Consider the influence of the US Constitution on political systems in the contemporary world.
Analyze why England was the first country to industrialize.
Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g. topography, waterways, distance, climate) [in the first world war].
Analyze the causes of the Cold War[...]
Analyze the Chinese Civil War[...]
Understand the challenge in [two of ME, Africa, Latin America, China] including the geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
no dates on the sample test though.
also as usual these learning goals are way harder than the provided multiple choice test
oh, and here's what students are supposed to get out of it, to turn to the new topic of this thread
Students compare the present with the past, evaluating the consequences of past events and determining the lessons that were learned.
Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Students relate current events to the physical and human characteristics of places and regions.
Students distinguish valid arguments from fallacious arguments in historical interpretations.
Students identify bias and prejudice in historical interpretations.
Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
Students recognize the complexity of historical causes and effects, including the limitations of determining cause and effect.
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values.
Students understand the meaning, implication, and impact of historical events while recognizing that events could have taken other directions.
Students analyze human modifications of a andscape, and examine the resulting environmental policy issues.
Students conduct cost/benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.
The meme seems to be that, "School never taught me how to get a job or vote or pay taxes or balance money or tell if people are lying or anything as regards having social and monetary success."
And, I'm kind of thinking: "You know what else doesn't teach you these things? Any form of leisure or entertainment. If it's all about real-life application, optimizing what you get out of your time, and being prepared for your life, why do life's numerous distractions and short-term pleasures get a free pass?"
Yeah, pretty much. But school tends to be associated with a fairly tumultuous, emotionally charged period in people's lives, so the feelings are stronger.
Also, that page from Sandman has more to do with Rose's frustration and disillusionment with reality than anything else. It's not about school, exactly, but how life doesn't prepare you for itself.
The meme seems to be that, "School never taught me how to get a job or vote or pay taxes or balance money or tell if people are lying or anything as regards having social and monetary success."
And, I'm kind of thinking: "You know what else doesn't teach you these things? Any form of leisure or entertainment. If it's all about real-life application, optimizing what you get out of your time, and being prepared for your life, why do life's numerous distractions and short-term pleasures get a free pass?"
Well, school is supposed to prepare you for the world, is it not?
i definitely think decent citizenship and finance classes should be part of a sensible mandatory curriculum.
And "life's distractions and short-term pleasures" get a pass because by definition entertainment is expected to be entertaining, and most people are not entertained by citizenship lessons. i mean in theory anyone could just crack open a book on the subject, but it's a question of knowing what you don't know and having the patience and willpower to do something about it. And having the time and resources, although the Internet probably helps in that regard.
Whereas science, English and math are things nobody has any choice about studying, whether they like it or not. If you're going to make people do things like that, it ought to cover things like getting into work and voting, too.
Also i feel that politically, a government that *doesn't* believe it has a responsibility to make sure its citizens know how to vote is rather suspect.
. . . i actually feel like 'how to love somebody', 'how to walk away from someone you don't love any longer', 'how to know what's going on in someone else's mind' and 'how to know what to say to someone who's dying' are all things entertainment *might* conceivably be able to help with, depending on the form of entertainment
The usual subjects everyone hates like math or history actually have relevant use or political implications, but most of high school biology really is utterly useless to anyone not going into a directly related career path.
To be fair, it is a pretty good case of badly organized general education. Keep it for an AP class, sure, but a gen-ed biology class should be more focused on broader concepts of biomes, climate, sustainability, etc. Superseniors aren't going to give a damn about NADPH.
And for fuck's sake if you make your kids watch Biodome you have some serious structuring problems.
Y'know I think this is a good idea -- replacing some cell/molecular biology content at the high school introductory level with macrobiology, ecology, and environmental science.
Instead of making environmental science one of those optional courses.
The usual subjects everyone hates like math or history actually have relevant use or political implications, but most of high school biology really is utterly useless to anyone not going into a directly related career path.
To be fair, it is a pretty good case of badly organized general education. Keep it for an AP class, sure, but a gen-ed biology class should be more focused on broader concepts of biomes, climate, sustainability, etc. Superseniors aren't going to give a damn about NADPH.
And for fuck's sake if you make your kids watch Biodome you have some serious structuring problems.
I think it's useful in some senses to have high schoolers take a few mandatory niche classes. Many people never would have known they were interested in a subject were they not initially forced into learning a little about it.
Part of high school is giving you a wide range of knowledge so you have more options in the future, even if a good portion of it will never be directly applicable within your life.
Also... while there is an argument for making them elective, there's a good chance that making them elective could cause many smaller/poorer schools to drop them from their curricula entirely since they might not have large enough class sizes. I mean, this isn't a perfect argument for keeping them, per se, but smaller schools already get the short end of the stick where academic opportunities are concerned, generally.
I didn't even know what AP was at my first high school. We just didn't have that at all.
This.
I personally think that some form of art and/or music education should be mandatory, and not simply for this reason. There are plenty of studies that say learning about art and doing creative work strengthens students' performance in technical areas. It also puts students in a position where students must make choices about their work based as much on subjective personal criteria as technical standards, which is a surprisingly useful life skill.
I agree.
Furthermore, things like art and music classes teach people a skill for self-expression. This becomes very, very important later in life, as a means of exploring one's identity, learning empathy and communication skills, and even managing stress.
These sound like stupid things at first, but policymakers should be reminded that people are humans, with thoughts, feelings, and emotions. People aren't machines that mindlessly acquire skills and then produce output.
Mitochondria kind of remind me of how the power controls on modern PCs work. The ACPI EC has a CPU in it, but it's almost certainly not x86, and it was picked up along the way for various reasons. (Same goes for the AT/PS/2-spec keyboard controller, which in the original AT was an Intel 8042.)
Mitochondria kind of remind me of how the power controls on modern PCs work. The ACPI EC has a CPU in it, but it's almost certainly not x86, and it was picked up along the way for various reasons. (Same goes for the AT/PS/2-spec keyboard controller, which in the original AT was an Intel 8042.)
yeah, the fact that mitochondria can express their own proteins instead of using the central nucleus is crucial, even though as an independent life form mitochondria are totally useless now (and an ACPI µc probably wouldn't make a good PC). e.g.
my high school biology class was almost entirely ecology, by the way. these posts are weird.
Mine wasn't. Not even the remedial one I got shunted into because band was during the srs one.
Not that it was particularly difficult anyway. This remedial class, btw, once studied a "practice" midterm on the overhead, "accidentally" left it on the overhead during the test, and it was identical to the actual test. Three people passed.
They wound up giving more extra credit than actual work in a desperate attempt to flush people through the system, and kids would fail either out of spite or so they could hang around peddling pot (once offering it to the teacher).
my high school biology class was almost entirely ecology, by the way. these posts are weird.
Mine wasn't. Not even the remedial one I got shunted into because band was during the srs one.
Not that it was particularly difficult anyway. This remedial class, btw, once studied a "practice" midterm on the overhead, "accidentally" left it on the overhead during the test, and it was identical to the actual test. Three people passed.
They wound up giving more extra credit than actual work in a desperate attempt to flush people through the system, and kids would fail either out of spite or so they could hang around peddling pot (once offering it to the teacher).
i can feel all of my belief in humanity slipping away
You now need to call yourself Red Death Robot online, and learn to act confused when people point out the multiple white supremacist blogs on your sidebar.
Comments
also as usual these learning goals are way harder than the provided multiple choice test
oh, and here's what students are supposed to get out of it, to turn to the new topic of this thread woo
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhssworld.pdf
The meme seems to be that, "School never taught me how to get a job
or vote or pay taxes or balance money or tell if people are lying or
anything as regards having social and monetary success."
And,
I'm kind of thinking: "You know what else doesn't teach you these
things? Any form of leisure or entertainment. If it's all about
real-life application, optimizing what you get out of your time, and
being prepared for your life, why do life's numerous distractions and
short-term pleasures get a free pass?"
Also, that page from Sandman has more to do with Rose's frustration and disillusionment with reality than anything else. It's not about school, exactly, but how life doesn't prepare you for itself.
i definitely think decent citizenship and finance classes should be part of a sensible mandatory curriculum.
And "life's distractions and short-term pleasures" get a pass because by definition entertainment is expected to be entertaining, and most people are not entertained by citizenship lessons. i mean in theory anyone could just crack open a book on the subject, but it's a question of knowing what you don't know and having the patience and willpower to do something about it. And having the time and resources, although the Internet probably helps in that regard.
Whereas science, English and math are things nobody has any choice about studying, whether they like it or not. If you're going to make people do things like that, it ought to cover things like getting into work and voting, too.
Also i feel that politically, a government that *doesn't* believe it has a responsibility to make sure its citizens know how to vote is rather suspect.
although trashy romance novels of that type are meant as fantasies, not life lessons
yeah i know
but iirc there was some kerfuffle about it
imnrc
e:ninja'd
Instead of making environmental science one of those optional courses.
I agree.
Furthermore, things like art and music classes teach people a skill for self-expression. This becomes very, very important later in life, as a means of exploring one's identity, learning empathy and communication skills, and even managing stress.
These sound like stupid things at first, but policymakers should be reminded that people are humans, with thoughts, feelings, and emotions. People aren't machines that mindlessly acquire skills and then produce output.
this is especially good for me since every biology class i've taken thereafter has been very biochemically biased yeah, the fact that mitochondria can express their own proteins instead of using the central nucleus is crucial, even though as an independent life form mitochondria are totally useless now (and an ACPI µc probably wouldn't make a good PC). e.g.
How many were there in the class?