BEGINNINGS                  1.    Describe the influence of Enlightenment philosophy on the
   AND NATIONAL                               ideological origins of the American Revolution.
   DEVELOPMENT
                                        2.    Identify significant social and cultural accomplishments of
                                              Native American cultures prior to European settlement.
                                        3.    Describe how trade and exploration affected societies in Africa,
    Analyze the significant events            Asia, and Europe.
    in the founding of the nation       4.    Explain how the Spanish and English colonies in the Americas
    and attempts to realize                   were settled.
    democratic ideals in the
    Declaration of Independence.        5.    Analyze the effects of European settlement on Native
                                              American cultures.
    Analyze the growth of federal       6.    Summarize the reasons an independence movement
    institutions, with emphasis on            materialized in the British American colonies.
    federal versus state authority.     7.    Summarize the major events that resulted in American
                                              independence from Great Britain.
                                        8.    Analyze the U.S. Constitution as a basis for forming a new
                                              government.
                                        9.    Identify domestic and foreign challenges that faced the new
                                              nation.
                                        10.   Identify reasons for the War of 1812.
                                        11.   Describe major changes in foreign and domestic policy in the
                                              early 1800s.
                                        12.   Analyze how industrialization and immigration affected northern
                                              society.
                                        13.   Explain how the slave system affected the organization of
                                              southern society.

                                                     –7–
                                       14. Identify social issues addressed by reformers of the early to
                                            mid-1800s.
                                       15. Analyze causes of the Texas revolution and the Mexican War.
                                       16. Explain why Americans began to settle in the West.
(4 hours)                              17. Discuss how politicians dealt with the issue of the expansion of
                                            slavery.
                                       18. List events that led to the secession of southern states.

C. THE CIVIL WAR                       1.    Identify attempts to compromise with southern secessionists.
                                       2.    Analyze the advantages each side possessed at the beginning
    Examine the effects of the Civil         of the war.
    War on national and regional
                                       3.    Summarize the consequences of the First Battle of Bull Run.
    development.
                                       4.    Contrast the military strategies of the North and South.
                                       5.    Identify the contributions of civilians to the war effort.
                                       6.    Discuss why some on both sides opposed the war.
                                       7.    Explain how Union forces gained control of the Mississippi
                                             River.
                                       8.    Analyze how the Union victory at Antietam changed the North’s
                                             war aims.
                                       9.    Assess the contributions of African American soldiers to the
                                             Union war effort.
                                       10.   Assess the significance of the battles of Fredericksburg and
                                             Chancellorsville.
                                       11.   Assess the results of the battle of Gettysburg.
                                       12.   Assess the significance of the Union victory at Vicksburg.
                                       13.   Describe General Grant’s strategy in the summer of 1864.
                                       14.   Describe General Sherman’s strategy.
(3 hours)
                                       15.   List the terms of surrender at Appomattox.



                                       1.    Compare and contrast President Lincoln’s plans for southern
                                             Reconstruction with the plans of Congress.
D. RECONSTRUCTION                      2.    Explain how President Johnson’s programs benefited former
                                             Confederates.
    Examine the effects                3.    Evaluate the effect of the Black Codes on affected freed
    Reconstruction on national               people.
    and regional development.          4.    Identify issues that divided Republicans during the early
                                             Reconstruction era.
                                       5.    Explain the impeachment of President Johnson and
                                             subsequent Senate acquittal.
                                       6.    Analyze the role of African Americans in the election of 1868.
                                       7.    Analyze the deficiencies of the sharecropping system.
(2 hours)                              8.    Assess the impact of Jim Crow laws and Plessy v. Ferguson
                                             on southern African Americans.




                                                    –8–
E. WESTWARD EXPANSION                 1.   Analyze the reasons for the government’s creation of the Indian
                                           reservation system.
    Analyze the geographic
    expansion of the United           2.   Assess attempts by the government to assimilate Native
    States.                                Americans.
                                      3.   Analyze government promotion of western economic
                                           development.
                                      4.   Analyze the influence of the environment on western farming
                                           practices and social development.
(2 hours)                             5.   Compare and contrast necessary conditions of cattle and
                                           sheep ranching.

F. THE SECOND INDUSTRIAL              1.   Evaluate the influence of the steel and oil industries on
   REVOLUTION                              industrial development.
    Analyze the impact of the         2.   Evaluate the influence of innovations in communications
    Second Industrial Revolution           technology on business and family life.
    on economic and social            3.   Analyze the respective positions of business leaders and social
    development.                           critics on the proper role of government in regulating business
                                           practices.
                                      4.   List changes in business strategies during the Second
                                           Industrial Revolution.
                                      5.   Explain why some Americans wanted business trusts banned,
                                           and how the government responded.
                                      6.   Describe the impact on workers of rapid industrialization.
(2 hours)                             7.   Describe the rise of labor unions and the reaction of business.


G. THE PROGRESSIVE ERA                1.   Describe changes in immigration patterns in the late nineteenth
                                           century.
    Analyze the impact of                                             th
    immigration, industrialization,   2.   Analyze patterns of the 19 century immigrant population
    and urbanization on the                settlement.
    development of political and      3.   Assess challenges faced by immigrants.
    social structures.                4.   Explain reasons for resistance to increased immigration.
                                      5.   Analyze changes in social development occasioned by the
                                           development of new economic and social classes in the urban
                                           landscape.
                                      6.   Identify the reaction of social reformers to the development of
                                           urban class structures.
                                      7.   Describe the development of urban political machines and their
                                           attendant corruption.
                                      8.   Interpret contemporary political cartoons.
                                      9.   Explain the need for political reform and its impact on the
                                           Republican Party.
                                      10. Analyze factors that contributed to economic hardship for
                                          farmers.
                                      11. Interpret circle graphs, and compare data of different graphs.
                                      12. Examine the effects of political issues supported by the
                                          Populist Party.




                                                   –9–
                                      13. Identify issues of concern to progressives.
                                      14   Interpret special purpose maps.
                                      15. Summarize the development of labor laws engendered by the
                                          progressive movement.
                                      16. Describe efforts of reformers to improve conditions of urban
                                          life.
                                      17. Summarize the efforts of government to regulate trusts, cartels,
                                          and the food and drug industries.
                                      18. Explain how President Wilson attempted to help farmers and
(3 hours)                                 laborers.
                                      19. Discuss the development of the women’s suffrage movement.



H. AMERICA AND THE WORLD
                                      1.   Identify the major factors that drove imperialism.
    Trace the rise of the United      2.   Identify the major causes of the Spanish-American War.
    States to its role as a world
    power in the twentieth century.   3.   Identify territorial acquisitions as a result of the Spanish-
                                           American War.
                                      4.   List the purpose and effects of the Open Door policy.
                                      5.   Interpret line graphs.
                                      6.   Discuss America’s role in the Panama Revolution and the
                                           building of the Panama Canal.
                                      7.   Summarize U.S. policy toward Latin America in the late 1800s
                                           and early 1900s.
                                      8.   Explain the role of the United States in the Mexican Revolution.
                                      9.   Identify the major causes of unrest in Europe that resulted in
                                           World War I.
                                      10. Explain why the war settled into a stalemate.
                                      11. Identify events that resulted in American entry into WW I.
                                      12. Analyze the political, economic, and social ramifications of WW
                                          I on the home front.
                                      13. Analyze reasons for the movement of African Americans from
                                          the rural South into northern cities.
                                      14. List the final events of WW I.
                                      15. Summarize the goals of Wilson’s Fourteen Points.
                                      16. Explain why the U.S. Senate rejected the Treaty of Versailles.
(11 hours)                            17. Analyze the global impact of WW I and its aftermath.




                                                  – 10 –
I.   POST-WAR TURBULENCE               1.    Discuss some of the economic outcomes of demobilization.
                                       2.    Analyze the main causes of the strikes of 1919.
     Analyze the major political,
     social, economic,                 3.    Explain what caused the public hysteria of the Red Scare.
     technological, and cultural       4.    Recount why the Sacco and Venzetti trial aroused public
     developments of the 1920s.              interest.
                                       5.    Identify bias in contemporary news accounts.
                                       6.    Evaluate the effects of the Harding Administration’s pro-
                                             business policies.
                                       7.    Analyze the international and domestic events, interests, and
                                             philosophies that prompted attacks on civil liberties.
                                       8.    Explain why many Americans supported the Ku Klux Klan and
                                             what factors led to a decline in support.
                                       9.    Identify the actions of African Americans to combat
                                             discrimination and violence.
                                       10.   Discuss why many Americans demanded restrictions on
                                             immigration.
                                       11.   Discuss the passage of the Eighteenth Amendment and
                                             Prohibition.
                                       12.   Analyze the impact Prohibition had on crime.
                                       13.   Analyze the changing role of women as exemplified in the
                                             passage of the Nineteenth Amendment.
                                       14.   Distinguish between primary and secondary source material.
                                       15.   Analyze the impact of mass production techniques, the growth
                                             of cities, the impact of new technologies, and the resulting
                                             prosperity on consumers and business.
                                       16.   Explain how widespread use of the automobile changed the
                                             daily life of Americans.
                                       17.   Explain how new forms of mass entertainment helped create a
                                             mass culture.
                                       18.   Examine what the Scopes trial and the religious movements of
                                             the 1920s revealed about American society.
                                       19.   Trace the spread of jazz and blues to become popular
                                             nationwide.
(8 hours)                              20.   Describe the Harlem Renaissance and new trends in literature,
                                             music, and art.

J.   THE GREAT DEPRESSION              1.    Describe why the stock market crashed in 1929.
                                       2.    Identify the main causes of the Great Depression.
     Analyze the causes of the
     Great Depression and how the      3.    Explain the steps taken by the Federal Reserve, Congress, and
     New Deal fundamentally                  Presidents Hoover and Roosevelt to combat the economic
     changed the role of the federal         crisis.
     government.                       4.    Analyze the success of President Hoover’s attempts to address
                                             the economic crisis.
                                       5.    Discuss the human toll of the Depression, natural disasters,
                                             and unwise agricultural practices (Dust Bowl) and their effects
                                             on depopulation of rural regions.
                                       6.    Describe how unemployment affected the lives of Americans.
                                       7.    Compare and contrast the hardships faced by rural and urban
                                             Americans in the Depression.
                                       8.    Compare special purpose maps to analyze environmental
                                             change over time.



                                                    – 11 –
                             9.   Describe how the New Deal provided relief for the unemployed.
                             10. Identify the common themes that emerged in literature, films,
                                 and plays of the New Deal era.
                             11. Describe the role of music and literature in reflecting social and
                                 political issues.
                             12. Analyze the effects of and the controversies arising from New
                                 Deal economic policies and the expanded role of the federal
(12 hours)                       government in society and the economy.


K. THE SECOND WORLD WAR      1.   Outline American foreign policy after WW I.
                             2.   Discuss how war debts and reparations affected European
   Examine the origins of
                                  nations after WW I.
   American involvement in
   World War Two.            3.   Describe how Mussolini created a fascist state in Italy.
                             4.   Explain how Stalin maintained power in the Soviet Union.
                             5.   Analyze Hitler’s rise to power in Germany.
                             6.   Interpret bar graphs.
                             7.   Discuss Japanese military actions in the 1930s.
                             8.   Describe the early events of WW II.
                             9.   Apply oral history evidence to interpretation of historical events.
                             10. Analyze why Japan attacked Pearl Harbor.
                             11. Compare the strengths and weaknesses of the Allied and Axis
                                 powers in 1941.
                             12. Describe what life was like in the U.S. during WW II.
                             13. Analyze Roosevelt’s foreign policy during WW II (e.g., Four
                                 Freedoms speech)
(12 hours)
                             14. Identify the contributions of women to the war effort.
                             15. Describe the Allied offensive in Normandy.
                             16. Describe the Holocaust.
                             17. Identify major events in the Allied defeat of Germany.
                             18. Describe the U.S. island-hopping plan in the Pacific.
                             19. Explain the effect of the battles of Iwo Jima and Okinawa on
                                 the war.
                             20. Explain why the U.S. used atomic weapons against Japan.




                                         – 12 –
  DEFINITIONS of SCANS COMPETENCIES and FOUNDATION SKILLS

                   Allocates Time: Selects goal-related tasks; prioritizes tasks; schedules work to
Resources           meet deadlines.
                   Allocates Money: Uses or prepares budgets; forecasts costs; keeps records to
                    track budget performance.
                   Allocates Material and Facility Resources: Acquires, stores, and distributes
                    materials, supplies, equipment, parts, or products.
                   Allocates Human Resources: Assesses knowledge and skills and distributes
                    work accordingly; evaluates performance; provides feedback.
Information        Acquires and Evaluates Information: Identifies need for data, acquires data or
                    creates data sources, and evaluates relevance of information.
                   Organizes and Maintains Information: Organizes, processes, and maintains
                    written or computerized records; sorts, classifies or reformats information.
                   Interprets and Communicates Information: Selects and analyzes information;
                    communicates the results to others using oral, written, graphic, or multi-media.
                   Uses Computers to Process Information: Uses computers to acquire, analyze,
                    organize, and communicate information, including entering, modifying, storing,
                    retrieving, and verifying data.
Interpersonal      Participates as a Member of a Team: Works cooperatively with others;
                    contributes ideas, suggestions and effort; encourages team members; listens
                    and responds to contributions of others; resolves differences for the benefit of
                    the team; takes responsibility for achieving goals and for doing own share of the
                    work.
                   Teaches Others: Helps others learn by coaching or other means; conveys job
                    information to others; provides constructive feedback.
                   Serves Clients/Customers: Works and communicates with clients and
                    customers to satisfy their expectations; listens actively to determine needs;
                    communicates in a positive manner; obtains additional resources to satisfy client
                    or customer needs.
                   Exercises Leadership: Communicates to justify a position; encourages,
                    persuades or motivates others; establishes credibility through competence and
                    integrity; takes minority viewpoints into consideration.
                   Negotiates to Arrive at a Decision: Works toward agreement; clarifies problems
                    and resolves conflicts; proposes and examines options; sets realistic goals;
                    resolves divergent interests.
                   Works with Cultural Diversity: Works well with men and women and with a
                    variety of ethnic and social groups; respects the rights of others; bases
                    impressions on individual performance, not on stereotypes.
Systems            Understands Systems: Knows how social, organizational, and technological
                    systems work and operates effectively within them; knows who to ask for
                    information and how to get resources.
                   Monitors and Corrects Performance: Monitors how procedures are working;
                    predicts trends; diagnoses problems; takes action to maintain system
                    performance.
                   Improves and Designs Systems: Makes suggestions for improving products or
                    services; recommends alternatives; responsibly challenges the status quo.

Technology         Selects Technology: Chooses procedures, equipment, or computer programs to
                    produce desired results.
                   Applies Technology to Task: Understands purpose and procedures for setting up
                    and operating machines, including computers and their programs.
                   Maintains and Troubleshoots Technology: Prevents, identifies, or solves
                    problems in machines, computers, and other technologies.


                                              – 13 –
      DEFINITIONS of SCANS COMPETENCIES and FOUNDATION SKILLS
                              (continued)

Definitions of SCANS Foundation Skills

Basic Skills         Reading: Locates, understands, and interprets written information in prose and
                      documents – including manuals, graphs, and schedules – to perform tasks.
                     Writing: Communicates thoughts, ideas, information, and messages in writing;
                      records information completely and accurately; checks, edits, and revises written
                      material.
                     Arithmetic: Performs computations; uses numerical concepts in practical
                      situations; uses tables, graphs, and diagrams to obtain or convey numerical
                      information.
                     Mathematics: Approaches practical problems by choosing from a variety of
                      mathematical techniques.
                     Listening: Receives, attends to, interprets, and responds to verbal and non-
                      verbal messages.
                     Speaking: Organizes ideas and communicates oral messages appropriately in
                      conversation, discussion, and group presentations; asks questions when needed.
Thinking Skills      Creative Thinking: Uses imagination; combines ideas or information in new
                      ways; reshapes goals in ways that that reveal new possibilities.
                     Decision Making: Specifies goals and constraints, generates alternatives,
                      considers risks, evaluates and chooses best alternative.
                     Problem Solving: Recognizes that a problem exists, devises and implements a
                      plan to resolve it, evaluates and monitors progress, and revises plan as needed.
                     Seeing Things in the Mind’s Eye: Organizes and processes symbols, pictures,
                      graphs; visualizes outcomes from blueprints, diagrams, flow charts, recipes, etc.
                     Knowing How to Learn: Can use learning techniques to apply and adapt new
                      knowledge and skills in both familiar and changing situations.
                     Reasoning: Uses underlying principles to solve problems; uses logic to draw
                      conclusions.


Personal             Responsibility: Works hard to be excellent; sets high standards of attendance,
Qualities             punctuality, enthusiasm, and optimism in approaching tasks.
                     Self-Esteem: Has a positive view of self; knows own skills and abilities; is aware
                      of impact on others.
                     Social: Demonstrates friendliness, adaptability, empathy and politeness; relates
                      well to others; asserts self appropriately; takes an interest in others.
                     Self-Management: Assesses own knowledge, skills, and abilities accurately; sets
                      personal goals; responds to feedback unemotionally; is a “self-starter.”
                     Integrity/Honesty: Can be trusted; recognizes personal and societal values;
                      chooses ethical courses of action.




                                                – 14 –
                                   CBE
                       Competency-Based Education

CAREER PREPARATION STANDARDS/SCANS SKILLS
            for the U.S. History /1 Course



   CAREER PREPARATION                              EXPECTED STUDENT PROFICIENCIES
       STANDARDS


1. PERSONAL SKILLS
                                      1. Demonstrate an understanding of classroom policies and
                                         procedures.
  Understand how personal skill
                                      2. Discuss importance of the following personal skills in the
  development- including
                                         classroom environment:
  positive attitude, honesty, self-
  confidence, time                        a. positive attitude
  management, and other
  positive traits- affect                 b. self-confidence
  employability.                          c.   honesty
                                          d. perseverance
                                          e. self-management/work ethic
                                          f.   pride in product/work
                                          g. dependability
                                      3. Establish goals for self-improvement and further
                                         education/training.
                                      4. Prioritize tasks and meet deadlines.
                                      5. Understand the importance of initiative and leadership.
                                      6. Understand the importance of lifelong learning in a world of
                                         constantly changing technology.



2. INTERPERSONAL SKILLS
                                      1. Identify and discuss behaviors of an effective team.
  Understand principles of            2. Explain the central importance of mutual respect in
  effective interpersonal skills,        interpersonal relations.
  including group dynamics,           3. Discuss and demonstrate strategies for conflict resolution and
  conflict resolution and                negotiation, and explain their importance within the classroom
  negotiation.                           and work environment.
                                      4. Understand laws that apply to sexual harassment in the
                                         workplace, and identify tactics for handling harassment
                                         situations.
                                      5. Work cooperatively, share responsibilities, accept supervision
                                         and assume leadership roles.
                                      6. Demonstrate cooperative working relationships and proper
                                         etiquette across gender and cultural groups.




                                                    – 15 –
3. THINKING and PROBLEM-              1. Recognize the importance of good academic skills in
   SOLVING                               information technology and implement a plan for self-
                                         improvement as need.
     Understand the importance of     2. Use mathematical concepts in application of skills, techniques
     good academic skills, critical      and operations.
     thinking, and problem solving    4. Read, write, and give directions.
     skills in the workplace.
                                      5. Demonstrate skills in technical reading and writing.
                                      6. Locate information from written and electronic sources, and
                                         identify strategies for evaluating their reliability.
                                      7. Exhibit critical and creative thinking skills and logical reasoning
                                         skills, and employ these skills for problem solving.
                                         a. Work as a team member in solving problems.
                                         b. Diagnose the problem, its urgency, and its causes.
                                         c. Identify alternatives and their consequences.
                                         d. Explore possible solutions.
                                         e. Compare/contrast the advantages and disadvantages of
                                              alternatives.
                                         f. Determine appropriate action(s).
                                         g. Implement action(s).
                                         h. Evaluate results of action(s) taken.

4. COMMUNICATION SKILLS               1. Use communication concepts in application of skills,
                                         techniques, and operations.
     Understand principles of            a. Prepare written material.
     effective communication.
                                         b. Analyze written material.
                                      2. Understand and implement written instructions, from technical
                                         manuals, written communications, and reference books.
                                      3. Present a positive image through verbal and nonverbal
                                         communication, and understand the power of body language in
                                         communication.
                                      4. Demonstrate active listening through oral and written feedback.
                                      5. Give and receive feedback.
                                      6. Demonstrate assertive communications (both oral and written).
                                      7. Demonstrate writing/editing skills as follows:
                                         a. Write, proofread, and edit business correspondence.
                                         b. Use correct grammar, punctuation, capitalization,
                                             vocabulary and spelling.
                                      8. Select and use appropriate forms of technology for
                                         communication.


5.    TECHNOLOGY LITERACY             1. Understand and adapt to changing technology.
                                      2. Demonstrate the ability to use personal computers for loading
     Understand and adapt to             and retrieving data, information gathering, measurements, and
     changing technology.                writing.
                                      3. Identify the characteristics and explain the importance of
                                         adapting to changes, being flexible and evaluating goals when
                                         working in the interpreting profession.
                                      4. Understand the importance of lifelong learning in adapting to
                                         changing technology.



     SUGGESTED INSTRUCTIONAL MATERIALS and OTHER RESOURCES
                                                   – 16 –
For a complete list of textbooks and supplemental instructional material and vendor/publisher information,
please refer to the latest Diploma Plus Catalog and the Diploma Plus Vendor/Publisher and Instructional
Materials List. Both are available from the Adult Curriculum Office at (213) 202-5565 or the Adult
Academic Office at (213) 202-5535.


TEXTBOOKS

Boyer, Paul and Stuckey, Sterling. The American Nation: Civil War to Present, Austin, Texas: Holt,
Rhinehart and Winston Publishing company, 2001.

The American Nation: Civil War to Present, 2001 ed.
American History Political Cartoons with Answer Key

The American Nation: Civil War to Present, 2001 ed.
Geography Activities with Answer Key

The American Nation: Civil War to Present, 2001 ed.
Guided Reading Strategies with Answer Key

The American Nation: Civil War to Present, 2001 ed.
Literature, Primary Sources, and Biography Readings with Answer Key

Steck-Vaughn: GED Social Studies, 2002 ed.



VIDEOS

The Progressive Movement, Vol. 14
The U.S. & The World, Vol. 15
The Great War, Vol. 16
The Roaring Twenties, Vol. 17
The Great Depression & The New Deal, Vol. 18
World War II, Vol. 19




RESOURCE PERSONS

Adult Academic Instruction Supervisor

Adult Academic Instruction Teacher Advisor




                                                  – 17 –
                       TEACHING STRATEGIES and EVALUATION


METHODS AND PROCEDURES


A. Individualized instruction
B. Group instruction
C. Group discussion
D. Debates
E. Field trips




EVALUATION


A. Teacher observation
B. Oral reports
C. Written reports
D. Textbook tests
E. Teacher-developed tests based on the competencies in this course outline




                                      Statement for Civil Rights

           All educational and vocational opportunities are offered without regard to race, color,
                               national origin, gender, or physical disability.




                                                   – 18 –
                                     LOS ANGELES UNIFIED SCHOOL DISTRICT
                                              Adult Academic Instruction
                                          Individualized Instruction Contract



U.S. HISTORY/1                                         37-01-70
November 2002

COURSE DESCRIPTION:

This course focuses on major turning points in American history in the twentieth century. It begins with a brief review of
U.S. history from the nation’s beginnings, the Civil War and Reconstruction, westward expansion, the Second Industrial
Revolution, and the progressive era, and entry into World War I. The course then takes a structured chronological and
thematic approach to an in-depth study of the United States in the first half of the twentieth century. Topics covered
include minority rights and majority power, the movement toward equal rights for women and minorities, the emergence of
a modern corporate economy, the Great Depression and the New Deal, and the role of the United States as a major world
power in the Second World War.


PREREQUISITES:

1. A minimum reading level of 10.0 as measured by the TABE D7/8 reading comprehension test
2. Recommendation of an instructor and/or a counselor

INSTRUCTIONAL MATERIALS:

TITLE
The American Nation: Civil War to Present, 2001 ed.                        For VENDOR and PRICE information
 Student Text
 Teacher’s Edition                                                                      refer to the

The American Nation: Civil War to Present, 2001 ed.
American History Political Cartoons with Answer Key                         ADULT ACADEMIC INSTRUCTION
                                                                      INSTRUCTIONAL MATERIALS / VENDOR
The American Nation: Civil War to Present, 2001 ed.                                 LIST
Geography Activities with Answer Key

The American Nation: Civil War to Present, 2001 ed.
Guided Reading Strategies with Answer Key

The American Nation: Civil War to Present, 2001 ed.
Literature, Primary Sources, and Biography Readings with Answer Key

Steck-Vaughn: GED Social Studies, 2002 ed.

Assessments and Answer Keys
 Adult Academic Instruction Catalog #37-01-70.AK

Timeline Project and Answer Keys
  Adult Academic Instruction Catalog #37-01-70.TLP

Video Worksheets and Answer Keys
  Adult Academic Instruction Catalog #37-01-70.VWK




                                                           I–1
                                  LOS ANGELES UNIFIED SCHOOL DISTRICT
                                           Adult Academic Instruction
                                       Individualized Instruction Contract



U.S. HISTORY/1                                   37-01-70
November 2002


VIDEOS
 The Progressive Movement, Vol. 14
 The U.S. & The World, Vol. 15
 The Great War, Vol. 16
 The Roaring Twenties, Vol. 17
 The Great Depression & The New Deal, Vol. 18
 World War II, Vol. 19




                                                    I–2
                                                  LOS ANGELES UNIFIED SCHOOL DISTRICT
                                                          Adult Academic Instruction
                                                       Individualized Instruction Contract



                                                                                                              _______________________________
                                                                                                              Student's Name (PRINT)

                                                                                                              _______________________________
                                                                                                              Date

                                                                                                              _______________________________
                                                                                                              Instructor



U.S. HISTORY/1                                                             37-01-70
November 2002

This course consists of twelve assignments:

  Assignment 1:                  AMERICAN BEGINNINGS AND NATIONAL DEVELOPMENT
  Assignment 2:                  THE CIVIL WAR
  Assignment 3:                  RECONSTRUCTION
  Assignment 4:                  WESTWARD EXPANSION
  Assignment 5:                  THE SECOND INDUSTRIAL REVOLUTION
  Assignment 6:                  THE PROGRESSIVE ERA
  Assignment 7:                  AMERICA AND THE WORLD
  Assignment 8:                  POSTWAR TURBULENCE
  Assignment 9:                  THE GREAT DEPRESSION
  Assignment 10:                 THE SECOND WORLD WAR
  Assignment 11:                 PERFORMANCE ASSIGNMENT
  Assignment 12:                 STUDENT EVALUATION


The following California Content Standards for U.S. History–Social Science are addressed in this course:

 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of
       Independence.
 11.2 Students analyze relationships among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern
       Europe.
 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
 11.6 Students analyze different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
 11.7 Students analyze America’s participation in World War II.

In order to receive 5 credits for U.S. HISTORY/1 37-01-70, I agree to complete the above assignments with scores of 80%
or above on all skill exercises and a letter grade of "C" or higher on all essay assignments.




                Student’s Signature                                            Date                                     Instructor’s Signature

Credit:                        Grade:
                                                                               Date                                     Instructor’s Signature

                                                                         Page 1 of 11
 Los Angeles Unified School District                              37-01-70
 Division of Adult and Career Education
                                                                U.S. History/1


TAN:              The American Nation
TAN-GA:           The American Nation – Geography Activities
TAN-GRS:          The American Nation – Guided Reading Strategies
TAN-LPR:          The American Nation – Literature, Primary Sources, and Biography Readings
TAN-PC:           The American Nation – American History Political Cartoons
GED-SS:           GED Social Studies



ASSIGNMENT 1: AMERICAN BEGINNINGS AND NATIONAL DEVELOPMENT

  1A.       Prologue: The New Nation (Prehistory – 1861)

            1A1.         TAN: Chapter 1
                         Read pp. 2 – 33. Complete Section Review questions 3, 4 on p. 9;
                         question 4 on p. 16; question 3 on p. 27; question 4 on p. 33.          1A1. ______________

            Review and Assessment

            1A2.         TAN: Chapter 1: Chapter Review
                         Read Strategies for Success and complete Practicing the Strategy
                         questions 1, 2 on p. 30.                                                1A2. ______________

            1A3.         TAN: Chapter 1
                         Complete Timeline Project: Worksheet #1.
                         Identify the year of the event and describe its significance.           1A3. ______________

            1A4.         GED-SS: Mini-Test
                         Complete Mini-Test Lesson 1 on pp. 40 – 41 and
                         Mini-Test Lesson 2 on pp. 48 – 49.                                      1A4. ______________


ASSIGNMENT 2: THE CIVIL WAR

  2A.       The Civil War (1861 – 1865)

            2A1.         TAN: Chapter 2
                         Read pp. 66-95. Complete Section Review question 2 on p. 74;
                         question 5 on p. 81; question 2 on p. 89; question 2, 5 on p. 95.       2A1. ______________

            Application

            2A2.         TAN: Chapter 2
                         Read The Gettysburg Address on p. 91.

                         TAN-LPR: Chapter 2: The Civil War
                         Read The Gettysburg Address – Lincoln Delivers the Gettysburg Address
                         on p. 9 and answer question 6 on p. 10.                                 2A2. ______________

            Review and Assessment

            2A3.         TAN: Chapter 2: Chapter Review
                         Complete Reviewing Themes question 2;
                         Thinking Critically questions 2, 3 on pp. 96 – 97.                      2A3. ______________

November 2002                                                    Page 2 of 11
 Los Angeles Unified School District                              37-01-70
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                                                                U.S. History/1



2A4.        TAN: Chapter 2
                  Complete Timeline Project: Worksheet #2.
                  Identify the year of the event and describe its significance.                        2A4. ______________


ASSIGNMENT 3: RECONSTRUCTION

  3A.       Reconstruction and the New South (1865 – 1900)

            3A1.         TAN: Chapter 3
                         Read pp. 100 – 122. Complete Section Review question 2 on p. 106;
                         question 3 on p. 114; question 3 on p. 119; question 2 on p. 125.             3A1. ______________

            Review and Assessment

            3A2.         TAN: Chapter 3
                         Read Strategies for Success and complete Practicing the Strategy on p. 104.   3A2. ______________

            3A3.         TAN: Chapter 3
                         Complete Timeline Project: Worksheet #3.
                         Identify the year of the event and describe its significance.                 3A3. ______________

            3A4.         GED-SS: Mini-Test
                         Complete Mini-Test Lesson 4 on pp. 64 – 65.                                   3A4. ______________


ASSIGNMENT 4: WESTWARD EXPANSION

  4A.       The Western Crossroads (1860 – 1910)

            4A1.         TAN: Chapter 4
                         Read pp. 132 – 159. Complete Section Review question 4 on p. 141;
                         question 2 on p. 148; question 3 on p. 154; question 4 on p. 159.             4A1. ______________

            Review and Assessment

            4A2.         TAN-LPR: Chapter 4: The Western Crossroads
                         Read Geronimo on p. 23 and answer questions 1 – 4 on p. 24.                   4A2. ______________

            4A3.         TAN: Chapter 4
                         Complete Timeline Project: Worksheet #4.
                         Identify the year of the event and describe its significance.                 4A3. ______________

            4A3.         GED-SS: Mini-Test
                         Complete Mini-Test Lesson 3 on pp. 56 – 57.                                   4A4. ______________


ASSIGNMENT 5: THE SECOND INDUSTRIAL REVOLUTION

  5A.       The Second Industrial Revolution (1865 – 1905)

              TAN: Chapter 5
            5A1.
              Read pp. 162 – 187. Complete Section Review question 2 on p. 172;
              question 3 on p. 180; question 2 on p. 187.                                              5A1. ______________
November 2002                                        Page 3 of 11
 Los Angeles Unified School District                              37-01-70
 Division of Adult and Career Education
                                                                U.S. History/1


            Review and Assessment

            5A2.         TAN-LPR: Chapter 5: The Second Industrial Revolution
                         Read The First Department Store – Shopping in the City on p. 27 and
                         answer questions 1 – 6 on p. 28.                                        5A2. ______________

            5A3.         TAN: Chapter 5
                         Complete Timeline Project: Worksheet #5.
                         Identify the year of the event and describe its significance.           5A3. ______________

  5B.       Take Assessment #1 (Chapters 1 – 5).                                                 5B. _______________


ASSIGNMENT 6: THE PROGRESSIVE ERA

  6A.       The Transformation of American Society (1865 – 1910)

            6A1.         TAN: Chapter 6
                         Read pp. 190 – 211. Complete Section Review question 3 on p. 197;
                         question 5 on p. 204; question 3 on p. 211.                             6A1. ______________

            Application

            6A2.         TAN: Chapter 6
                         Complete Linking History and Geography on p. 213.                       6A2. ______________

            Review and Assessment

            6A3.         TAN: Chapter 6 Review
                         Complete Creating A Time Line; Reviewing Themes question 2; and
                         Writing About History on p. 212.                                        6A3. ______________

  6B.       Politics in the Gilded Age (1865 – 1900)

            6B1.         TAN: Chapter 7
                         Read pp. 216 – 237. Complete Section Review questions 3, 4 on p. 223;
                         questions 2, 5 on p. 230; question 1 on p. 237.                         6B1. ______________

            Application

            6B2.         TAN: Chapter 7
                         Read American Arts: Thomas Nast’s Cartoons on p. 222.
                         Complete Interpreting The Visual Record on p. 223.                      6B2. ______________

            6B3.         TAN: Chapter 7
                         Complete Changing Ways: The American Farmer on p. 234.                  6B3. ______________

            Review and Assessment

            6B4.         TAN: Chapter 7 Review
                         Complete Understanding Main Ideas questions 5, 6 on p. 238;
                         Thinking Critically question 3 on p. 238;
                         Linking History and Geography on p. 239.                                6B4. ______________


November 2002                                                    Page 4 of 11
 Los Angeles Unified School District                              37-01-70
 Division of Adult and Career Education
                                                                U.S. History/1


  6C.       The Age of Reform (1897 – 1920)

            6C1.         TAN: Chapter 8
                         Read pp. 244 – 265. Complete Section Review questions 1, 5 on p. 251;
                         question 1 on p. 257; question 1 on p. 265.                             6C1. ______________

            Application

            6C2.         TAN: Chapter 8
                         Complete Lynchings, 1898 – 1918 on p. 263.                              6C2. ______________

            6C3.         TAN-LPR: Chapter 8: The Age of Reform
                         Read A Call for Urban Reform – The City Slums on p. 45 and
                         answer questions 1, 2 on p. 46.                                         6C3. ______________

            Review and Assessment

            6C4.         TAN: Chapter 8 Review
                         Complete Understanding Main Ideas questions 1 – 4, 6;
                         Reviewing Themes question 2 on p. 266.                                  6C4. ______________

  6D.       Progressive Politicians (1900 – 1920)

            6D1.         TAN: Chapter 9
                         Read pp. 268 – 293. Complete Section Review questions 3, 4 on p. 274;
                         question 1 on p. 281; question 5 on p. 286; questions 1, 5 on p. 293.   6D1. ______________

            Application

            6D2.         TAN: Chapter 9
                         Read Strategies for Success and complete Practicing the Strategy
                         questions 1, 4 on p. 273.                                               6D2. ______________

            6D3.         TAN-LPR: Chapter 9: Progressive Politicians
                         Read Eugene Debs on p. 53 and answer questions 2, 4 on p. 54.           6D3. ______________

            6D4.         TAN-PC: Political Cartoon 17
                         Complete The Power of Trusts questions 1 – 3 on p. 33.                  6D4. ______________

            Review and Assessment

            6D5.         TAN: Chapter 9 Review
                         Complete Thinking Critically questions 2, 4 on p. 294.                  6D5. ______________

            6D6.         TAN: Chapters 6 – 9
                         Complete Timeline Project: Worksheet #6.
                         Identify the year of the event and describe its significance.           6D6. ______________

            6D7.         GED-SS: GED Practice
                         Complete GED Practice Lesson 5 questions 4 – 7 on p. 71 and
                         questions 6 – 9 on p. 73.                                               6D7. ______________




November 2002                                                    Page 5 of 11
 Los Angeles Unified School District                             37-01-70
 Division of Adult and Career Education
                                                               U.S. History/1


            6D8.         Video Worksheet
                         Watch the video The Progressive Movement Vol. 14 and
                         complete Video Worksheet #1.                                                       6D8. ______________


ASSIGNMENT 7: AMERICA AND THE WORLD

  7A.       America and the World (1898 – 1917)

            7A1.         TAN: Chapter 10
                         Read pp. 296 – 321. Complete Section Review questions 2, 3, 5 on p. 304;
                         questions 1, 3, 4 on p. 311; questions 2, 5 on p. 316; questions 4, 5 on p. 321.   7A1. ______________

            Application

            7A2.         TAN: Chapter 10
                         Read Strategies for Success and complete Practicing the Strategy
                         questions 1, 2 on p. 303.                                                          7A2. ______________

            7A3.         TAN-GA: Chapter 10: America and the World
                         Read Foreign Powers in China, 1911 on p. 19 and
                         answer questions 1, 4 on p. 20.                                                    7A3. ______________

            7A4.         TAN-LPR: Chapter 10: America and the World
                         Read Dr. William C. Gorgas on p. 59 and answer question 4 on p. 60.                7A4. ______________

            Review and Assessment

            7A5.         TAN: Chapter 10 Review
                         Complete Reviewing Themes questions 1 – 3;
                         Strategies For Success questions 1, 2;
                         Linking History And Geography on pp. 322 – 323.                                    7A5. ______________

            7A6.         Video Worksheet
                         Watch the video U.S. & The World 1865 – 1917, Vol. 15 and
                         complete Video Worksheet #2.                                                       7A6. ______________

  7B.       World War I (1914 – 1920)

            7B1.         TAN: Chapter 11
                         Read pp. 326 – 353. Complete Section Review questions 1 – 3 on p. 332;
                         question 5 on p. 339; questions 2, 3, 5 on p. 346; question 2 on p. 353.           7B1. ______________

            Application

            7B2.         TAN: Chapter 11
                         Complete Science And Technology: The Influenza Epidemic
                         question 2 on p. 344.                                                              7B2. ______________

            7B3.         TAN-GA: Chapter 11: World War I
                         Read World War I on p. 21 and answer questions 1, 2, 4 on p. 22.                   7B3. ______________




November 2002                                                   Page 6 of 11
 Los Angeles Unified School District                              37-01-70
 Division of Adult and Career Education
                                                                U.S. History/1


            7B4.         TAN-LPR: Chapter 11: World War I
                         Read A Dark Moment in History – The Sinking of the Lusitania on pp. 63 - 64
                         and answer questions 1, 2 on p. 64.                                           7B4. ______________

            Review and Assessment

            7B5.         TAN: Chapter 11 Review
                         Complete Understanding Main Ideas question 6;
                         Thinking Critically question 2 on p. 354.                                     7B5. ______________

            7B6.         TAN: Chapter 10 – 11
                         Complete Timeline Project: Worksheet #7.
                         Identify the year of the event and describe its significance.                 7B6. ______________

            7B7.         GED-SS: GED Skill
                         Complete GED Skill Focus questions 1 – 3 on p. 75                             7B7. ______________

            7B8.         Video Worksheet
                         Watch the video The Great War, Vol. 16 and
                         complete Video Worksheet #3.                                                  7B8. ______________


ASSIGNMENT 8: POSTWAR TURBULENCE

  8A.       A Turbulent Decade (1919 – 1929)

            8A1.         TAN: Chapter 12
                         Read pp. 360 – 381. Complete Section Review questions 2, 5 on p. 368;
                         question 2 on p. 374; questions 2, 3 on p. 381.                               8A1. ______________

            Application

            8A2.         TAN-GRS: Chapter 12: Turbulent Decade
                         Complete Guided Reading Strategies 12.1 – Reading the Section –
                         The Strikes of 1919 on p. 41.                                                 8A2. ______________

            8A3.         TAN-GRS: Chapter 12: A Turbulent Decade
                         Complete Guided Reading Strategies 12.3 – Reading the Section –
                         A Nation Divided on p. 43.                                                    8A3. ______________

            8A4.         TAN: Chapter 12
                         Read Strategies for Success and complete Practicing the Strategies
                         questions 1 – 3 on p. 367.                                                    8A4. ______________

            Review and Assessment

            8A5.         TAN: Chapter 12 Review
                         Complete Understanding Main Ideas questions 2, 4; and
                         Thinking Critically questions 4, 5 on p. 382.                                 8A5. ______________




November 2002                                                    Page 7 of 11
 Los Angeles Unified School District                              37-01-70
 Division of Adult and Career Education
                                                                U.S. History/1


  8B.       The Jazz Age (1920 – 1929)

            8B1.         TAN: Chapter 13
                         Read pp. 384 – 409. Complete Section Review questions 3, 5 on p. 393;
                         question 5 on p. 401; question 2 on p. 409.                                8B1. ______________

            Application

            8B2.         TAN-GRS: Chapter 13: The Jazz Age
                         Complete Guided Reading Strategies 13.1 – Reading the Section –
                         The Effect of the Automobile on p. 44.                                     8B2. ______________

            8B3.         TAN-LPR: Chapter 13: The Jazz Age
                         Read Making a Monkey Out of the “Common Man” – Among the Believers on
                         pp. 75 – 76 and answer questions 1 – 5 on p. 76.                           8B3. ______________

            8B4.         TAN: Chapter 13
                         Read Strategies for Success and complete Practicing the Strategy
                         questions 1 - 4 on p. 391.                                                 8B4. ______________

            Review and Assessment

            8B5.         TAN: Chapter 13 Review
                         Complete Understanding Main Ideas question 1;
                         Thinking Critically, questions 1, 5 on p. 410.                             8B5. ______________

            8B6.         TAN: Chapters 12 – 13
                         Complete Timeline Project: Worksheet #8.
                         Identify the year of the event and describe its significance.              8B6. ______________

            8B7.         Video Worksheet
                         Watch the video The Roaring Twenties, Vol. 17 and
                         complete Video Worksheet #4.                                               8B7. ______________

  8C.       Take Assessment #2 (Chapters 6 – 11).                                                   8C. ______________


ASSIGNMENT 9: THE GREAT DEPRESSION

  9A.       The Great Depression (1929 – 1933)

            9A1.         TAN: Chapter 14
                         Read pp. 412 – 435. Complete Section Review questions 3, 4 on p. 419;
                         question 2 on p. 427; questions 2 – 4 on p. 435.                           9A1. ______________

            Application

            9A2.         TAN: Chapter 14
                         Complete The Beginnings of the Global Depression, 1928 – 1933 on p. 418.   9A2. ______________

            9A3.         TAN-GA: Chapter 14: The Great Depression
                         Read Public Unrest During the Depression on p. 27 and
                         answer questions 1 – 5 on p. 28.                                           9A3. ______________


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            9A4.         TAN-PC: Political Cartoon 24
                         Complete FDR and the New Deal questions 1 – 3 on p. 47.                          9A4. ______________

            9A5.         TAN-LPR: Chapter 15: The New Deal
                         Read Francis Perkins on pp. 89 – 90 and answer questions 1, 3, 4 on p. 90.       9A5. ______________

            Review and Assessment

            9A6.         TAN: Chapter 14 Review
                         Complete Reviewing Themes question 2;
                         Thinking Critically questions 4, 5 on p. 436.                                    9A6. ______________

            9A7.         TAN: Chapter 14
                         Complete Timeline Project: Worksheet #9.
                         Identify the year of the event and describe its significance.                    9A7. ______________

  9B.       The New Deal (1933 – 1939)

            9B1.         TAN: Chapter 15
                         Read pp. 438 – 463. Complete Section Review questions 2, 3 on p. 446;
                         questions 2, 4 on p. 453; questions 3, 4 on p. 458; questions 2, 5 on p. 463.    9B1. ______________

            Application

            9B2.         TAN: Chapter 15
                         Complete Selected New Deal Programs on p. 451;
                         Unemployment in the United States, 1925 – 1939 on p. 457;
                         America’s Geography: Land Use on pp. 466 – 467.                                  9B2. ______________

            9B3.         TAN: Chapter 15
                         Complete American Arts: Woody Guthrie and American Folk Music
                         questions 1, 2 on p. 455; American Letters: Literature of the Great Depression
                         questions 1 – 3 on p. 461.                                                       9B3. ______________

            Review and Assessment

            9B4.         TAN: Chapter 15 Review
                         Complete Reviewing Themes;
                         Thinking Critically questions 1, 3 on p. 464.                                    9B4. ______________

            9B5.         TAN: Chapter 15
                         Complete Timeline Project: Worksheet #10.
                         Identify the year of the event and describe its significance.                    9B5. ______________

            9B6.         Video Worksheet
                         Watch the video The Great Depression & The New Deal, Vol. 18 and
                         complete Video Worksheet #5.                                                     9B6. ______________




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ASSIGNMENT 10: THE SECOND WORLD WAR

  10A. The Road to War (1921 – 1941)

            10A1.        TAN: Chapter 16
                         Read pp. 472 – 495. Complete Section Review questions 4, 5 on p. 478;
                         questions 2, 3 on p. 483; questions 1, 3, 5 on p. 489; questions 2 – 5 on p. 495.   10A1. _____________

            Application

            10A2.        TAN: Chapter 16
                         Complete Changing Ways: Investments in Latin America on p. 482.                     10A2. _____________

            10A3.        TAN: Chapter 16
                         Read Strategies for Success and complete Practicing the Strategy
                         questions 1 – 4 on p. 487.                                                          10A3. _____________

            10A4.        TAN: Chapter 16
                         Complete Fortune Magazine’s 1939 Survey on War: What Should the U.S. Do?
                         on p. 491.                                                                          10A4. _____________

            10A5.        TAN-GA: Chapter 16: The Road to War
                         Read The Good Neighbor Policy on p. 31 and answer questions 1 – 6 on p. 32.         10A5. _____________

            10A6.        TAN-LPR: Chapter 16: The Road to War
                         Read A Diplomatic Failure – The Kellogg-Briand Pact on pp. 93 - 94 and
                         answer questions 4 – 6 on p. 94.                                                    10A6. _____________

            Review and Assessment

            10A7.        TAN: Chapter 16 Review
                         Complete Reviewing Themes question 3;
                         Thinking Critically questions 1, 2, 5 on p. 496.                                    10A7. _____________

            10A8.        Video Worksheet
                         Watch the video World War II, Vol. 19 and
                         complete Video Worksheet #6.                                                        10A8. _____________

  10B. Americans in World War II (1941 – 1945)

            10B1.        TAN: Chapter 17
                         Read pp. 498 – 527. Complete Section Review questions 2, 3, 4 on p. 506;
                         question 4 on p. 513; question 3 on p. 520; question 3 on p. 527.                   10B1. _____________

            Application

            10B2.        TAN: Chapter 17
                         Complete Defense Expenditures, 1940 – 1945 on p. 502;
                         Japanese American Relocation, 1942 – 1945 on p. 512;
                         World War II in Europe, 1942 – 1945 on p. 519;
                         World War II in the Pacific, 1941 – 1945 on p. 523;
                         Deaths in World War II on p. 527.                                                   10B2. _____________



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  10B3. TAN-LPR: Chapter 17: Americans in World War II
              Read A Mountain Woman’s Tale – “Rosie” on p. 99 and
              answer questions 1 – 6 on p. 100.                                              10B3. _____________

            Review and Assessment

            10B4.        TAN: Chapter 17 Review
                         Complete Reviewing Themes question 1;
                         Thinking Critically question 1, on pp. 528.                         10B4. _____________

            10B5.        TAN: Chapter 16 – 17
                         Complete Timeline Project: Worksheet #11.
                         Identify the year of the event and describe its significance.       10B5. _____________


ASSIGNMENT 11: PERFORMANCE ASSIGNMENT

  11A. Performance Assignment – Essay

            11A1.        Complete Performance Assignment – Graphic Organizer.                11A1. ____________

            11A2.        Complete Performance Assignment – Essay.                            11A2. ____________


ASSIGNMENT 12: STUDENT EVALUATION

  Write at least one paragraph for each of the following points:

            1.           how did you like studying in the I. I. Lab;
            2.           what did you learn from this course;
            3.           did you receive all the help you needed;
            4.           do you have any other comments/suggestions you would like to add.   12. _______________




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