Faculty | Social Studies Goals | Course Descriptions | State Learning Standards | | Graduation Requirements | E-Mail Policies
 

The following pages are designed to help parents and students learn about the courses offered by the Social Studies Department and requirements for graduation. In addition, we have described the elective courses available in the department and links to useful sites. We welcome inquiries from students and parents and have supplied web pages and general information about our faculty.

  SOCIAL STUDIES GOALS: Students completing the required sequence of courses in Social Studies will demonstrate an understanding of democratic values and responsibility for government. They will gain an appreciation of cultural diversity, an overview of world history, and an understanding of contemporary issues. They will develop an awareness of the economic, social, political and environmental interdependence of
all nations and people. They will acquire knowledge of their role in today's world and their place in the world of the 21st century. In addition, students will gain skill in critical thinking, problem solving, research, and communication.
 

SOCIAL STUDIES GOALS  | STAFF | COURSE DESCRIPTIONS  | STATE LEARNING STANDARDS | LINKS PAGE | E-MAIL POLICIES | GRADUATION REQUIREMENTS
  

A students entry into an Advanced Placement course will be through the recommendation of the guidance department and a review of a student's performance in previous social studies courses. These are programs of intense study in a specific area of social studies and are programs that should be undertaken only by students with a strong interest in the subject matter. All students enrolled in an advanced placement program are required to take the Advanced Placement Examination in that course, and are required to pay a fee to be utilized for the scoring of the examination by The College Board. There may be reviews of course material offered in the weeks prior to the exam. Students who have scheduled multiple Advanced Placement courses may find that the scheduled times for the review in different courses conflict. There may be additional costs for texts or materials depending on the course. There may be summer work in preparation for the course. The information and materials for that summer work will be provided by the instructor in the spring of the previous school year.

Students in 12th grade may enroll in the Politics in 20th Century and Beyond and obtain 3 credits from SUNY Albany upon successful completion. Students may be admitted to this course for university credit upon the recommendation of the guidance department and a review of a student's performance in previous social studies courses. To obtain SUNY Albany credit students must pay a fee.
 

NEW YORK STATE EDUCATION DEPARTMENT  SOCIAL STUDIES REQUIREMENTS FOR GRADUATION

STATE LEARNING STANDARDS | LINKS PAGE | E-MAIL POLICIES | GRADUATION REQUIREMENTS
 
 

Standard 1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Key idea - Students will study family, neighborhood, community, New York State and United States history, culture, values, beliefs and traditions and the important contribution of individuals
and groups. Performance indicators for students -

• participate in activities that highlight historical events. learn and communicate about the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and    backgrounds played a role in creating it. communicate about the basic ideals of American democracy. demonstrate the traditions in their family, neighborhood, community and United States. distinguish between near and distant past and interpret simple timelines. communicate about the important accomplishments of individuals and groups living in their neighborhoods and communities. identify individuals who have helped to strengthen democracy in the United States. view historic events through the eyes of those who were there, as shown in their art,  writings, music, and artifacts.
• learn and communicate about their rights as citizens with disabilities and how to  protect and secure these rights.

The expectation is that all students would be exposed to the these issues throughout their school experience. However, a full year program in American History during the 11th Grade, and Government during a students final year of high school would focus specifically on meeting the standard as out lined here. Standard 2 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key idea- Students will study world history, cultures and civilizations and the important contribution of individuals and groups. Performance indicators for students -

• study and communicate about different world cultures and civilizations focusing on     their accomplishments, contributions, values, beliefs, and traditions. demonstrate an understanding of past, present, and future time periods. demonstrate knowledge of calendar time in terms of days, months and years. explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and  wants of people during different periods in history and in different parts of the world. view historic events through the eyes of those who were there, as shown in their art,     writings, music, and artifacts.
• utilize media to become aware of current events.

While a student would have been exposed to many of the cultures and civilizations that have contributed to the broad scope of human history, the 9th and 10th Global History would focus specifically on this standard. Students who choose Advanced Placement European
History as a part of their 12th grade program would focus specifically on issues related to Europe and it's contributions from 1500 to present. Standard 3 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. Key idea - Students will study local, State,national and global geography. Geography can be divided into six essential elements: The world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society and the use of geography. Performance indicators for students -

• communicate about how people live, work, and utilize natural resources. draw or build maps and diagrams representing their home, school and community. locate places within the local community, New York State and United States. gather and organize geographic information from a variety of sources and display it in a number of ways. identify and compare physical characteristics of different regions and people.
• demonstrate their location within their community, State and world.

Meeting the demands of this standard occur each year of a student's high school social studies experience. Each course would reinforce an understanding of geography that was originally fostered in primary and middle school social studies classes. Standard 4 Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non market mechanisms. Key idea - Students will study major economic concepts. Performance indicators for students -

• learn and communicate about jobs in their community. understand that money is necessary to buy goods and services. communicate about how goods and services are produced.
• develop and demonstrate money management skills.

While there would be some discussion of these issues during the 11th grade survey of American History, the 12th grade survey of economics, or participation in Advanced Placement Macroeconomics is designed to meet the demands of this standard. Standard 5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and
other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Key idea - Students will study government, civic life and values and citizenship. Performance indicators for students -

• explore the basic purposes of government and the importance of civic life. demonstrate knowledge of the holidays, celebrations, and symbols of our nation. demonstrate what it means to be a good citizen in the classroom, school, home, and community. identify and describe the rules and responsibilities students have at home, in the classroom, and at school. learn that effective, informed citizenship is a duty of each citizen, and demonstrate it  through voting and community service. identify basic rights that students have and those that they will acquire as they age. show a willingness to consider other points of view before drawing conclusions ormaking judgments.
• participate in activities that focus on a classroom, school, or community issue or problem.

Both American History during the 11th grade, and government during the 12th grade offer students a chance to explore the implications of this standard. Students who choose to enroll in Advanced Placement American History during the 11th grade will utilize primary
documents, and study in depth the origins and practices of American government.

  SOCIAL STUDIES GOALS  | STAFF | COURSE DESCRIPTIONS  | STATE LEARNING STANDARDS |  LINKS PAGE | E-MAIL POLICIES

The Walter Panas High School Social Studies Department fully recognizes the  valuable tool that e-mail offers to both parents and teachers as a means of effective communication regarding the academic progress of individual students. However, everyone should be aware of the time constraints and technical issues related to the quick reply of e-mail queries. The entirety of Walter Panas High School has not yet received equipment able to handle e-mail; and not every teacher has access to a computer with network capability at a time when they may be best able to answer mail. Our goal is to respond to all e-mail queries within 24 hours assuming that a query is received between Monday at 7:30 AM and Thursday at 2:30 PM. While some e-mail queries may be responded to between Friday afternoon and Monday morning, it should not be taken as a common practice. We look forward to using this new technology in the furthering of every students educational performance. Please bear with us as we continue to refine the process.