Upper School

Social Studies

Seventh Grade Social Studies

This course will provide students with knowledge and skills essential to understanding and thinking critically about world history.  Students will examine ancient civilizations and compare the geographic forces, economies, political systems, cultural achievements, technological advancements, and social relations evident in civilizations representing diverse geographic locations and a range of eras.  The evolution of early civilizations to the Middle Ages leads to a more concentrated focus on the events occurring in Europe, which cause global expansion into other parts of the world.

Textbook:

Title:                     World History: Ancient Civilizations through the Renaissance

Author:               S. Burstein & R. Shek

Publisher:          Holt McDougal, 2012

Units of Study:

Unit 1

  • Prehistory
  • Ancient Egypt
  • Ancient Mesopotamia
  • Ancient India
  • Ancient China
  • Ancient Hebrews

Unit 2

  • Ancient Greece
  • Ancient Rome
  • Ancient Africa
  • The Islamic World

Unit 3

  • East Asia
  • The Early Americas
  • The Middle Ages

Unit 4

  • Renaissance and Reformation
  • Exploration

Breakdown of Units:

Unit 1

  • Prehistory
    • General Terms
    • Stone Age and Ice Ages
    • Prehistoric Man – Neanderthal and Cro-Magnon
    • Four River Valleys and Fertile Crescent
  • Ancient Egypt
    • Pharaohs and Royal Women
    • Religion – Death and the Afterlife
    • Daily Life and Appearance
    • Nile River and Papyrus
    • Architecture and Ancient Cities
    • Kush and its ties to Egypt
  • Ancient Mesopotamia
    • Sumer
    • Babylonians – Hammurabi’s Code
    • Hittites and Assyrians
    • Chaldeans – Nebuchadnezzar
    • Phoenicians
  • Ancient India
    • Harappan and Indo-Aryan Civilizations
    • Hinduism
    • Buddhism
    • Mauryan and Gupta Dynasties
  • Ancient China
    • Geography and Natural Barriers
    • Xia Dynasty
    • Shang Dynasty
    • Zhou Dynasty
    • Three Philosophies – Confucianism, Daoism, Legalism
    • Qin Dynasty – Great Wall
    • Han Dynasty – Silk Road
    • Inventions
  • Ancient Hebrews
    • Historical overview
    • Beliefs – Ancient and Modern

Unit 2

  • Ancient Greece
    • Geography
    • Trojan War
    • Religion and Myths
    • Government and Literature
    • Athens and Sparta
    • Persian and Peloponnesian Wars
    • Golden Age
    • Great Greeks – Leaders, Thinkers, Writers
  • Ancient Rome
    • Geography and the Founding of Rome
    • Early Rome and Government
    • Punic Wars
    • Religion and Myths
    • Emperors and Empire
    • Society and Culture
    • Rise of Christianity
    • The Fall of Rome
  • Ancient Africa
    • Geography
    • Empires – Ghana, Mali, Songhai, Great Zimbabwe
    • Kush and Aksum
    • Culture – Folk Tales and Ashanti Proverbs
  • The Islamic World
    • Geography
    • Islamic Beliefs and Practices
    • Empires and Rulers

 

Unit 3

  • East Asia
    • China – Isolationism, Yuan, and Ming Dynasties
    • Mongols – Genghis Khan and Kublai Kahn
    • Marco Polo
    • Japan – Government and Culture
    • Japanese Religions – Shinto and Zen

 

 

  • The Early Americas
    • Geography
    • South American Civilizations – Maya, Aztec, Inca
    • North American Mound Builders
    • North American Tribes by Region
  • The Middle Ages
    • Geography
    • The Franks and Charlemagne
    • Wars and the Growth of Nations
    • Power Struggle in England and France
    • Church Problems – Crusades and the Spanish Inquisition
    • King John and the Magna Carta
    • Feudalism and Knights
    • Culture and Daily Life

Unit 4

  • Renaissance and Reformation
    • Italian Renaissance
    • Humanism and Art
    • Reformation and Protestantism
    • Henry VIII
    • Scientific Revolution
  • Exploration
    • Voyages of the Explorers
    • The New World
Eighth Grade Social Studies

Eighth Grade Social Studies at CTA continues the sequence of Social Studies with an in-depth study of the early years of our country. While students are studying the development of the United States from the Pre-Columbian era through the Reconstruction, the course focuses on the geographic settings, economic implications, governmental developments, and the role of citizens in shaping our world today.  Consistent with the State of Ohio educational standards, the course will focus on the development of The Constitution as it pertains to both the historical events leading up to the Civil War as well as those aspects that continue to impact the world today.

Textbook with student online access:

Title: United States History, Beginnings to 1877

Publisher: Holt McDougal

Units of Study:

  1. History:  Students will explore the narrative history of the development of the United States from Pre-Columbian to the Reconstruction of the Civil War
  2. Geography: Students will study how physical characteristics of the environment that influenced population distribution, settlement patterns, and economic activities in the United States.
  3. Economics: Students will analyze the economic structures that shaped the United States, including, colonialism, mercantilism, and industrialization.
  4. Government: Students will study the events and ideas that shaped the continuing development of the United States Constitution.
  5. Citizenship and Responsibility: Through an ongoing exploration of the relationship between participating in civic and political life and the attainment of individual and public goals, students will study the obligations and rights of the citizen in a free market society.
American History

Course Description:

This course is required for graduation and is aligned closely with the State Standards for the American History end-of-course exam.  Students will examine the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

Textbook:

Title: History Alive! Pursuing American Ideals
Author: Teachers’ Curriculum Institute
Publisher: Teachers’ Curriculum Institute, 2013

Units of Study:

Unit 1 – Historical Thinking & Skills
Unit 2 – Historic Documents
Unit 3 – Industrialization & Progressivism (1877-1920)
Unit 4 – Foreign Affairs from Imperialism To Post-World War I (1898-1930)
Unit 5 – Prosperity, Depression & the New Deal (1919-1941)
Unit 6 – From Isolation to World War (1930-1945)
Unit 7 – The Cold War (1945-1991)
Unit 8 – Social Transformations in The United States (1945-1994)
Unit 9 – the United States & The Post-Cold War World (1991 To Present)

Breakdown of Units:

Unit 1 – Historical Thinking & Skills

Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

 

Content Statements:

  1. Historical events provide opportunities to examine alternative courses of action.
  2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  3. Historians develop theses and use evidence to support or refute positions.
  4. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causations and long- and short-term causal relations.

Unit 2 – Historic Documents

Some documents in American history have considerable importance for the development of the nation. Students use historical thinking to examine key documents which form the basis for the United States of America.

 

Content Statements:

  1. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies.
  2. The Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of the United States.
  3. Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government.
  4. The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States.
  5. The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of self-government, and the national debate over the ratification of the Constitution of the United States.

Unit 3 – Industrialization & Progressivism (1877-1920)

Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement, and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.

Content Statements:

  1. The rise of corporations, heavy industry, mechanized farming, and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.
  2. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.
  3. Immigration, internal migration, and urbanization transformed American life.
  4. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.
  5. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization, and political corruption.

Unit 4 – Foreign Affairs from Imperialism To Post-World War I (1898-1930)

The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the world set the stage for American participation in World War I and attempts to preserve post-war peace.

Content Statements:

  1. As a result of overseas expansion, the Spanish-American War, and World War I, the United States emerged as a world power.
  2. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs.

Unit 5 – Prosperity, Depression & the New Deal (1919-1941)

The post-World War I period was characterized by economic, social, and political turmoil. Post-war prosperity brought about changes to American popular culture. However, economic disruptions growing out the war years led to a worldwide depression. The United States attempted to deal with the Great Depression through economic programs created by the federal government.

Content Statements:

  1. Racial intolerance, anti-immigrant attitudes, and the Red Scare contributed to social unrest after World War I.
  2. An improved standard of living for many, combined with technological innovations in communication, transportation, and industry, resulted in social and cultural changes and tensions.
  3. Movements such as the Harlem Renaissance, African-American migration, women’s suffrage, and Prohibition all contributed to social change.
  4. The Great Depression was caused, in part, by the federal government’s monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression.

Unit 6 – From Isolation to World War (1930-1945)

The isolationist approach to a foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country’s focus from isolationism to international involvement.

Content Statements:

  1. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII.
  2. The United States’ mobilization of its economic and military resources during World War II brought significant changes to American society.

Unit 7 – The Cold War (1945-1991)

The United States and the Union of Soviet Socialist Republics (U.S.S.R.) emerged as the two strongest powers in international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as the Cold War. The costs of this prolonged contest weakened the U.S.S.R. so that it collapsed due to internal upheavals as well as American pressure. The Cold War had social and political implications in the United States.
Content Statements:

  1. The use of atomic weapons changed the nature of war, altered the balance of power, and began the nuclear age.
  2. The United States followed a policy of containment during the Cold War in response to the spread of communism.
  3. The Second Red Scare and McCarthyism reflected Cold War fears in American society.
  4. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
  5. The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War.

Unit 8 – Social Transformations in The United States (1945-1994)

A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration, and the expansion of civil rights.

Content Statements:

  1. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.
  2. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life.
  3. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from the passage of the 1965 Immigration Act have had social and political effects.
  4. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare, and national security.

Unit 9 – the United States & The Post-Cold War World (1991 To Present)

The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized economy, political terrorism, and the proliferation of nuclear weapons.

Content Statements:

  1. Improved global communications, international trade, transnational business organizations, overseas competition, and the shift from manufacturing to service industries have impacted the American economy.
  2. The United States faced new political, national security, and economic challenges in the post-Cold War world and following the attacks on September 11, 2001.
Modern World History

This course is required for graduation and is aligned closely with the State standards for Modern World History. Students will examine world events from 1600 to the present. They will explore the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, and the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

Textbook:

Title: Modern World History
Author: Houghton Mifflin Harcourt Publishing Company
Publisher: Houghton Mifflin Harcourt Publishing Company, 201

Units of Study:

Unit 1 – Historical Thinking & Skills
Unit 2 – Age of Enlightenment (1600-1800)
Unit 3 – Age of Revolutions (1750-1914)
Unit 4 – Imperialism (1800-1914)
Unit 5 – Achievements & Crises (1900-1945)
Unit 6 – The Cold War (1945-1991) (covered only if time permits)
Unit 7 – Globalization (1991-Present) (covered only if time permits)

Breakdown of Units:

Unit 1 – Historical Thinking & Skills

Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

Content Statements:

  1. Historical events provide opportunities to examine alternative courses of action.
  2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  3. Historians develop theses and use evidence to support or refute positions.
  4. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

 

Unit 2 – Age of Enlightenment (1600-1800)

The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A new focus on reasoning was used to understand social, political and economic institutions.

 

Content Statements:

  1. The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.
  2. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political, and economic systems and institutions.
  3. Enlightenment ideas challenged practices related to religious authority, absolute rule, and mercantilism.

 

Unit 3 – Age of Revolutions (1750-1914)

The Age of Revolutions was a period of two world-encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic, and social consequences on a global scale.

 

Content Statements:

  1. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution, and Latin American wars for independence.
  2. Industrialization had social, political, and economic effects on Western Europe and the world.

 

Unit 4 – Imperialism (1800-1914)

The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This “new imperialism” focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa, and Latin America.

 

Content Statements:

  1. Imperial expansion had political, economic, and social roots.
  2. Imperialism involved land acquisition, extraction of raw materials, the spread of Western values, and direct political control.
  3. The consequences of imperialism were viewed differently by the colonizers and the colonized.

 

Unit 5 – Achievements & Crises (1900-1945)

The first half of the 20th century was one of the rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set the stage for World War II. While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended.

 

Content Statements:

  1. Advances in technology, communication, and transportation improved lives but also had negative consequences.
  2. The causes of World War I included militarism, imperialism, nationalism, and alliances.
  3. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion, and the policy of appeasement which in turn led to World War II.
  4. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups, during World War II.
  5. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

 

Unit 6 – The Cold War (1945-1991) (covered only if time permits)

Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War overlapped with the era of decolonization and national liberation.

 

Content Statements:

  1. The United States and the Soviet Union became superpowers and competed for global influence.
  2. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.
  3. Religious diversity, the end of colonial rule, and rising nationalism have led to regional conflicts in the Middle East.
  4. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.
  5. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

 

Unit 7 – Globalization (1991-Present) (covered only if time permits)

The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges.

Content Statements:

  1. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States, and the non-aligned world.
  2. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide, and ethnic cleansing.
  3. Political and cultural groups have struggled to achieve self-governance and self-determination.
  4. Emerging economic powers and improvements in technology have created a more interdependent global economy.
  5. The proliferation of nuclear weapons has created a challenge to world peace.
  6. The rapid increase of the global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges.
  7. Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world’s resources.
Economics and Financial Literacy

This course is required for graduation and is aligned closely with the State standards for Economics and Financial Literacy. The course explores the fundamentals that guide individuals and nations as they make choices about how to use limited resources to satisfy their wants. More specifically, it examines the ability of individuals to use knowledge and skills to manage limited financial resources effectively for a lifetime of financial security.

Textbook:

Title: Economics Principles in Action
Publisher: Pearson, 2013

Units of Study:

Unit 1 – Economic Decision Making & Skills
Unit 2 – Fundamentals of Economics
Unit 3 – Government & the Economy
Unit 4 – Global Economy
Unit 5 – Working & Earning

 

Breakdown of Units:

Unit 1 – Economic Decision Making & Skills

Economic decision-making relies on the analysis of data. Economists use data to explain trends and decide among economic alternatives. Individuals use data to determine the condition of their finances and to make savings and investment decisions.

Content Statements:

  1. Economists analyze multiple sources of data to predict trends, make inferences and arrive at conclusions.
  2. Reading financial reports (bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances.

 

Unit 2 – Fundamentals of Economics

Productive resources are limited and allocated in a variety of different ways. An efficient way to allocate productive resources is through markets.

Content Statements:

  1. People cannot have all the goods and services they want and, as a result, must choose some things and give up others.
  2. Different economic systems (traditional, market, command, and mixed) utilize different methods to allocate limited resources.
  3. Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions.
  4. Competition among sellers lowers costs and prices and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

Unit 3 – Government & the Economy

The health of a nation’s economy is influenced by governmental policy. Fiscal policy can be used to spur economic growth. Monetary policy can be used to moderate fluctuations in the business cycle.

Content Statements:

  1. A nation’s overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy. Economic wellbeing can be assessed by analyzing economic indicators gathered by the government.
  2. Economic policy decisions made by governments result in both intended and unintended consequences.

 

Unit 4 – Global Economy

Global issues and events influence economic activities.

 

Content Statements:

  1. When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption, and interdependence increase.
  2. Government actions, such as tariffs, quotas, subsidies, trade agreements, and membership in multinational economic organizations, significantly impact international trade.

 

Unit 5 – Working & Earning

Employment provides a means of creating personal income.

Content Statements:

  1. Income is determined by many factors including individual skills and abilities, work ethic, and market conditions.
  2. Employee earning statements include information about gross wages, benefits, taxes, and other deductions.
American Government

This course is required for graduation and is aligned closely with the State Standards for the American Government end-of-course exam. We examine how the American people govern themselves at national, state, and local levels of government. Students can understand and begin to influence issues addressed by federal, state, and, local governments through personal service, and research projects.

 

Textbook:

Title: American Government 10th edition author: Wilson & DilulioPublisher: Houghton Mifflin Company

Units of Study:

Unit 1 – Civic InvolvementUnit 2 – Civic Participation and SkillsUnit 3 – Basic Principles of the U.S. ConstitutionUnit 4 – Structure and Functions of the Federal GovernmentUnit 5 – Role of the PeopleUnit 6 – Ohio’s State and Local GovernmentsUnit 7 – Public PolicyUnit 8 – Government and the Economy

Breakdown of Units:

Unit 1 – Civic Involvement

Students can engage in societal problems and participate in opportunities to contribute to the common good through governmental and non-governmental channels.

 

Content Statements:

  1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.
  2. Political parties, interest groups, and the media provide opportunities for civic involvement through various means.

 

Unit 2 – Civic Participation and Skills

Democratic government is enhanced when individuals exercise the skills to effectively participate in civic affairs.

 

Content Statements:

  1. Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups.
  2. The processes of persuasion, compromise, consensus-building, and negotiation contribute to the resolution of conflicts and differences.

Unit 3 – Basic Principles of the U.S. Constitution

Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States.

Content Statements:

  1. As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.
  2. The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.
  3. The constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation, and informal practices.
  4. The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.
  5. The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.
  6. Amendments 16 through 19 responded to calls for reform during the Progressive Era.
  7. Four amendments have provided for extensions of suffrage to disenfranchised groups.
  8. Five amendments have altered provisions for the presidential election, terms, and succession to address changing historical circumstances.
  9. Amendments 11, 21, and 27 have addressed unique historical circumstances.

Unit 4 – Structure and Functions of the Federal Government

Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws, and the adjudication of disputes under the laws.

Content Statements:

  1. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.
  2. The political process creates a dynamic interaction among the three branches of government in addressing current issues.

Unit 5 – Role of the People

The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process.

Content Statements:

  1. In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and which require respect for the rights of others.
  2. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

 

Unit 6 – Ohio’s State and Local Governments

The State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments.

Content Statements:

  1. The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio.
  2. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.
  3. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

Unit 7 – Public Policy

Federal, state, and local governments address problems and issues by making decisions, creating laws, enforcing regulations, and taking action.

Content Statements:

  1. A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs.
  2. Individuals and organizations play a role within federal, state, and local governments in helping to determine public (domestic and foreign) policy.

Unit 8 – Government and the Economy

The actions of the government play a major role in the flow of economic activity. Governments consume and produce goods and services. Fiscal and monetary policies, as well as economic regulations, provide the means for government intervention in the economy.

Content Statements:

  1. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.
  2. The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.
Contemporary Global Issues / Model United Nations

Course Description:

This course is a senior elective and is aligned closely with the State standards for Contemporary World Issues. The dynamics of global interactions among nations and regions present issues that affect all humanity. These dynamics include competing beliefs and goals; methods of engagement; and conflict and cooperation. Contemporary issues have political, economic, social, historic, and geographic components. Approaches to addressing global and regional issues reflect historical influences and multiple perspectives. Students can understand and begin to influence global issues through personal service and research projects, as well as through participation in the Yeshiva University Model United Nations.

Textbook:

Various articles and periodicals

Units of Study:

Unit 1 – Global Connections
Unit 2 – Civic Participation and Skills
Unit 3 – Civil and Human Rights
Unit 4 – Social Institutions

Breakdown of Units:

Unit 1 – Global Connections

The 21st century is characterized by changing circumstances as new economies emerge and new technologies change the way people interact. Issues related to health, economics, security, and the environment are universal.

 

Content Statements:

  1. Trade, alliances, treaties, and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.
  2. Advances in communications technology have profound effects on the ability of governments, interest groups, individuals, and the media to share information across national and cultural borders.

 

Unit 2 – Civic Participation and Skills

Individuals and groups have the capacity to engage with others to impact global issues.

 

Content Statements:

  1. Individuals can evaluate media messages that are constructed using particular tools, characteristics, and conventions for unique purposes. Different communication methods affect how people define and act on issues.
  2. Individuals can assess how effective communicators address diverse audiences.
  3. Individuals can identify, assess and evaluate world events, engage in deliberative civil debate, and influence public processes to address global issues.
  4. Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
  5. Individuals can participate through non-governmental organizations to help address humanitarian needs.

 

Unit 3 – Civil and Human Rights

There are challenges to civil rights and human rights throughout the world. Politics, economics, and culture can all influence perceptions of civil and human rights.

 

Content Statements:

  1. Beliefs about civil and human rights vary among social and governmental systems.
  2. Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.
  3. Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

 

Unit 4 – Social Institutions

Civilizations adopt and adapt social institutions to address challenges and meet the goals of decision-makers in society.

Content Statements:

  1. Non-Governmental organizations often play a leading role in addressing issues of special interest.
  2. Governments and NGO’s identify priorities differently and have different, often opposing interests.

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October 2021 Condolences

CONDOLENCES TO THE FAMILIES OF: Drs. Dan and Leslie Chase, Emily (Chase) Schick (Class of 2012), Ellie (Chase) Hod, (Class of 2014), and Julie (Chase) Garner (Class of 2017) on the loss of father and grandfather Milton Chase Ron and Beth Dolinger, Bari (Dolinger)...

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October 2021 Mazal Tov

MAZAL TOV TO: Rabbi Michoel and Shira Alt on the birth of a daughter Rabbi Levi and Aviva Andrusier on the Bat Mitzvah of their daughter Chana’le Dr. Benjamin and Rachel Metz on the Bar Mitzvah of their son Yona Rabbi Shlomo & Liba Eisenberg on the birth of a son...

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What showcases the school most are the impressive, thoughtful, and caring citizens that CTA produces.

Beth & Daryl Binksy, Parents of a 5th grader

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The best way to get to know CTA is through a private tour. Arrange a time to come and see our classes in action!

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