CTHS REal World Objectives;
Career and Technical High School is unlike any other school. Because of this the course will have overreaching Real World Objectives which will pertain to the different pathways at CTHS. These Real World Objectives will be larger more future focused goals. The majority of large analysis projects will hinge upon these objectives
CTHS RWO #1-
Students will be able to assess how cultures in different geographic areas rose, and how their progression from Ancient Times has developed their philosophies, "cultural personalities," and relations with other cultural groups. Through these observations they will be able to evaluate why modern day tensions and alliances exist and how that will contribute to modern day societal and business opportunities and struggles.
CTHS RWO #2-
Students will be able to assess the innovations created during Ancient Times for their contributions to modern day innovations in business, marketing, construction, education, technology, medicine, and communication. By looking at these innovations- students will be able to evaluate cultural, governmental, and societal benefits and concerns to modern day advancements.
CTHS RWO #3-
Students will be able to analyze the development of economics in Ancient Times and apply it to modern day taxation and trade policies that impact modern businesses and institutions. Through this analysis, students will be able to synthesize solutions to modern day economic concerns.
CTHS RWO #4
Students will be able to analyze and evaluate modern day trade routes- air, navel, and land- and develop theories on how these modern day patterns developed alliances, conflicts, and cultural issues that stem from Ancient World events- natural, governmental, and societal. From these evidences- students will be able to asses how modern day global trade is effected and predict future concerns, benefits, and issues.
CTHS RWO #5
Students will be able to analyze the coloration between public education, awareness, discourse, and distractions (amusements, conflict between nations, and events of natural destruction) and civil advancement or decline in Ancient Times. Through this analysis they will be able to use predictive models regarding our modern day and synthesize solutions to the world's potential challenges, crises, and conflicts.
Students will be able to assess how cultures in different geographic areas rose, and how their progression from Ancient Times has developed their philosophies, "cultural personalities," and relations with other cultural groups. Through these observations they will be able to evaluate why modern day tensions and alliances exist and how that will contribute to modern day societal and business opportunities and struggles.
CTHS RWO #2-
Students will be able to assess the innovations created during Ancient Times for their contributions to modern day innovations in business, marketing, construction, education, technology, medicine, and communication. By looking at these innovations- students will be able to evaluate cultural, governmental, and societal benefits and concerns to modern day advancements.
CTHS RWO #3-
Students will be able to analyze the development of economics in Ancient Times and apply it to modern day taxation and trade policies that impact modern businesses and institutions. Through this analysis, students will be able to synthesize solutions to modern day economic concerns.
CTHS RWO #4
Students will be able to analyze and evaluate modern day trade routes- air, navel, and land- and develop theories on how these modern day patterns developed alliances, conflicts, and cultural issues that stem from Ancient World events- natural, governmental, and societal. From these evidences- students will be able to asses how modern day global trade is effected and predict future concerns, benefits, and issues.
CTHS RWO #5
Students will be able to analyze the coloration between public education, awareness, discourse, and distractions (amusements, conflict between nations, and events of natural destruction) and civil advancement or decline in Ancient Times. Through this analysis they will be able to use predictive models regarding our modern day and synthesize solutions to the world's potential challenges, crises, and conflicts.
Essential Standards for Ancient World Civilizations:
Essential Standard 1
I can evaluate a culture for its major aspects of development- including: communication, law, architecture, religion, and agriculture.
Essential Standard 2
I can interpret art and primary documents for how they reflect how a culture is developing and their current and changing philosophies.
Essential Standard 3
I am able to look at a religion and reflect on its history and impact on the society’s culture.
Essential Standard 4
I can see how trade between cultures both in a local community and on a global level affects a culture and be able to present my analysis to others.
Essential Standard 5
I can research a culture’s medical, technological, or political advancements and teach others about those achievements.
Essential Standard 6
I can talk about the positive and negative aspects of global exchange, empire building, and colonization on culture, innovation, technology, food, and philosophies.
Essential Standard 7
I understand the Humanist movement and can explain how it changed religion, government, science, philosophy, and art and caused both progress and conflict.
I can evaluate a culture for its major aspects of development- including: communication, law, architecture, religion, and agriculture.
Essential Standard 2
I can interpret art and primary documents for how they reflect how a culture is developing and their current and changing philosophies.
Essential Standard 3
I am able to look at a religion and reflect on its history and impact on the society’s culture.
Essential Standard 4
I can see how trade between cultures both in a local community and on a global level affects a culture and be able to present my analysis to others.
Essential Standard 5
I can research a culture’s medical, technological, or political advancements and teach others about those achievements.
Essential Standard 6
I can talk about the positive and negative aspects of global exchange, empire building, and colonization on culture, innovation, technology, food, and philosophies.
Essential Standard 7
I understand the Humanist movement and can explain how it changed religion, government, science, philosophy, and art and caused both progress and conflict.
Guaranteed and Viable Curriculum:
GVC 1
For a given culture: Students will be able to evaluate the culture for its significant aspects of Civilization and Development- including writing, law, architecture, religion, and agriculture.
GVC 2
For a given culture: Students will be able to interpret artistic and written primary sources, analyzing how the artifact reflects cultural development and changing philosophies.
GVC 3
Students will understand and appreciate world religions ancient and modern for their history and cultural influences.
GVC 4
Student will analyze the importance of trans-regional and global trade patterns and their long term effects on culture and society and be able to present their findings.
GVC 5
For a given culture: Students will be able to analyze and synthesize instruction to show the impact of a chosen medical, technological, or political advancement.
GVC 6
Students will evaluate and debate/discuss the exchange (Positive and Negative) of culture, innovation, technology, food, philosophies between cultures through global exchange, empire building, and colonization.
GVC 7
Students will analyze the impact of Humanism on art, culture, religion, government, science, and philosophy and predict how it may lead to cultural progress and conflict.
For a given culture: Students will be able to evaluate the culture for its significant aspects of Civilization and Development- including writing, law, architecture, religion, and agriculture.
- USOE Standards: 1.1, 1.4, 3.2, 3.4, 3.5, 4.3
GVC 2
For a given culture: Students will be able to interpret artistic and written primary sources, analyzing how the artifact reflects cultural development and changing philosophies.
- USOE Standards: 1.3, 2.2, 2.3, 4.5
GVC 3
Students will understand and appreciate world religions ancient and modern for their history and cultural influences.
- USOE Standard 2.1
GVC 4
Student will analyze the importance of trans-regional and global trade patterns and their long term effects on culture and society and be able to present their findings.
- USOE Standards: 1.2, 3.1, 4.4, 4.5
GVC 5
For a given culture: Students will be able to analyze and synthesize instruction to show the impact of a chosen medical, technological, or political advancement.
- USOE Standards: 2.5, 3.2, 3.3, 3.4, 3.5
GVC 6
Students will evaluate and debate/discuss the exchange (Positive and Negative) of culture, innovation, technology, food, philosophies between cultures through global exchange, empire building, and colonization.
- USOE Standards: 2.4, 3.1, 3.3, 3.4, 4.1, 4.5
GVC 7
Students will analyze the impact of Humanism on art, culture, religion, government, science, and philosophy and predict how it may lead to cultural progress and conflict.
- USOE Standard: 4.2