Course Descriptions

Required Courses

U.S. History

United States History is a two-semester course, taken at the ninth grade that builds upon concepts developed in previous studies of American history. Students in this course are expected to identify and review significant events, persons, and movements in the early development of the nation. After providing such a review, the course gives major emphasis to the interaction of key events, persons, and groups with political, economic, social, and cultural influences on state and national development in the late nineteenth, twentieth, and early twenty-first centuries. Students are expected to trace and analyze chronological periods and examine the relationship of significant themes and concepts in Indiana and United States history. They are expected to develop skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, and research that uses primary and secondary sources found at local and state historic sites, museums, libraries, and archival collections, including electronic sources. Opportunities are given to develop inquiry skills by gathering and organizing information from primary source material and a variety of historical and contemporary sources, accounts, and documents that provide diverse perspectives. Investigation of themes and issues includes cultural pluralism and diversity of opinion in American society. Students should exercise their skills and citizens in a democratic society by engaging in problem solving and civic decision-making in the classroom, school, and community setting.

U.S. History Honors

United States History is a two-semester course, which builds upon concepts developed in previous studies of American history. Students in this course are expected to identify and review significant events, persons, and movements in the early development of the nation. After providing such a review, the course gives major emphasis to the interaction of key events, persons, and groups with political, economic, social, and cultural influences on state and national development in the late nineteenth, twentieth, and early twenty-first
centuries. Students are expected to trace and analyze chronological periods and examine the relationship of significant themes and concepts in Indiana and United States history. They are expected to develop skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, and research that uses primary and secondary sources found at local and state historic sites, museums, libraries, and archival collections, including electronic sources. Opportunities are given to develop inquiry skills by gathering and organizing information from primary source material and a variety of historical and contemporary sources, accounts, and documents that provide diverse perspectives. Investigation of themes and issues includes cultural pluralism and diversity of opinion in American society. Students should exercise their skills as citizens in a democratic society by engaging in problem solving and civic decision-making in the classroom, school, and community setting.

Besides covering the content at a faster pace and in greater depth than the regular United States History course, students will be required to complete additional reading and writing beyond that in United States History I and II. The course is designed to give strong emphasis to students' critical thinking skills, ability to evaluate historical data and the ability to analyze and synthesize information.

To be placed in the United States History Honors course, a student must meet the criteria as established by the EVSC as a Gifted and Talented student.

World History

World History is a two-semester course taken in the tenth grade. World History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve transcultural interactions and exchanges between various peoples and places in different parts of the world. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation,research, issues-analysis, and decision-making. They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.

World History Honors

World History is a two-semester course taken at the tenth grade. World History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve transcultural interactions and exchanges between various peoples and places in different parts of the world. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation,research, issues-analysis, and decision-making. They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.

Besides covering the content at a faster pace and in greater depth than the World History and Civilization course, students will be required to complete additional readings and writing beyond that in a regular class. The course is designed to give strong emphasis to students’ critical thinking skills, ability to evaluate historical data and the ability to analyze and synthesize information.

To be placed in the World History and Civilization Honors course, a student must meet the criteria as established by the

U.S. Government

United States Government is a one-semester course taken in the twelfth grade that provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States of America. Responsible and effective participation by citizens is stressed. Students will understand the nature of citizenship, politics, and government when they understand their rights and responsibilities as citizens and be able to explain how those rights and responsibilities as citizens are part of local, state, and national government in the United States today. Students examine how the United States Constitution protects individual rights and provides the structures and functions for the various levels of government affecting their lives. Students inquire about American government through primary and secondary sources and articulate, evaluate, and defend positions on political issues with sound reasoning and evidence. As a result, students can explain the roles of citizens in the United States and the participation of individuals and groups in government, politics, and civic activities, recognize the need for civic and political engagement of citizens,and exercise rights and responsibilities in order to preserve and improve their civil society and constitutional government.

U. S. Government American Constitutional Focus

American Government is a one-semester elective that includes an in-depth instructional component on the U.S. Constitution. Students will use the We the People...the Citizens and the Constitution materials for a portion of the class. This course meets the state requirement for a one-semester government class. Students must obtain Department Head approval to enroll.

Economics

Economics is a one-semester twelfth grade social studies course that examines the allocation of scarce resources and their alternative uses for satisfying human wants. This course analyzes the economic reasoning used as consumers, producers, savers, investors,workers, voters, and government agencies make decisions. Key elements of the course include a study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Students will explain that because resources are limited, people must make choices in all aspects of daily life and demonstrate understanding of the role that supply, demand, prices, and profits play in a market economy. Students will examine the functions of government in a market economy and study market structures, including the organization and role of businesses. Students will understand the role of economic performance, money, stabilization policies, and trade of the United States. While the economic way of thinking involves scientific tools and techniques, economics remains a social science, which endeavors to systematically study the behavior of people, institutions, and societies.
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Elective Courses

Economics: College Credit

Fundamental of Economics is a one-semester course for twelfth grade students that are an introduction to basic economic terms and concepts, such as scarcity, opportunity cost, trade, markets, prices, competition, unemployment, inflation, business cycles, and growth. Special emphasis is given to the application of these terms and concepts to choices which individuals face everyday and to current social problems. This course meets the requirement for the required economics course for graduation. Department head or instructor approval is necessary for enrollment.

Advanced Placement European History

Advanced Placement European History is a two-semester course for eleventh or twelfth graders that follow the College Board Entrance Examination guidelines for advanced placement European History. One of the major goals of the course is to prepare students to be successful on the AP examination. European History is designed to introduce students to cultural, economic, political, and social developments that played a fundamental role in shaping western culture. In addition to providing a basic narrative of events and movements, the goals of the AP course in European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence, and (c) an ability to analyze and to express historical understanding in writing. World History and Civilization or World History and Civilization: Honors is a prerequisite and department head or instructor approval is required for enrollment.

Advanced Placement U. S. History

The Advanced Placement U. S. History program is designed to provide students with knowledge of the following: The chronology, the major events and themes in American history and the major interpretive questions that derive from the study of selected themes. Students will learn to assess historical materials--their relevance to given interpretive problems, their reliability and their importance--to weigh the evidence and interpretations presented in historical scholarship. Political, social, cultural, and economic history of the United States will be emphasized.

Psychology

Psychology is a one-semester course for eleventh or twelfth graders that examines the scientific study of mental processes and behavior. The Standards have been divided into six content areas. These areas include: Scientific Methods, Developmental, Cognitive, Personality, Assessment and Mental Health, Socio-cultural and Biological Bases of Behavior. In the Scientific Methods area, research methods and ethical considerations are discussed. Developmental psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development. Cognitive aspects of psychology focus on learning, memory, information processing, and language. Personality, Assessment and Mental Health topics include psychological disorders, treatment, personality, and assessment, obedience, perceptions, attitudes, and the influence of the group on the way the brain and nervous system functions, including topics such as sensation, perception, motivation, and emotion.

Sociology

Sociology is a one-semester course for eleventh and twelfth graders that provides opportunities for students to study human social behavior from a group perspective. The sociological perspective is a distinct method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, among cultures, and in social groups. Students will describe the development of sociology as a social science and identify methods and strategies of research. Students examine society, group behavior, and social structures through research methods using scientific inquiry. The influence of culture on group behavior is addressed through areas of content including social institutions such as the family, religion, education, economics, government, community organizations, and political and social groups. Students will also explore the impacts of social groups and social institutions on individual and group behavior and examine the changing nature of society. The development of group organizations and interactions, the factors that influence group behavior and social problems, and the impact of cultural change on society are included in the study. Students will analyze a range of social problems in today’ world and examine the role of the individual as a member of the community.

World Geography

World Geography is a one-semester course for tenth, eleventh or twelfth grade students. World Geography provides an opportunity to study the interaction of humans and their environments in a world setting. Students study global patterns of physical (natural) and cultural (human) characteristics, including earth/sun relationships, atmospheric and oceanic circulation, landforms, climate, vegetation, population, economic activity, political structures, culture, cultural diffusion, and international and interregional links. They use maps, graphs, and technology, such as geographic information systems (GIS) to establish spatial relationships: the interaction of two or more physical and cultural characteristics within a designated place, area, or region. Historical trends and events provide a context for understanding cultural change. Countries and regions selected for study include examples from each continent. Students are expected to apply knowledge of geographic concepts to research, inquiry, and participatory processes. Geographic concepts that guide the course follow the Five Themes of Geography and the Six Basic Elements of the National Geography Standards. The five Themes of Geography are Location, the Characteristics of Place, Human/Environment Interaction, Movement between Places and Regions. The Six Elements of the National Geography Standards are: 1. The World in Spatial Terms 2. Places and Regions 3. Physical Systems 4. Human Systems 5. Environment and Society and 6. The Uses of Geography. Tenth grade students need department head or instructor approval for enrollment.