VIEWPOINTSCONTEMPORARYYOUTHISSUES当代青年问题的观点.doc

VIEWPOINTS: CONTEMPORARY YOUTH ISSUESGrades 10, 11, 12CurriculumSocial Studies ElectiveVineland Public SchoolsVineland, New Jersey2005Vineland Board of EducationFrank Giordano, PresidentJacqueline Gavigan, Vice PresidentMayra ArroyoAllan BernardiniJessica DeckardRonald Franceschini, Jr.Nicholas GironeSuzanne Morello Richard SmithAdministrationDr. Clarence C. Hoover, III, Superintendent of SchoolsDr. Keith Figgs, Assistant Superintendent for AdministrationDr. Mary Gruccio, Assistant Superintendent for Curriculum and InstructionMr. Kevin Franchetta, Assistant Superintendent for BusinessSupervisor of Social StudiesMichael BrodzikSOCIAL STUDIES PURPOSE AND GOALSAs defined by the National Council for the Social Studies, Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, philosophy, political science, psychology, religion and sociology, as well as appropriate content from the humanities, mathematics and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.In order to carry out the purpose of social studies education, the Vineland Public Schools Social Studies Program focuses on the following goals, adapted from the Mission Statement and Goals of the Vineland Public Schools, New Jersey Social Studies Core Course Proficiencies and the New Jersey Social Studies Curriculum Content Standards. The curriculum is consistent with district goals and the goals of the Social Studies program K-12. Learning objectives incorporate the New Jersey Content Standards and Proficiencies in Social Studies, Grades 9-12. NJCCCS are integrated throughout the course in lessons as appropriate.These goals are to promote:1. Development of thinking, writing and speaking skills essential to effective decision-making and problem solving that will enable our students to be rational, humane and lifelong learners.2. Understanding of the common elements of culture and appreciation of cultural diversity.3. Understanding of political principles and systems to encourage competent civic participation in a democratic society.4. Understanding of the impact of science and technology on individuals and societies.5. Reflective attitudes toward personal values, the values of others and the cultural values evident in students own and other societies.6. Understanding and appreciation of the interdependence of peoples and nations in a global society.7. Understanding of how human beings view themselves and others, individually and in groups.8. Understanding of historical methods, divergent perspectives and interpretation, cause and effect relationships, change and continuity and turning points.9. Appreciation of the humanities and the impact of aesthetic expression.10. Understanding of economic principles and systems within a global context.11. Geographic understanding, including an informal spatial view of the world and the interrelationship of humans and their environments.12. Understanding of the obstacles and conflicts that prevent effective communication and cooperation among cultures and societies.13. Recognition of the responsibility of government and individuals for the protection of human rights.The units of study and student proficiencies that define each course are consistent with district and state objectives and reflect commitment to the Mission of the Vineland Public Schools to enable students to become knowledgeable, skillful, life-long learners who are contributing citizens in our changing society.NEW JERSEY CORE CURRICULUM CONTENT SOCIAL STUDIES STANDARDS6.1 Social Studies Skills (infused throughout all units of the curriculum)6.2 CivicsA. Civic Life, Politics, and GovernmentB. American Values and PrinciplesC. The Constitution and American DemocracyD. CitizenshipE. International Education: Global Challenges, Cultures, and Connections6.3 World HistoryA. The Birth of Civilization to 1000 BCE (BC)B. Early Human Societies to 500 CE (AD)C. Expanding Zones of Exchange and Interaction to 1400 CE (AD)D. The Age of Global Encounters (1400-1750)E. The Age of Revolutionary Change (1750-1914)F. The Era of the Great Wars (1914-1945)G. The Modern World (1945-1979)H. Looking to the Future (1980-present)6.4 United States/New Jersey HistoryA. Family and Community LifeB. State and Nation C. Many Worlds Meet (to 1620)D. Colonization and Settlement (1585-1763)E. Revolution and the New Nation (1754-1820)F. Expansion and Reform (1801-1861)G. Civil War and Reconstruction (1850-1877)H. The Industrial Revolution (1870-1900)I. The Emergence of Modern America (1890-1930)J. The Great Depression and World War II (1929-1945)K. Postwar Years (1945-1970)L. Contemporary America (1968-present)6.5 EconomicsA. Economic LiteracyB. Economics and Society6.6 GeographyA. The World in Spatial TermsB. Places and RegionsC. Physical SystemsD. Human SystemsE. Environment and SocietyPROFICIENCYSatisfactory student achievement in each of the proficiencies listed in this curriculum shall be determined by student attainment of the 70% district-passing-standard. Such proficiency shall be measured by a multiplicity of evaluation techniques and activities that include, but are not restricted to the following:1. Teacher-made tests/quizzes 2. Class participation3. Homework assignments4. Research papers/reports5. Projects6. Writing assignments (stress prewriting skills using graphic organizers)7. Oral reports and presentations8. Notebooks/journals9. Portfolios10. Cooperative group projects/activities11. Role playing12. Interpretation/creation of maps, charts, graphs, tables, cartoonsCURRICULUM WRITING/REVISION TEAMMichael Brodzik SupervisorJeanne DoremusLois GenoveseChuck GriffithsPamela McCulloughDonna MeyersCOURSE DESCRIPTION: VIEWPOINTS: CONTEMPORARY YOUTH ISSUESViewpoints is a full year elective available to 10th grade students in Vineland High School North, and 11th and 12th grade students in Vineland High School South. The course focuses on social, political and cultural issues of interest to young adults, offering a forum for individual self-expression, creative talents and special abilities. The goals of the course are to:a. Enhance student communication and discussion skills.b. Develop critical thinking and writing skills.c. Promote respect for one another and acceptance of varied points of view.d. Increase student appreciation of cultural diversity.e. Foster group cooperation and productivity.f. Develop leadership potential.g. Promote student artistic and literary expression, and appreciation for the creative talents of others.h.Encourage student responsibility and self-directed goals.i.Develop self-confidence, social skills and conflict resolution skills.j.Assist students in identifying viable career options.k.Promote civic responsibility through community service.The following units are included in the course of study:Unit 1: The Nature of RelationshipsUnit 2: The MediaUnit 3: Health IssuesUnit 4: The WorkplaceUnit 5: Juveniles and the Legal SystemUnit 6: Public SchoolsUnit 7: Character EducationUnit 8: Art AppreciationEach unit begins with essential questions that focus on significant societal issues that are of interest to teenagers. Important student proficiencies have been selected, in order to encourage student inquiry and in depth study. A variety of materials and strategies are used for the teaching and assessment process, allowing all students opportunities to succeed. The following are required of all students: 1) research and present a minimum of one topic to the class, and lead a class discussion on that topic, 2) critiques on select films, 3) a minimum of three hours of community service. Students are encouraged to invite guest speakers on topics related to the course, and will receive credit for doing so. They may also receive extra credit for a talent presentation or special class activity and for additional hours of community service.Viewpoints addresses the following Core Curriculum Content Standards in Social Studies: 6.1-6.6 Workplace Readiness Standards include 1.2, 3, 4, 5, 7, 8, 9, 10, 11, 12; 2.5, 6, 7, 8, 9; 3.1, 3, 4, 5, 7 and 8.UNIT 1: THE NATURE OF RELATIONSHIPSA. INTRODUCTIONThis introductory unit presents topics that are part of the lives of every teenager, thereby facilitating student comfort in discussion and in relating to their classmates. Students will explore the nature of friendship, identifying those characteristics inherent in that special relationship. They will discuss current teenage male/female relationships and relate them to gender roles. They will look at the contemporary American family, and evaluate changes that have occurred. They will examine their views toward authority figures. Lastly, they will discuss and evaluate current teenage moral and ethical values. Essential Questions are:1. What is the nature of human relationships, and how do they vary?2. What is the social impact of changes in the American family?3. What are the moral and ethical values of todays teenagers?B.STUDENT PROFICIENCIESGiven appropriate learning activities, students will be able to:1.1Explore the nature of friendship1.2Discuss current teenage male/female relationships1.3Evaluate changes in the American family.1.4Examine teenage relationships with authority figures in the home, the school and the workplace.1.5Examine current teenage moral and ethical values.C.MATERIALS/ACTIVITIES1. Readings and discussion, Annual Editions: Sociology, 01/02.Boys Will Be Boys, pp. 30-34The Way We Really Are: Coming to Terms With Americas Changing Families, pp. 52-55Does the Internet Strengthen Community? pp. 88-95Flying Solo, pp. 62-67The Children of Divorce, pp. 67-71The Other Gender Gap, pp. 139-142The Pursuit of Autonomy, pp. 25-29Born to be Good, pp. 33-36More Moral, pp. 22-252.Use on the following to introduce students to one another:a.Teacher prepared interview worksheet. Two students interview each other and present information to the class as an introduction of the student interviewed.b.Students decorate a shoe box with clues of how they perceive others see them. Other personality clues are placed inside. Shoe boxes are distributed randomly and students attempt to guess who they represent.c.Students make a mock CD cover with a title on the cover, and 8 tracks listed on the reverse side of songs that describe them. They bring in one of the songs to play.3.Students prepare topic surveys and poll other students.4.Form inner and outer circles, separating boys and girls. One group at a time will answer gender role related questions. The same questions will be asked to the next group, followed with discussion.5.Suggested VideosSexual Abstinence: Making the Right ChoiceDaddy Doesnt Live Here Anymore: The Single Parent Family A Womans PlaceSexual Stereotypes in the Media: Superman and the BrideFinding ForresterBeaches6.Internet ResourcesSocial Psychology Network: /Parenthood Web: /Planned Parenthood, Relationship and sexuality issues: /American Social Health Association: /Teen Talk: Sex (Dept. of Health): /sexuality/teensex.htmlCoping With an Alcoholic Parent: /teen/mind_matters/feelings/coping_alcoholic.htmlTeens Health: Blended Families: /teen/mind_matters/feelings/blended_families.htmlState by State Review of Abortion and Reproductive Rights: /mediaresources/publications/2001/whod.htmlUNIT 2: THE MEDIAA. INTRODUCTIONUnit 2 begins with an analysis of social interest to students and the role of the media in defining these issues. The impact of television violence on children and adolescents is examined. The different standards applied to freedom of expression for adults and adolescents are evaluated in terms of accessibility to music, films and the Internet. Students will become more aware of advertising that targets their purchasing power, and will discuss legal and social questions related to censorship of media advertising. Essential questions are:1. What are the most pressing issues that impact teenagers, and how are they portrayed in the press?2.In what ways should advertising targeted to teenagers be restricted?3.How should teenage access to media violence be limited?B.STUDENT PROFICIENCIESGiven appropriate learning activities, students will be able to:2.1Evaluate the role of the media in reflecting and promoting political and social issues during the November election.2.2 Examine examples of media advertising targeting teenagers.2.3 Synthesize information on teen targeted advertising and discuss the pros and cons of censorship.2.4 Examine examples of media advertising targeting teenagers.2.5Discuss television violence and its affect on adolescent behavior.2.6Determine whether the use of filtering software on the Internet is an infringement of student rights.2.7 Evaluate the Constitutional and social issues involved in parental guidance ratings of films, television shows and music.C.MATERIALS/ACTIVITIES1.Current IssuesThe Media pp. 134-147Constitutional Rights pp. 52-652.Read Why Cant I Wear What I Want to School? (What Are My Rights?) and discuss the Constitutional implications. Review the precedent established in Tinker v. DeMoines, 1969. Relate student right of expression to the dress code. Discuss whether there should be limits to student expression in dancing at school-sponsored events (i.e. freak dancing).3.Obtain advertisements from newspapers, magazines the Internet and television and identify the targeted audience.4.Search the Internet to find the film, television and music rating guidelines and suggest revisions.5.Suggested VideosDangerous Songs: Censor, Rock and the First AmendmentThe Marketing of Cool (PBS)Best Commercials of the 50s and 60s6.Internet ResourcesStudent Press: /Teaching Media: http:/media-awareness.ca/eng/med/class/teamedia/newse.htmClio Awards: /ALA: Intellectual Freedom and Censorship Q & A /alaorg/oif/intellectualfreedomandcensorship.htmlUNIT 3: HEALTH ISSUESA.INTRODUCTIONThe vast topic of public health is narrowed in Unit 3 to focus on health disorders and health issues of interest to students and/or that impact them personally. The global impact of AIDS and questions related to responsibility for education and treatment will be discussed. Students will evaluate the changing nature of health needs and treatments. Issues such as in-vitro fertilization, cloning, stem cell research and genetic engineering will be debated in terms of both moral concerns and the potential for cures for mental and physical disorders. Essential questions are:1.What are the societal implications of legalization of drugs?2.How should the AIDS epidemic be addressed?3.What restriction should apply to genetic engineering and reproductive technology?4.How will the needs of an aging population impact society?B.STUDENT PROFICIENCIESGiven appropriate learning activities, students will be able to:3.1Explore eating disorders.3.2Recognize symptoms of select illnesses that impact teenagers.3.3Discuss the issues involved in legalization of drugs.3.4 Explore the issue of teenage drug use.3.5Explore the global epidemic of AIDS and debate the worldwide response.3.6Understand the impact of societys health issues on teenagers.3.7Investigate traditional and non-traditional treatments and emerging technologies.3.8 Identify the causes of stress in teens.3.9Explore the techniques of stress reduction.C.MATERIALS/ACTIVITIES1.Annual Editions: Sociology 01/02Drug Legalization, pp. 46-492.Current IssuesHealth Care and Aging, pp. 104-1193.Decisions, Decisions Online: AIDS4.Newsweek, July 9, 2001, Cellular Divide, p. 22-27 Students debate stem cell research.5.The Economist, April 14, 2001. The Politics of Genes, pp. 21-226.Decisions, Decisions Online: Genetically Engineered Food.7.Speaker: Rutgers Research Farm (Upper Deerfield)8.An Aging Population: Opposing Viewpoints, Society Fears Aging, pp. 164-1809.Field Trip to a Nursing Home, Assisted Living Facility or Adult Day Care Center.10.Guest Presenter on special topics such as yoga, alternative diet, relaxation techniques11.Suggested Vid