COURSE TITLE: US Minorities	GRADE LEVEL: 9 -12
CODE: SSZ304	COURSE LENGTH: 18 weeks

ROOM: B1.1

Major Concepts/Content: Minorities in United States Society is a sociological study of minority groups in United States history. The semester consists of a general overview of the sociological frame-work for the study of minorities to cover such concepts as discrimination, racism, and dominant-minority relations; the “old” and “new” immigrants from Europe; Native-Americans; East Asian-Americans; South and Southwest Asian-Americans; African-Americans; Hispanic-Americans; minority religious groups; women; and the present and future status of minority groups.. The study of the historical and sociological development helps students understand the need for acceptance and assimilation of all people. Factors promoting the groups entrance to the United States, the struggle for acceptance and assimilation, and the present status of the group to include goals for the future are discussed for each minority grouping.

Major Instructional Activities: Students will participate in a variety of individual and group activities: debates, discussions, oral and written presentations, cooperative learning activities, lectures, guest speakers, projects, audio-visual presentations, etc.

Evaluative Techniques:

1. Cumulative Unit Tests - 50%

2. Daily Assignments/Class Participation -20%

3. Quizzes and other assigned projects- 30%

The AFNORTH grading scale, as published in the Parent/Student Handbook, is used to determine applicable letter grades.

Standards Introduction: The standards for Minority Studies require students to study the cultural, sociological, and historical development of minorities. Students study the concepts of human, civil, and equal rights. Students examine the role of economical, political, cultural, and social processes in shaping patterns of human interdependence.

SK – Skills The Social Studies program promotes essential skills to increase the students ability to acquire information and manipulate data, develop and present policies and debates, construct new knowledge, and participate in groups. Each skill is dependent upon and enriched by all other skills, so that the learner can:

SK1: select an appropriate strategy to solve a problem and determine a rational course of action.

SK1a: use a variety of primary and secondary resources to express and defend personal convictions.

SK1b: participate in persuading, compromising, debating, and negotiating in the resolution of conflicts and differences.

SK1c: participate in interviews, conduct case studies, and interact with agencies and community personnel who are working with people.

Strand/Theme:

SS1 Citizenship Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:

Standards: SS1a: identify and explain the reasons for having fair and equitable laws and rules.

SS1b: demonstrate respect and tolerance for all groups.

SS1c: exemplify principles of good citizenship.

SS1d: evaluate and analyze the concepts of liberty and “justice for all.”

Strand/Theme:

SS2 Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:

Standards: SS2a: describe and evaluate values and attitudes that pose obstacles to cross-cultural understanding.

SS2b: identify characteristics of culture and tradition.

SS2c: examine the effects of cultural interactions.

SS2d: analyze how language, literature, the arts, and artifacts transmit varied cultural beliefs and values.

SS2e: Show how cultural values affect one’s personal life.

Strand/Theme:

SS3 Time, Social studies programs should include experiences that provide for the study of

Continuity, the way human beings view themselves in and over time, so that the learner can:

and Change

Standards: SS3a: analyze liberty and “justice for all” from a variety of present-day and historical perspectives to include women, Native Americans, African Americans etc.

SS3b: develop timelines that clarify the relationship between historical events and the development of minority groups.

SS3c: identify religious, political and philosophical ideas that have influenced the course of history.

SS3d: trace the evolution and historical significance of oppressed and minority groups.

SS3e: use historical inquiry processes and resources.

Strand/Theme:

SS4 Space and Social studies programs should include experiences that provide for the study

Place of space and place, so that the learner can:

Standards: SS4a: describe the demographic structure of a population.

SS4b: examine how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation, and conflict.

SS4c: trace the development of specific cultural groups in the different regions of the United States.

Strand/Theme:

SS5 Individual Social studies programs should include experiences that provide for the study

Development and of individual development and identity, so that the learner can:

Identity

Standards: SS5a: examine personal beliefs and biases as they relate to discrimination.

SS5b: explain how an individual’s view of the world is affected by one’s gender, class, religion, age, education, race and family.

SS5c: use the perspective of diversity as a framework for the examination of intolerant behaviors.

Strand/Theme:

SS6 Individuals, Social studies programs should provide for the study of the interaction among

Groups, and individuals, groups, and institutions, so that the learner can:

Institutions

Standards: SS6a: predict/assess the effects of government policies on minority groups.

SS6b: explain how individuals, groups, and institutions perpetuate values, beliefs and attitudes.

SS6c: identify groups or historical figures that have influenced our individual or national identity.

SS6d: practice positive interpersonal behavior.

SS6e: examine the impact of intolerance on racial, cultural and religious groups.

Strand/Theme:

SS7 Production, Social studies programs should include experiences that provide for the study

Distribution, and of how people organize for the production, distribution, and consumption of

Consumption goods and services, so that the learner can:

Standards: SS7a: examine how economic changes contribute to civil unrest.

SS7b: identify and analyze how policies are formulated in response to economic demand or the resolution of economic problems.

SS7c: examine the relationship between politics and the distribution of wealth.

SS7d: analyze our economic system and its impact on minorities/cultural groups.

Strand/Theme:

SS8 Power, Social studies programs should include experiences that provide for the study

Authority, and of how people create and change structures of power, authority, and

Governance governance, so that the learner can:

Standards: SS8a: analyze and explain the concepts of human, civil and equal rights.

SS8b: examine the impact of governmental policies on social issues and minority groups.

SS8c: examine how political, economic, cultural and social processes interact to shape patterns of human population, interdependence, cooperation and conflict.

SS8d: identify and analyze the complex nature of decision making to include weighing alternatives and assessing multiple perspectives.

SS8e: analyze current legislation that suggests continued intolerance.

Strand/Theme:

SS9 Science, Social studies programs should include experiences that provide for the study

Technology, of the relationships among science, technology, and society, so that the

and Society learner can:

Standards: SS9a: discuss and explain how science, technology and economic activity have affected cultural and minority groups.

SS9b: analyze how core values, beliefs, and attitudes shape scientific and technological change.

SS9c: compare and contrast changes in standards of living and their impact on minority groups.

SS9d: discuss and explain intolerance within a cause and effect framework making inferences, hypotheses and predictions.

Strand/Theme:

SS10 Global Social studies programs should include experiences that provide for the study

Connections of global connections and interdependence, so that the learner can:

Standards: SS10a: identify stereotypical and prejudicial messages in the media.

SS10b: analyze the impact of global events on minority groups.

SS10c: Analyze and explain how language, art, music, literature, belief systems, and other cultural elements either connect people or cause conflict and misunderstanding.

Continuous School Progress: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is “All students will improve their written communication skills across the curriculum.” The 6+1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6+1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

Students will be writing in response to the text and developing vocabulary nearly every class. Major writings and projects will be graded with emphasis on the 6+1 traits of ideas and content, organization, voice, and word choice.

SUPPLIES (REQUIRED/RECOMMENDED):

Students are required to bring paper, pencil or pen, and textbook to class everyday. A 3-ring binder is preferable, and loose-leaf paper should be used for written work that is turned in. Outside work can be either written or word-processed.

CLASSROOM EXPECTATIONS	CONSEQUENCES FOR NONCOMPLIANCE
Arrive to class on time.	May result in lunch, after –school detentions or other discipline corrections.
Be respectful of classmates and teacher.	Disruptive or disrespectful behavior may result in: in lunch, after –school detentions or other discipline corrections and/or the student being removed from the class and/or call to the student’s parents, parent conferences, discipline referral to administration as appropriate to the level of offense

HOMEWORK POLICY: Homework and long-term assignments are collected at the beginning of class unless otherwise requested. Late work is not accepted without penalty of one letter grade per school day (not class meeting).

MAKE-UP POLICY: Students are held to the make-up policies as outlined in the Parent/Student Handbook.