Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will understand the role of graphic communications.Objective 1 Define the role of printing as a means of graphic communications.Objective 2 Identify the key developments in the history of printing.Objective 3 Identify print markets and types of print business.Objective 4 Identify and describe the major printing process.Objective 5 Identify the products produced by each major printing process.Objective 6 List the advantages and disadvantages of each major printing process.Objective 7 List in order the technical production flow from idea to finished product.Objective 8 Identify major occupations in the printing industry and their responsibilities.Objective 9 Identify and describe basic printing equipment.Objective 10 Read and interpret production information from a job ticket/jacket.Standard 2 Students will understand and demonstrate safe practices.Objective 1 List safety rules involving flammable liquids.Objective 2 List the steps to be taken in case of injury in the lab.Objective 3 Identify location(s) of first aid kit(s).Objective 4 Identify location(s) of eye wash station(s).Objective 5 Identify where protective safety equipment is needed.Objective 6 Follow proper safety procedures when operating equipment.Objective 7 Follow approved shop dress code for safe operation.Objective 8 Pass general lab safety test.Objective 9 Read, comprehend and follow instructions on warning labels and MSDS.Objective 10 Demonstrate common sense when working with others.Standard 3 Students will demonstrate basic mathematical concepts as it applies to graphic communications.Objective 1 Solve addition, subtraction, multiplication, and division of whole number problems.Objective 2 Solve addition, subtraction, multiplication, and division of fraction problems.Objective 3 Solve addition, subtraction, multiplication, and division of decimal problems.Objective 4 Solve fractional to decimal conversion problems.Objective 5 Solve decimal to fractional conversion problems.Objective 6 Solve decimals to percent conversion problems.Objective 7 Solve basic linear measure problems.Objective 8 Calculate basic paper cuts from stock sheet.Objective 9 Solve points to inches conversion problems.Objective 10 Solve for ratios.Objective 11 Calculate the appropriate DPI for scanning various originals.Objective 12 Solve cost calculating problems.Standard 4 Students will understand and demonstrate measuring systems.Objective 1 Measure linear dimensions for printing materials in inches & fraction of inches.Objective 2 Measure linear dimensions in centimeters & millimeters.Objective 3 Measure type in points.Objective 4 Measure copy for reduction and enlargement.Objective 5 Measure elements in a page layout program.Standard 5 Students will demonstrate digital file preparation.Objective 1 Identify type fundamentals & their uses.Objective 2 Identify the fundamentals of the digital prepress workflow.Objective 3 Identify the importance of image resolution.Objective 4 Identify various digital information storage and their uses.Objective 5 Identify various desktop publishing applications and their uses.Objective 6 Design a page with appropriate margins, formatting, guides, trims and folds.Objective 7 Import text into a page layout program.Objective 8 Import an image into a page layout program.Objective 9 Identify different file formats and their uses.Objective 10 Identify the difference between continuous tone and line art images.Objective 11 Identify and describe a halftone.Objective 12 Define & identify bleeds.Objective 13 Describe the difference between spot and process color.Objective 14 Create a spot color in a page layout program.Objective 15 Describe the difference between RGB and CMYK.Objective 16 Create a multi‐page layout in a page layout program.Objective 17 Define the difference between raster and vector.Objective 18 Create or edit a vector image in an image editing program.Objective 19 Edit a raster image in an image editing program.Objective 20 Demonstrate keyboard typing skills.Standard 6 Students will understand and demonstrate how to capture and image.Objective 1 Identify various originals and their scanner settings (ie. Line Art, CT, Printed, Text).Objective 2 Understand the effect of DPI on file size.Objective 3 Identify basic scanning hardware.Objective 4 Identify basic digital camera hardware.Objective 5 Capture an image using a scanner or digital camera.Standard 7 Students will demonstrate digital file output processes.Objective 1 Define trapping and its purpose.Objective 2 Explain the purpose of a folding dummy.Objective 3 Define imposition and signatures.Objective 4 Identify computer‐to‐plate systems.Objective 5 Identify image and non‐image areas of an offset plate.Objective 6 Produce a plate for offset printing.Objective 7 Define registration marks and their uses.Objective 8 Describe the purpose of a proof.Objective 9 Output color separations from a page layout program.Objective 10 Output a proper bleed from a page layout program.Standard 8 Students will be able to safely operate an offset press.Objective 1 Identify offset press parts and operations.Objective 2 Identify the cylinders of an offset press.Objective 3 Identify safety and operation procedures for printing on an offset press.Objective 4 Define the principles of offset lithography.Objective 5 Compare the differences between digital printing and offset printing.Objective 6 Describe printing applications.Objective 7 Describe the technologies and equipment used in digital printing.Objective 8 Perform setup for printing a single color job.Objective 9 Produce a single color job using an offset press.Objective 10 Perform basic cleanup of an offset press.Standard 9 Students will be able to safely finish and bind printed produces.Objective 1 Identify operational & safety parts of a paper cutter.Objective 2 Identify grain direction of paper.Objective 3 Make accurate paper cuts using a mechanized paper cutter.Objective 4 Identify basic paper types, and weights.Objective 5 Identify padding equipment and materials.Objective 6 Produce a pad of paper.Objective 7 Identify stapling and stitching equipment.Objective 8 Produce side and saddle stitched/stapled product.Objective 9 Identify punching/drilling equipment and materials.Objective 10 Produce a mechanical, or three ring bound product.Objective 11 Identify folding equipment and basic folds.Objective 12 Produce a single fold using folding equipment.Objective 13 Identify different binding methods and applications. (ie perfect, case, sewn)Objective 14 Identify various finishing methods & applications (ie. die‐cutting, stamping, embossing).Objective 15 Demonstrate basic paper jogging techniques.Standard 10 Students will know how to complete a job application and demonstrate interpersonal skillsObjective 1 Identify personal interests and learning styles.Objective 2 Complete a self‐assessment.Objective 3 Discover self‐motivation techniques.Objective 4 Determine individual time‐management skills.Objective 5 Define future occupations.Objective 6 Develop awareness of cultural diversity.Objective 7 Recognize benefits of doing community service.Objective 8 Demonstrate effective communication with others.Objective 9 Demonstrate proper work ethics and habits.Objective 10 Identify components of an employment portfolio.Standard 11 Professional DevelopmentObjective 1 As a participating member of the SkillsUSA student organization, complete the SkillsUSA Level 3 Professional Development Program.Evaluate your career and training goals.Market your career choice.Develop personal financial skillsServe as a volunteer in the community.Plan and develop a business.Conduct a worker interview.Develop a résumé and write a cover letter.Demonstrate interviewing skills.Understand the cost of customer service.Identify and apply conflict resolution skills.Demonstrate evaluation skills.Examine workplace ethics: the role of values in making decisions.Perform a skill demonstration.Learn what is contained in Material Safety Data Sheets (MSDS).Perform a self‐evaluation of proficiency in program competencies.Objective 2 Serve as an officer in the school’s chapter of SkillsUSAObjective 3 Participate in an authorized SkillsUSA drafting competition.Objective 4 Display a professional attitude toward the instructor and peers.* SkillsUSA PDP requirements ‐ recommended*Graphic Communications (The Printed Image) by Z.A. Prust**Pocket Pal (the handy little book of graphic arts production)Advanced Business Web Page Design
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 The student will use commercial Web design software (for example: Adobe Dreamweaver, Microsoft Expression) to create dynamic and interactive Web sites.Objective 1 Review basic skills learned in Business Web Page Design.Objective 2 Use the following software features: templates, CSS, rollover images, forms, layers, div tags, frames (regular and i-frames), and tables.Objective 3 Include music, sound, and/or video in a document.Objective 4 Create an image map with hotspots.Objective 5 Use meta tags to improve Search Engine Optimization (SEO).Objective 6 Create a variety of links (hypertext, anchor tag/jump link/target link, e-mail links).Objective 7 Check for and use the HTML5 (or latest version) extension for your software.Standard 2 The student will use commercial image editing software (for example: Fireworks, Photoshop) to create graphics/web page.Objective 1 Create, edit, and enhance images. Review image file extensions.Objective 2 Create a navigation bar incorporating a drop-down or fly-out menu.Objective 3 Create an entire web page with the image editing software.Objective 4 Use the following software features: masking, animation, transparent background, twist and fade, filters, slicing, etc.Standard 3 The student will post a website to the Internet if allowed by district policy. If not, the student will understand the steps required to post a website.Objective 1 Create a Web page portfolio of projects completed in class.Objective 2 Use proper naming conventions and file structure, by understanding file types and file name extensions.Objective 3 Understand the use of FTP for downloading or uploading documents.Objective 4 Understand the process of registering and/or changing a domain for the Internet. (register.com or godaddy.com)Objective 5 Understand the process of registering a Web site with a search engine.Objective 6 Explain the purpose of setting up a server to keep and analyze log files of user access and traffic. (CGI files)Objective 7 Test and validate a web site in different window sizes, browsers and electronic devices such as a mobile phones and tablet PC’s.Standard 4 The student will collaborate in a project management team to create, post and present a website.Objective 1 Students will work together to design and complete a multi-page website.Objective 2 Each team will storyboard its web design project and get approval from the project manager prior to beginning the project.Objective 3 Students will maintain a collaborative location to share files and website resources.Objective 4 Students will cite all the resources used in their website.Objective 5 Students will present their project to the class. Presentation should include target audience, design phase elements, resources and software used.Standard 5 The student will use commercial animation software (for example: Flash, Alice, Anim8, Ulead) to create graphics/web page.Objective 1 Drawing, color, and edit objects.Objective 2 Use layers.Objective 3 Understand the difference between vector and bitmap graphics.Objective 4 Understand the importance and use of a timeline and/or storyboard.Objective 5 Understand animation concepts: tweening and/or morphing, motion paths, behaviors and/or actions, library, import graphics.Objective 6 Insert animation into a web page.Advanced Accounting
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Describe generally accepted accounting principles and the objectives of financial reporting.Objectve 1 Explain how and why the conceptual framework of accounting and generally accepted accounting principles provides guidance and structure for preparing financial statements.Objective 2 Describe the information provided in each financial statement and how the statements articulate with each other.Objective 3 Identify business ownership structures.Objective 4 Explain the role of management and the auditor in preparing and issuing an annual report.Objective 5 Describe the relationship between assets, liabilities and equity on the balance sheet.Objective 6 Identify and explain the classifications within assets, liabilities, and equity.Objective 7 Define and be able to calculate the current ratio and debt‐equity ratio.Objective 8 Describe the information presented in an income statement.Objective 9 Define and calculate return on sales (net profit margin) and return on equity.Objective 10 Identify and explain the three phases of the management cycle.Objective 11 Identify and explain the three phases of the management cycle.Objective 12 Explain and calculate the operating cycle (accounts receivable turnover and inventory turnover).Objective 13 Explain how internal control procedures are used to safeguard assets.Objective 14 Identify the elements needed in a bank reconciliation.Standard 2 Evaluate the operating results of a company.Objective 1 Identify and explain variable costs, fixed costs, and mixed costs.Objective 2 Use high‐low analysis to determine variable costs, fixed costs, and mixed costs.Objective 3 Define and calculate break‐even point and perform cost‐volume‐profit (CVP) analysis.Objective 4 Apply sensitivity analysis to CVP analysis.Objective 5 Determine selling price using sensitivity analysis and CVP analysis.Objective 6 Describe the process of determining selling prices and demonstrate how various strategies are used to determine selling price.Objective 7 Describe the differences among product and non‐product costs.Objective 8 Identify and explain product costs (direct/indirect materials, direct/indirect labor, manufacturing overhead).Objective 9 Describe the process of determining selling prices and demonstrate how various strategies are used to determine selling price.Standard 3 Complete the steps in the accounting cycle in order to prepare the financial statements and apply generally accepted accounting principles to the purchasing (inventory) process for merchandising companies.Objective 1 Describe the purpose of the accounting system.Objective 2 Describe the purpose of journals and ledgers and their relationship.Objective 3 Analyze and describe how business transactions impact the accounting equation.Objective 4 Apply the double‐entry system of accounting to record business transactions and prepare a trial balance.Objective 5 Explain the need for adjusting entries and record adjusting entries.Objective 6 Explain the need for and prepare the financial statements for the different types of business operations and ownership structures.Objective 7 Explain the purposes of the closing process and record closing entries.Objective 8 Complete the steps in the accounting cycle and prepare financial statements.Objective 9 Describe the differences between the periodic and perpetual inventory systems and record business transactions using both methods.Objective 10 Describe the difference between the gross price method and the net price method and record business transactions using the gross price method and the net price method.Objective 11 Determine cash paid for inventory and operating expenses.Objective 12 Define which payroll taxes the employer and employee are each responsible for and calculate taxes appropriately.Standard 4 Apply generally accepted accounting principles to the inventory, cost of goods sold, sales and collection processes.Objective 1 Describe the criteria used to determine revenue recognition and record revenue‐related transactions.Objective 2 Explain the accounting methods used to determine the value of accounts receivable to be reported on the balance sheet and describe the effect on the income statement. Record transactions involving accounts receivable, including uncollectible accounts, write‐offs, and recoveries.Objective 3 Identify and describe the cost flow assumptions for inventory and explain the impact on the balance sheet and income statement.Objective 4 Define and calculate cost of goods sold and ending inventory using LIFO, FIFO and Weighted Average inventory costing methods.Objective 5 Explain how inventory for a manufacturing business differs from inventory for a merchandising business.Objective 6 Explain the flow of costs through the manufacturing accounts used in process/product or joborder costing systems.Objective 7 Explain how to compute a predetermined overhead rate, and explain its use in job‐order costing. Using the predetermined overhead rate, determine whether manufacturing overhead is over/under‐applied.Objective 8 Understand the necessary journal entries to record the costs of direct material, direct labor, and manufacturing overhead.Objective 9 Know the components of a schedule of cost of goods manufactured, a schedule of cost of goods sold, and an income statement for a manufacturer.Standard 5 Apply generally accepted accounting principles to fixed assets.Objective 1 Explain the purpose and methods of cost allocation.Objective 2 Understand depreciation, depletion and amortization with different methods (e.g., doubledeclining, straight‐line, MACRS) and explain the impact on the financial statements. Calculate amounts and record applicable journal entries.Objective 3 Record the sale and disposal of fixed assets and the impact on the financial statements.Standard 6 Apply generally accepted accounting principles to long‐term liabilities and equity transactions.Objective 1 Compare and contrast debt and equity financing; review debt‐to‐equity ratio.Objective 2 Identify and describe the different classes of stock and explain the rights afforded each class of stock.Objective 3 Describe the difference between cash dividends, stock dividends and stock splits, and the impact on the financial statements.Objective 4 Analyze stock transactions—contributions by owners, corporate distributions (dividends), and the reacquisition of company stock.Objective 5 Compare and contrast multiple financing options (e.g., periodic payment note payable, lump‐sum note payable, and periodic and lump‐sum note payable—interest only and principal and interest notes) and analyze the TIE (times‐interest‐earned ratio). Calculate the carrying value, interest expense and cash payments associated with these loan types.Objective 6 Analyze transactions for notes payable: issuance and interest expense.Objective 7 Analyze transactions for bonds issued at face value, a premium and a discount.Objective 8 Analyze interest expense for bonds issued at face value, a premium and a discount using the effective‐interest method.Standard 7 Prepare and analyze financial statements.Objective 1 Describe the purpose of, information provided within and steps needed to prepare an income statement.Objective 2 Explain the difference in net income and income from continuing operations (discontinued operations, extraordinary items).Objective 3 Define and calculate earnings per share (EPS).Objective 4 Describe the purpose of, information provided in, and steps needed to prepare a balance sheet and statement of equity.Objective 5 Describe the purpose of, information provided in, and steps needed for a statement of cash flows.Standard 8 (Optional) This standard is optional if time allows. All objectives are independent and would be fit into curriculum where they relate, not taught as a standard together.Objective 1 Analyze a make‐or‐buy decision.Objective 2 Analyze a keep‐or‐drop decision.Objective 3 Analyze an accept‐or‐reject decision.Objective 4 Explain how an activity‐based costing system operates, including the identification of activity cost pools and the selection of cost drivers.Objective 5 Determine the present value and future value cash flows.Objective 6 Use net present value concepts to make investment decisionsAccounting II
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will acquire accounting vocabulary and business skills used in accounting.Objective 1 Define accounting, explain the purpose of the accounting system, and apply each step of the accounting cycle.Objective 2 Define and use accounting terminology and generally accepted accounting principles (GAAP).Objective 3 Demonstrate critical thinking, problem solving, and decision making skills.Objective 4 Demonstrate team building to enhance cooperative learning and interpersonal skills.Objective 5 Understand and use business ethics in accounting decision making.Objective 6 Identify and explain the purpose of a corporation as a form of business ownership.List the characteristics, advantages, and disadvantages.Objective 7 Identify and explain three types of businesses.List the characteristics of service, merchandising, and manufacturing businesses.Objective 8 Demonstrate mathematical calculations necessary for accounting procedures.Standard 2 Students will prepare payroll records.Objective 1 Prepare and maintain payroll records using manual and computerized systems.Calculate earnings at an hourly and piece rate and on a salary, commission, and salary/commission basis.Calculate deductions including Federal income tax, Social Security tax, Medicare tax, State Income tax, and other deductions to determine net pay.Calculate employer’s payroll taxes (e.g., Social Security, Medicare, Federal Unemployment, and State Unemployment) and employee benefits paid by the employer.Prepare payroll reports.Objective 2 Make journal entries related to payroll.Journalize and post payment of the payroll (Salary Expense).Journalize and post employer payroll taxes (Payroll Taxes Expense).Journalize and post payment of tax liabilities.Standard 3 Apply accepted accounting principles to sales, purchases, cash receipts and cash payment transactions.Objective 1 Verify and analyze source documents related to business transactions.Identify different types of source documents.Evaluate source documents to determine accounts affected by a transaction.Objective 2 Analyze transactions for purchases and cash payments.Journalize and post purchases of merchandise.Journalize and post cash payments.Journalize and post the return of merchandise to a vendor.Calculate purchases discounts.Compute updated account balances.Prove subsidiary ledger by preparing a schedule of accounts payable.Objective 3 Analyze transactions for sales and cash receipts.Journalize and post sale of merchandise including calculation of sales tax.Journalize and post cash receipts.Journalize and post the return of merchandise from a customer.Calculate sales discounts.Compute updated account balances.Prove subsidiary ledger by preparing a schedule of accounts receivable.Standard 4 Students will demonstrate the ability to handle uncollectible accounts/bad debts/doubtful accounts.Objective 1 Explain the purpose of and record transactions related to uncollectible accounts/bad debts/doubtful accounts.Justify the need for writing off uncollectible accounts/bad debts/doubtful accounts.Explain the differences between the direct write-off and allowance methods.Estimate uncollectible accounts/bad debts/doubtful accounts using the percentage of total sales method; record and post the adjusting entry.Journalize and post the adjusting entry for uncollectible accounts expense.Journalize and post the entry to write off an account.Journalize and post the entries for collecting a previously written-off account.Standard 5 Students will demonstrate and explain the principles for handling depreciation of assets as a means of cost allocation.Objective 1 Explain the purpose of and record transactions related to depreciation of assets.Justify and explain the need for recording the depreciation of assets.Estimate depreciation expense using the straight-line method.Journalize and post the adjusting entry for depreciation.Compute updated account balances.Compute the book value of a plant asset as a result of depreciation.Standard 6 Students will prepare adjusting entries and financial statements for a corporation.Objective 1 Perform the necessary steps prior to preparing financial statements.Prepare a Trial Balance to prove equality of debits and credits.Identify accounts to be adjusted, calculate adjustments, prepare adjusting entries, post to general ledger accounts and compute updated account balances.Prepare an Adjusted Trial Balance to show updated account balances and prove equality of debits and credits.Objective 2 Prepare financial statements.Prepare a formal Income Statement for a merchandising business calculating the following: Net Sales, Cost of Goods/Merchandise Sold, Gross Profit, Total Expenses and Net Income/Net Loss.Use appropriate formulas to prepare a Statement of Stockholders’ Equity/Retained Earnings.Use knowledge of the accounting equation to prepare a Balance Sheet.Explain the purposes of each financial statement and describe the way the statements articulate with each other.Use percentages and ratios to analyze financial statement data.Standard 7 Students will prepare closing entries and a Post-Closing Trial Balance.Objective 1 Prepare closing entries.Identify accounts that need to be closed (temporary nominal accounts).Journalize and post closing entries to bring temporary nominal account balances to zero.Close Income Summary using “If/Then” statements.Calculate current balance of Retained Earnings and verify with the Balance Sheet.Objective 2 Prepare a Post-Closing Trial Balance to prove equality of debits and credits for permanent real accounts.Standard 8 Students will demonstrate an understanding of the following recommended enrichment activities (OPTIONAL STANDARD).Objective 1 Use various methods to calculate the value of inventory.Use LIFO, FIFO, or the Weighted-Average method for calculating ending inventory.Objective 2 Understand and use various tax forms.Objective 3 Use spreadsheet and accounting software.Maintain accounting records.Graph accounting data.Objective 4 Describe the differences between manual and computerized accounting systems.Understand automated posting.Understand automated computation.Print reports.Objective 5 Identify types of accounting software.Identify industry-standard accounting & tax software.Objective 6 Explore internet web sites for accounting purposes.Objective 7 Explore careers in the field of accounting.Objective 8 Use vertical and horizontal analysis with the Income Statement and Balance Sheet.Accounting I
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will acquire accounting vocabulary and business skills used in accounting.Objective 1 Define accounting, explain the purpose of the accounting system, and apply each step of the accounting cycle.Objective 2 Define and use accounting terminology and generally accepted accounting principles (GAAP).Objective 3 Demonstrate critical thinking, problem solving, and decision making skills.Objective 4 Demonstrate team building to enhance cooperative learning and interpersonal skills.Objective 5 Understand and use business ethics in accounting decision making.Objective 6 Identify and explain the three forms of business ownership.List the characteristics, advantages, and disadvantages of a sole proprietorship, partnership, and corporation.Objective 7 Identify and explain three types of businesses.List the characteristics of service, merchandising, and manufacturing businesses.Objective 8 Demonstrate mathematical calculations necessary for accounting procedures.Standard 2 Students will list and identify characteristics of the three basic accounting equation elements.Objective 1 Demonstrate an understanding of the fundamental accounting equation.Understand the accounting equation: Assets = Liabilities + Owner’s EquityExplain mathematically why the accounting equation must be in balance. Manipulate the accounting equation to find the missing variable.Objective 2 Classify accounts as assets, liabilities, or owner’s equity.Standard 3 Students will apply the theory of debit and credit to the accounting equation, define a business transaction, and show how and why accounts are increased and decreased.Objective 1 Apply the rules of double-entry accounting to business transactions.Refer to a chart of accounts to identify accounts that are affected.Show the resulting changes that occur within the accounting equation.Objective 2 Identify and describe the purpose of permanent/real accountsObjective 3 Identify and describe the purpose of temporary/nominal accountsObjective 4 Use T-accounts to analyze business transactions into debits and credits.Identify normal balance, increase and decrease sides of all accounts.Calculate changes in account balances.Calculate the increases/decreases to owner’s equity from each of the temporary accounts.Show that the accounting equation is in balance.Standard 4 Students will identify and use source documents for journalizing transactions, post journal entries to a ledger, and prepare a trial balance.Objective 1 Use source documents to analyze business transactions.Identify different types of source documents.Evaluate checks, invoices, memorandums, receipts, and register tapes to determine accounts affected by a transaction.Objective 2 Explain the purpose of the general journalRecord journal transactions in chronological order.Journal includes complete transaction.Objective 3 Use appropriate steps to journalize transactions verifying that debits equal credits.Objective 4 Explain the purpose of the general ledger.Organize the ledger according to account classification.Use general ledger account information to prepare financial statements.Objective 5 Post information from the general journal to the general ledger.Record dateRecord journal page numberRecord debit/credit amountCalculate new account balanceRecord account number in journalExplain the need for post-referencing in accountingUse the audit trail to trace a transactionObjective 6 Prepare a Trial Balance to prove equality of debits and credits.Explain the uses and limitations of a trial balance.Identify and use mathematical methods for locating and correcting errors shown by the trial balance. (i.e. difference is multiple of 1, evenly divided by 9, evenly divided by 2, or an omitted amount)Journalize correcting entriesStandard 5 Students will prepare, analyze and interpret financial statements.Objective 1 Know the elements of an appropriate heading for each financial statement.Objective 2 Prepare a formal Income StatementCalculate revenueCalculate expensesCompute net income/net lossObjective 3 Determine the ending capital account balance.Compute the change in capital using one of the following formulas: Beginning capital + net income - drawing/withdrawals Beginning capital - net loss - drawing/withdrawalsObjective 4 Prepare a formal Balance Sheet.List and calculate total assetsList and calculate total liabilitiesRecord ending capitalProve the accounting equation is in balanceObjective 5 Explain the purposes of each financial statement and describe the way the statements articulate with each other.Objective 6 Use percentages and ratios to analyze financial statement data.Standard 6 Students will complete the accounting cycle.Objective 1 Journalize and post closing entries.Identify accounts that need to be closed (temporary accounts).Journalize and post the entry to bring revenue/sales account to zero balance.Journalize and post the entry to bring expense accounts to zero balances.Journalize and post the entry to close Income Summary using "If/Then" statements.Journalize and post the entry to bring drawing/withdrawal account to zero balance. Verify that the current balance of the capital account matches balance sheet.Objective 2 Prepare a Post-Closing Trial Balance to prove equality of debits and credits for permanent accounts.Standard 7 Students will demonstrate an understanding of cash control systems.Objective 1 Understand banking vocabulary and identify the specific details of business-related banking forms/documents.Prepare banking documents/forms (i.e. deposit slips, checks, and endorsements)Prepare a bank statement reconciliation and make necessary journal entries.Demonstrate cash proof of the checkbook, bank statement and cash account.Objective 2 Establish and replenish a petty cash fundList and discuss situations in which a petty cash fund would be used.Journalize an entry to establish a petty cash fund.Journalize an entry to increase or decrease the balance in the petty cash fund.Prepare petty cash proof using petty cash receipts as source documents.Journalize an entry to replenish the petty cash fund.Standard 8 Students will acquire automated accounting competency or calculator proficiency if computers are not available (OPTIONAL STANDARD).Objective 1 Use spreadsheet and accounting software.Maintain accounting records.Graph accounting data.Objective 2 Describe the differences between manual and computerized accounting systems.Understand automated posting.Understand automated computation.Print reports.Objective 3 Identify types of accounting software.Identify industry-standard accounting & tax software.Objective 4 Explore internet web sites for accounting purposes.Objective 5 Explore careers in the field of accounting.Banking and Finance
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will understand the role of financial services in the economy.Objective 1 Introduce and describe the various financial products and services available (deposit accounts, investments, insurance).Objective 2 Describe how a financial institution makes money (the fractional reserve system); the role of savers and borrowers; and how the money supply impacts global economies.Objective 3 Describe common deposit accounts offered by financial institutions (savings, CDs, checking, money market).Objective 4 Identify the various interest rates (prime, discount, etc.), their relationships, and their impact on the economy.Objective 5 Define inflation, deflation, recession, and economic cycles, and their impact on the economy.Objective 6 Explore the current and past legislative and regulatory changes affecting financial services and products.Standard 2 Students will understand terminology within the financial services industry and the available career opportunities.Objective 1 Identify the differences between banks, credit unions, insurance companies and other financial services institutions.Objective 2 Define the roles and purposes of the Federal Reserve as a central bank.Objective 3 Identify career opportunities in the financial services industry.Objective 4 Explain the importance of ethics and the fiduciary duty between financial service professionals and their clients.Standard 3 Students will understand credit and lending functions and products within the financial services industry.Objective 1 Distinguish between open and revolving loans vs. closed and installment loans.Objective 2 Understand what a mortgage is; types of mortgages, mortgage fees, and how to compare mortgages.Objective 3 Describe the process of applying for a loan.Objective 4 Describe the requirements of lending institutions for credit approval (i.e., character, capacity, collateral, capital, conditions).Objective 5 Identify ways to establish and maintain a good credit rating, the role of credit bureaus, and the debt‐to‐income ratio.Objective 6 Describe current and past laws and regulations that relate to lending, including payday/title loan lenders.Standard 4 Students will understand basic financial concepts.Objective 1 Explain the concepts of compound interest and simple interest and the importance of time in accumulating wealth (APR should be included in this discussion).Objective 2 Explain amortization and how interest rates affect the costs of loans, including usury laws.Objective 3 Explain the risk/reward rule and identify potential exceptions and consequences as a result of understanding the rule.Objective 4 Discuss the time value of money and the Rule of 72.Objective 5 Understand tax implications of different financial products and services.Standard 5 Students will understand the structure of the securities markets.Objective 1 Identify the various commodities and securities products and offerings.Objective 2 Explain the role of FINRA, SEC, and the Federal Reserve in regulating securities activities, insider trading, and securities fraud.Objective 3 Identify the various securities exchanges and the differences between them including: New York Stock Exchange (NYSE Euronext), American Stock Exchange (AMEX), National Association of Securities Dealers Automated Quotation system (NASDAQ), and Chicago Board of Trade (CME group), over‐the‐counter (OTC) and penny stocks, and regional exchanges.Objective 4 Identify international securities exchanges and the international foreign exchange market (FOREX).Objective 5 Study the basics of the global currency markets and their impact.Objective 6 Explain the importance and role of various tracking devices and indexes in the securities market (DJIA, S&P, Russell, etc.).Objective 7 Describe the various processes of executing a stock transaction and tracking your portfolio.Objective 8 Identify the difference between a bull and a bear market.Standard 6 Students will understand the process of valuing and selecting stocks and bonds based on risk/tolerance.Objective 1 Discuss the various measurements of valuing a public company, including price earnings (PE) ratio, dividends, earnings per share (EPS), etc.Objective 2 Identify the differences between common and preferred stocks. (growth, value, penny, blue chip, etc.)Objective 3 Define margin and short selling strategies.Objective 4 Explain why stock prices change (supply, demand, stock splits, and current events).Objective 5 Explain how to read and understand a stock quote.Objective 6 Explain the concept of dollar‐cost‐averaging and its use to minimize risk.Objective 7 Describe the characteristics of corporate bonds, convertible bonds, treasury bills and bonds, savings bonds, municipal bonds and junk bonds.Objective 8 Explain the process of a company choosing to issue stocks (IPO) or bonds (debt) through the securities markets.Standard 7 Students will understand the basics of mutual funds and/or ETFs as financial service products.Objective 1 Explain how to buy and sell mutual funds and/or EFTs as opposed to investing directly via individual stocks.Objective 2 Describe the different fees associated with investing and owning mutual funds and/or EFTs.Objective 3 Describe the net asset value (NAV) as it relates to the daily valuing of a mutual fund.Objective 4 Compare and contrast ETFs and mutual funds (e.g., ease of trade, fees)Standard 8 Students will understand the role of insurance in the financial services industry.Objective 1 Define insurance as it relates to the transfer of risk from one party to another.Objective 2 Describe the regulatory environment of the insurance industry, and explain the role of the State Insurance Commission.Objective 3 Identify and describe different types of insurance including, but not limited to: disability, auto, health, supplemental, Medicare, Medicaid, Social Security, product liability, errors and omission, life, credit, homeowners, renters, title, and mortgage.Objective 4 Define basic terminology including, but not limited to, premium, grace period, riders, endorsements, deductibles, liability, claims, insurance fraud, insurable interest and beneficiary.Objective 5 Describe the benefits and restrictions of term life insurance.Objective 6 Describe the characteristics of permanent life insurance, including face amount, cash value, premium, etc.
Economics
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 01 Students will demonstrate critical thinking skills through observing, reading, writing, listening, speaking and problem solving.Objective 0101 Develop and apply observation, writing, reading, speaking listening, reasoning, analysis, interpretive, research, and presentation skills in economicsIdentify the role of an economist in industry and government.Explore the educational paths recommended to be a business or social economistShow how economic knowledge can be used in any occupation.Objective 0102 Explore career opportunities in economicsStandard 02 Students will apply a geographical view of economics and how it influences and relates to the environment, resources, societies, and global connections.Objective 0201 Use map and globe skills to identify and analyze economic resources, environments, and scenariosIdentify examples of natural, human, and capital resourcesExplain environmental problems existing in three different countries and the economic impactLocate historical and/or current regions where examples of the words major economic systems can be found, i.e., traditional, market, mixed market, command.Objective 0202 Plan and develop alternative uses of environments and resources.Use natural resources and population density maps to predict the potential economic activity of a region.Explain how major economic indicators such as gross national product, unemployment, stock market, and consumer price index reflect the interaction among nations.Explain the impact of a current environmental issue.Standard 03 Students will demonstrate the economic impact of current or historical ideas, attitudes, events, movements, technology and governments and how they have influenced humanity.Objective 0301 Demonstrate that historical interpretation and knowledge of economic systems are socially influenced.Identify and compare examples of U.S. taxation throughout different historical periods with the current policies.Explain the role of the Invisible hand and the profit motive in redirecting self-interested behavior toward serving the public interest.Objective 0302 Identify and describe selected periods or movements of historical change within and across cultures.Objective 0303 Use ideas, theories, and modes of inquiry drawn from history in the analysis of contemporary social arrangementsCite examples of how the philosophy of capitalism has impacted attitudes toward private property, private enterprise, and freedom of choice.Illustrate the relationship between households, firms, government, and the international sector using the concept of the circular flow of economics.Explain how free enterprise answers the basic economic questions of what, how, when, and for whom goods and services are produced.Standard 04 Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individual groups, institutions, and cultures. Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions and technologies.Objective 0401 Identify and describe both current and historical examples of the interaction and interdependence of individuals and societies.Explain the operation of supply and demand in the mixed-market economy of the United States.Objective 0402 Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions and technologies.Compare and contrast the ways in which cultural variation within and among societies helps to increase differences in the economic value of resources.Explain how change in personal life situations helps to shape personal economic decisions.Give examples of consumer behavior responding to increased and decreased interest rate changes.Objective 0403 Describe the various forms and roles institutions take in furthering both continuity and change.Compare and contrast the ways in which government economic policies both impede and promote economic growth within society.Standard 05 Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.Objective 0501 Explain how the scarcity of productive resources including, natural, human, and capital goods requires the development of economic systems to make basic decision about how goods and services are to be produced and distributed.List and describe the primary factors of production.Evaluate the trade-offs involved in alternative uses of resources using the production possibilities curve.Identify the principal elements of scarcity in the context of unlimited wants and limited resources.Explain opportunity cost, cost/benefit, and margin.Objective 0502 Compare and contrast the various economic institutions that comprise economic systems: households, firms, banks, government agencies, labor unions, corporations, and the stock market.Analyze the advantages and disadvantages of the four types of market structures; i.e., pure monopoly, oligopoly, monopolistic competition, pure competition.Explain the relationship between financial institutions and the federal reserve system in the creation and control of the money supply.Compare and contrast the basic forms of business ownership.Explain the role of entrepreneurs in organizing and allocating economic resources.Objective 0503 Apply economic concepts and reasoning to social developments and issues.Identify and discuss major economic indicators; e.g., gross national product, inflation, unemployment, price indexes, stock and bond market indexes.Describe the nature and causes of business cycles.Explain the relationship between saving, investment, and economic growth.Explain the relationship among sustainable economic growth, environmental issues, and other social goals.Standard 06 Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote personal and public goodObjective 0601 Demonstrate the characteristics of lifelong learning in school activities.Organize resources and time efficiently.Analyze the influence of economic institutions and mass communication on an individual's perception of the world.Objective 0602 Demonstrate collaboration in working with others to achieve specified results.Listen with respect to the ideas and views of others.Demonstrate the ability to resolve conflicts positively.Explain how the major groups in a capitalist economy are independent entrepreneurs, workers, and consumers.Objective 0603 Demonstrate an understanding of, and a reasoned commitment to, the rule of law.Respect and defend individual rights and property.Demonstrate individual economic responsibility.Recognize how individual economic choices and actions affect self, family, and community.Analyze the causes, effects, strengths, and problems of the free enterprise system.Analyze historical and contemporary examples in which individuals demonstrated respect and support for the rights, responsibilities, and dignity of all people.English Language Arts Grade 11-12 [2011]
Course Preface Printable Version (pdf) Core Standards of the CourseCollege and Career Readiness Anchor Standards for 6-12 ReadingThe following Reading standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Literature Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.Reading: Literature Standard 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.Reading: Literature Standard 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)Reading: Literature Standard 5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.Reading: Literature Standard 6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Integration of Knowledge and IdeasReading: Literature Standard 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Informational Text Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.Reading: Informational Text Standard 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.Reading: Informational Text Standard 3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).Reading: Informational Text Standard 5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.Reading: Informational Text Standard 6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.Reading: Informational Text Standard 8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).Reading: Informational Text Standard 9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.College and Career Readiness Anchor Standards for 6-12 WritingThe following Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Writing Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Research to Build and Present KnowledgeWriting Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Writing Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.College and Career Readiness Anchor Standards for 6-12 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications.Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.Speaking and Listening Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.Speaking and Listening Standard 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.College and Career Readiness Anchor Standards for 6-12 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.Knowledge of LanguageLanguage Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.Language Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.Language Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB) Course Description Core Standards of the CourseStandard 1 Students will use a rational decision-making process to set and implement financial goals.Objective 1 Explain how goals, decision-making, and planning affect personal financial choices and behaviors.Discuss personal values that affect financial choices (e.g., home ownership, work ethic, charity, civic virtue).Explain the components of a financial plan (e.g., goals, net worth statement, budget, income and expense record, an insurance plan, a saving and investing plan).Compare short-term and long-term financial goals.Design a plan to reach a specific financial goal.List advantages of designing and following a personal financial plan.Objective 2 Analyze the role of cultural, social, and emotional influences on financial behavior.Explain how limited financial resources affect the choices people make.Describe the influence of peer pressure as it relates to purchasing decisions (e.g., fashion, acceptance from others, need for latest gadget).Explain how scarcity relates to needs and wants.Analyze the impact of marketing, advertising, and sales strategies/techniques on purchasing decisions (e.g., impulse buying, delayed payment).Evaluate the role of emotions when making financial decisions.Objective 3 Relate financial decisions to personal and societal consequences.Recognize that individuals are responsible for their finances.Describe consequences of excessive debt (e.g., increased consumer costs, inflation, family instability).Describe the social and economic consequences of bankruptcy.Standard 2 Students will understand sources of income and the relationship between income and career preparation.Objective 1 Identify various forms of income and analyze factors that affect income.Identify sources of income (e.g., wages, investments, self-employment).Compare common employee benefits (e.g., insurance, leave, retirement).Compare income to the cost-of-living in various geographical areas.Analyze how economic conditions affect income.Objective 2 Identify and understand required income withholdings.List the reasons for taxation and uses of tax revenues.Describe the purposes of Social Security and Medicare.Calculate net income from an employee payroll record.Demonstrate how to complete personal state and federal income tax forms.Objective 3 Analyze criteria for selecting a career and the impact of career choices on income and financial stability.Describe the correlation between income and a worker's skills, education, the value of the work to society, condition of the economy, and the supply and demand for workers.Develop career plan(s) that include educational requirements, skill development, and income potential.Analyze the costs and benefits of developing new skills for the workplace.Identify the risks and rewards of entrepreneurship/self-employment.Standard 3 Students will understand principles of money management.Objective 1 Describe the role of planning and maintaining a balanced budget.Develop, monitor and evaluate a personal budget.Discuss opportunity costs and trade-offs on budget implementation.Identify and discuss the social and personal consequences of not following a budget.Compare and evaluate various tools available for keeping track of budgets (e.g. envelope systems, computer programs, and paper tracking).Demonstrate knowledge of financial transactions, checking and savings accounts and associated financial services.Demonstrate how to manage a checking account.Evaluate the impact of major purchases on budgeting (e.g. automobile, housing).Objective 2 Understand credit uses and costs.Discuss the history and role of credit.List basic types of credit (e.g., credit cards, installment loans, service credit, revolving credit, student loans).Describe the risks and responsibilities associated with using credit.Identify methods of establishing and maintaining a good credit rating.Explain the purpose of co-signers and collateral when applying for a loan.Identify warning signs of credit abuse (e.g., late fees, missed payments, collection notices, bounced checks) and ways to correct credit problems.Calculate and compare costs associated with the use of credit (e.g., finance charges, interest, late fees, default rates, closing costs).Calculate how long it takes to repay debt and the total costs when a borrower makes minimum payments.Objective 3 Describe the impact of credit on money management.Compare the advantages and disadvantages of different payment methods.Compare the services of various types of financial institution (e.g., banks, credit unions, investment brokers, loan agencies) and identify advantages of comparison-shopping before selecting financial services.Describe the relationship between a credit rating and the cost of credit and factors that affect credit worthiness.Explain the value of credit reports and scores to borrowers and lenders.Objective 4 Describe the rights and responsibilities of buyers and sellers under consumer protection laws.Explain the purposes and features of consumer protection laws, agencies and sources for assistance.Describe ways to avoid "Identity Theft" and fraud (e.g., keep Social Security numbers secure, properly dispose of outdated documents).Explain the importance of understanding financial contracts (e.g., disclosure information, grace period, payment penalties, method of interest calculation).List possible actions a consumer can take in response to excessive debt and collection practices (e.g., sell assets, negotiate a repayment schedule).Describe ways to avoid financial scams and schemes designed to defraud consumers (e.g., Ponzi and pyramid schemes, affinity fraud).Objective 5 Discuss the purposes for insurance and risk management.Identify common types of insurance (e.g., automobile, health, homeowners, renter's, life, long term disability) and their terminology (e.g., term, whole life, deductible, premium, grace period).Describe how insurance and other risk-management strategies protect against financial loss.Discuss insurance needs at various life stages.Identify the importance of estate planning (wills, trusts).Discuss the consequences of being under-insured.Standard 4 Students will understand savings, investing, and retirement planning.Objective 1 Describe the value and use of savings in financial planning.Identify ways to save (e.g., payroll deduction).Analyze reasons to save.Explain how government regulations protect savers.Objective 2 Describe the value of investing and types of investments in the financial planning process.Identify and explain types of investment vehicles (e.g., stocks, bonds, real estate, hard assets).Identify strategies for investing (e.g., diversification, dollar cost averaging.)Compare long-term and short-term investments.Explain how government regulations can protect investors.Compare various sources of investment information (e.g., prospectus, annual reports, financial publications, online information) and ways to buy/sell investments (e.g., full service and discount brokers, investment advisors, online brokers).Objective 3 Compare savings and investment.Compare the risk, return, liquidity, and costs for savings and investments.Explain the effects of inflation on savings and investments.Describe the concept of the time value of money.Analyze the relationship between risk and return.Describe appropriate financial products for different financial goals (e.g., savings accounts, stocks).Objective 4 Analyze the financial preparation for retirement.Relate financial resources needed for specific retirement activities and lifestyles.Compare the characteristics of retirement plans (e.g., individual, employer-sponsored, Social Security).Evaluate the role of individual responsibility in planning for retirement.Analyze the power of compound interest and the importance of starting early in implementing a financial plan for retirement.Language Arts - 11th Grade
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--GLENCOE/MCGRAW-HILLGREAT SOURCE an imprint of HOUGHTON MIFFLIN HARCOUHAMMOND WORLD ATLAS CORPORATIONHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.NATIONAL GEOGRAPHIC SCHOOL PUB & HAMPTON-BROWNPEARSON PRENTICE HALLSOPRIS WEST Course Description Core Standards of the CourseStandard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.Analyze the meaning of words using knowledge of roots (see chart, Appendix A).Evaluate how words from various cultural origins impact text (e.g., Latin- and Greekbased words, street slang, dialects, ethnic terms).Determine word meaning through contextual inference. (e.g., combine prior knowledge and text clues to define "trucks" used in an article on skateboarding and an article on transportation).Distinguish between commonly confused words (i.e., allusion /illusion; complement/compliment; imply/infer).Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., commentary, interviews, primary documents, speeches, essays).Analyze the purpose of external text features and structures in a variety of printed texts (e.g., books, newspapers, magazines).Evaluate the effectiveness of multiple internal text structures in a single text.Synthesize information from a variety of sources.Analyze multiple texts on the same topic for conflicting information.Objective 3 (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary elements across genres and cultures.Compare plot structures in works of literature (e.g., plot within a plot, multiple points of view, stream of consciousness).Explore universal character traits across cultures in literature.Compare recurring and universal themes in literary works.Analyze how culture - the shared beliefs, values, and behaviors of a particular society at a particular time and place - is an element of setting.Analyze the use of irony, tone, and/or mood.Identify the speaker in a poetic text.Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.Objective 1 (Writing to Learn): Analyze and synthesize ideas and information to refine thinking through writing.Form conclusions and recommend action.Integrate facts, events, or ideas to create new ideas.Consolidate and synthesize connections between texts, between texts and self, and between texts and different world connections.Objective 2 (Extended Writing): Write to analyze literary text and explain informational text. (Emphasize expository writing. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade levels.)Select an organizational pattern that suits the topic.Provide detailed evidence and examples to substantiate arguments.Support arguments with logic and text references.Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.Evaluate and revise for:Sufficiently developed key ideas and specific details that directly support and advance the thesis statement.Control of organizational elements in multiple paragraph texts (e.g., thesis, details, leads, conclusions, and transitions).Correct use of active and passive voice.Consistent, appropriate voice.Words intentionally and skillfully used.Rhythm created through sentence construction (i.e., parallel sentence structure).Edit for:Spelling.Commas with introductory phrases and clauses.Correct use of relative pronouns.Capitalization of the first word in a sentence enclosed in parentheses e.g., “"She grinned again. (That grin!)".”Agreement of pronouns and antecedents.Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.Objective 1 (Processes of Inquiry): Use the process of inquiry to draw conclusions.Formulate questions that direct inquiry.Analyze information to determine relevance to essential question.Evaluate the accuracy and relevance of information that reflects multiple points of view.Evaluate, use, and cite primary and secondary sources.Objective 2 (Written Communication of Inquiry): Write to evaluate information and to make recommendations.Select an appropriate format to evaluate and report research results.Gather, evaluate, and organize evidence to support a position.Support evaluations and recommendations using paraphrase, summary, and/or quotations.Use informal and formal citations, where appropriate, to support inquiry.Objective 3 (Oral Communication of Inquiry): Make informative and persuasive presentations using visual aids/technology.Determine the purpose for informative and persuasive presentations.Identify questions to be addressed in refutations.Refute counter-arguments.Present evidence clearly and convincingly. Enhance presentation with visual media.Writing for Literacy in Science Grades 11-12
Printable Version (pdf) Core Standards of the CourseText Types and PurposesWriting for Literacy Standard 1 Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.Writing for Literacy Standard 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).Writing for Literacy Standard 3 Note: (Not applicable as a separate requirement.) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.Production and Distribution of WritingWriting for Literacy Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Writing for Literacy Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Writing for Literacy Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Research to Build and Present KnowledgeWriting for Literacy Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Writing for Literacy Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.Writing for Literacy Standard 9 Draw evidence from informational texts to support analysis, reflection, and research.Range of WritingWriting for Literacy Standard 10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Secondary Mathematics III [2011]
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--MACMILLAN/MCGRAW-HILL Course Description Core Standards of the CourseUnit 1: Inferences and Conclusions from DataIn this unit, students see how the visual displays and summary statistics they learned in earlier grades relate to different types of data and to probability distributions. They identify different ways of collecting data - including sample surveys, experiments, and simulations - and the role that randomness and careful design play in the conclusions that can be drawn.Summarize, represent, and interpret data on a single count or measurement variable. While students may have heard of the normal distribution, it is unlikely that they will have prior experience using it to make specific estimates. Build on students' understanding of data distributions to help them see how the normal distribution uses area to make estimates of frequencies (which can be expressed as probabilities). Emphasize that only some data are well described by a normal distribution.S.ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.Understand and evaluate random processes underlying statistical experiments. For S.IC.2, include comparing theoretical and empirical results to evaluate the effectiveness of a treatment.S.IC.1 Understand that statistics allows inferences to be made about population parameters based on a random sample from that population.S.IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?Make inferences and justify conclusions from sample surveys, experiments, and observational studies. In earlier grades, students are introduced to different ways of collecting data and use graphical displays and summary statistics to make comparisons., These ideas are revisited with a focus on how the way in which data is collected determines the scope and nature of the conclusions that can be drawn from that data. The concept of statistical significance is developed informally through simulation as meaning a result that is unlikely to have occurred solely as a result of random selection in sampling or random assignment in an experiment.For S.IC.4 and 5, focus on the variability of results from experiments - that is, focus on statistics as a way of dealing with, not eliminating, inherent randomness.S.IC.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.S.IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.S.IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.S.IC.6 Evaluate reports based on data.Use probability to evaluate outcomes of decisions. Extend to more complex probability models. Include situations such as those involving quality control or diagnostic tests that yields both false positive and false negative results.S.MD.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).S.MD.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).Unit 2: Polynomials, Rational, and Radical RelationshipsThis unit develops the structural similarities between the system of polynomials and the system of integers. Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students connect multiplication of polynomials with multiplication of multidigit integers, and division of polynomials with long division of integers. Students identify zeros of polynomials and make connections between zeros of polynomials and solutions of polynomial equations. The unit culminates with the fundamental theorem of algebra. Rational numbers extend the arithmetic of integers by allowing division by all numbers except 0. Similarly, rational expressions extend the arithmetic of polynomials by allowing division by all polynomials except the zero polynomial. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.Use complex numbers in polynomial identities and equations. Build on work with quadratics equations in Mathematics II. Limit to polynomials with real coefficients.N.CN.8 (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i).N.CN.9 (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.Interpret the structure of expressions. Extend to polynomial and rational expressions.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★Interpret parts of an expression, such as terms, factors, and coefficients.Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).Write expressions in equivalent forms to solve problems. Consider extending A.SSE.4 to infinite geometric series in curricular implementations of this course description.A.SSE.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.★Perform arithmetic operations on polynomials. Extend beyond the quadratic polynomials found in Mathematics II.A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Understand the relationship between zeros and factors of polynomials. A.APR.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).A.APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.Use polynomial identities to solve problems. This cluster has many possibilities for optional enrichment, such as relating the example in A.APR.4 to the solution of the system u2+v2=1, v = t(u+1), relating the Pascal triangle property of binomial coefficients to (x+y)n+1 = (x+y)(x+y)n, deriving explicit formulas for the coefficients, or proving the binomial theorem by induction.A.APR.4 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2can be used to generate Pythagorean triples.A.APR.5 (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.Rewrite rational expressions. The limitations on rational functions apply to the rational expressions in A.APR.6. A.APR.7 requires the genera division algorithm for polynomials.A.APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.A.APR.7 (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.Understand solving equations as a process of reasoning and explain the reasoning. Extend to simple rational and radical equations.A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.Represent and solve equations and inequalities graphically. Include combinations of linear, polynomial, rational, radical, absolute value, and exponential functions.A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) =g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.★Analyze functions using different representations. Relate F.IF.7c to the relationship between zeros of quadratic functions and their factored forms.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.Unit 3: Trigonometry of General Triangles and Trigonometric FunctionsStudents develop the Laws of Sines and Cosines in order to find missing measures of general (not necessarily right) triangles. They are able to distinguish whether three given measures (angles or sides) define 0, 1, 2, or infinitely many triangles. This discussion of general triangles open up the idea of trigonometry applied beyond the right triangle - that is, at least to obtuse angles. Students build on this idea to develop the notion of radian measure for angles and extend the domain of the trigonometric functions to all real numbers. They apply this knowledge to model simple periodic phenomena.Apply trigonometry to general triangles. With respect to the general case of the Laws of Sines and Cosines, the definitions of sine and cosine must be extended to obtuse angles.G.SRT.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.G.SRT.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems.G.SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).Extend the domain of trigonometric functions using the unit circle. F.TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.F.TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.Model periodic phenomena with trigonometric functions. F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.★Unit 4: Mathematical ModelingIn this unit students synthesize and generalize what they have learned about a variety of function families. They extend their work with exponential functions to include solving exponential equations with logarithms. They explore the effects of transformations on graphs of diverse functions, including functions arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying functions. They identify appropriate types of functions to model a situation, they adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit. The description of modeling as "the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions" is at the heart of this unit. The narrative discussion and diagram of the modeling cycle should be considered when knowledge of functions, statistics, and geometry is applied in a modeling context.Create equations that describe numbers or relationships. For A.CED.1, use all available types of functions to create such equations, including root functions, but constrain to simple cases. While functions used in A.CED.2, 3, and 4 will often be linear, exponential, or quadratic the types of problems should draw from more complex situations than those addressed in Mathematics I. For example, finding the equation of a line through a given point perpendicular to another line allows one to find the distance from a point to a line. Note that the example given for A.CED.4 applies to earlier instances of this standard, not to the current course.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Interpret functions that arise in applications in terms of the context. Emphasize the selection of a model function based on behavior of data and context.F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★Analyze functions using different representations. Focus on applications and how key features relate to characteristics of a situation, making selection of a particular type of function model appropriate.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.Build a function that models a relationship between two quantities. Develop models for more complex or sophisticated situations than in previous courses.F.BF.1 Write a function that describes a relationship between two quantities.★Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.Build new functions from existing functions. Use transformations of functions to find more optimum models as students consider increasingly more complex situations.For F.BF.3, note the effect of multiple transformations on a single function and the common effect of each transformation across function types. Include functions defined only by a graph.Extend F.BF.4a to simple rational, simple radical, and simple exponential functions; connect F.BF.4a to F.LE.4.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.F.BF.4 Find inverse functions.Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.Construct and compare linear, quadratic, and exponential models and solve problems. Consider extending this unit to include the relationship between properties of logarithms and properties of exponents, such as the connection between the properties of exponents and the basic logarithm property that log xy = log x + log y.F.LE.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.Visualize relationships between two-dimensional and three-dimensional objects. G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.Apply geometric concepts in modeling situations. G.MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★G.MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).★★ Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol. Course Description Core Standards of the CourseStandard 1 Students will understand economics and the market as it relates to real estate (Chapter 1)Objective 1 Determine the scope of the real estate business.Identify real estate terminology.Discuss how real estate is at work all around us.Discuss real estate as a trend indicator.Discuss the variety of supporting activities.Identify the impact on other industries.Objective 2 Develop an understanding of the nature and characteristics of land.Accurately define and understand the definition of real property.Understand the nature of land.Understand the physical and economic characteristics of land.Identify ways in which land is created.Evaluate man’s limitations in dealing with land.Objective 3 Understand the many uses of land.Understand the concept of highest and best use.Identify product types and local availability of those types.Describe the most important considerations for each type of land; soil types, weather, view, and access.Evaluate trends in the local area involving the transition of use, and determine how these trends affect the student and their community.Objective 4 Determine forces influencing the market for land.Understand the concept of supply and demand.Know how employment has an impact on the market for land.Understand government regulations and their impact .Describe the social environment of the student’s community and its impact on the market for land.Objective 5 Determine the importance of understanding the practices of identifying land and legal descriptions.Understand the purpose and usage of a legal description.Identify the five frequently used approaches to describing property.Identify the Great Salt Lake Meridian and Base.Write a description of property, and be able to draw it.Know how to figure acreage in a section of a township.Know number of square feet in an acre (43,560).Standard 2 Students will understand property rights and the fundamentals of ownership (Chapter 2)Objective 1 Develop an awareness of the different types of property ownership and the need for deeds.Understand the concept of bundle of rights.Identify the different types of freehold interests.Define the different types of property ownership.Understand the steps leading to adverse possession.Objective 2 Develop an understanding of various types of contracts and the important part they play in real estate.Accurately define contract.Understand the four elements necessary for a contract to be a legal, valid document.Discuss the use of contracts and clauses in real estate.Objective 3 Develop an understanding of deeds and the part they play in real estate.Define deed.Identify the items necessary to make a deed valid.Identify the uses and different types of deeds.Standard 3 Students will understand the methods of financing (Chapter 3)Objective 1 Develop an understanding of mortgages and methods of financing real estate investments.Understand the various sources of funds for home mortgages.Identify the different types of government mortgage institutions.Discuss the secondary mortgage market.Mathematics of Personal Finance
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will use a rational decision-making process to set and implement financial goals.Objective 1 Explain how goals, decision making, and planning affect personal financial choices and behaviors.Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Calculate mean, median, mode, and range.Objective 2 Analyze the role of cultural, social, and emotional influences on financial behavior.Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 3 Relate financial decisions to personal and societal consequences.Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret the rate of growth of functions.Standard 2 Students will understand sources of income and the relationship between income and career preparation.Objective 1 Identify various forms of income and analyze factors that affect income.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, irrational numbers such as e).Identify meanings of variables in formulas such as A = P(1+r/n )nt and A = Pert.Identify the effects of changing the variables within equations and how the graph of the equation is affected.Interpret the rate of growth of functions.Graph functions (e.g., linear, quadratic, exponential).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Calculate mean, median, mode, and range.Identify the line of best fit for the relationship of two variables and interpret the correlation as being positive, negative, or no correlation.Use spreadsheets to evaluate data. Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 2 Identify and understand required income withholdings.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, irrational numbers such as e).Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 3 Analyze criteria for selecting a career and the impact of career choices on income and financial stability.Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Calculate mean, median, mode, and range.Identify the line of best fit for the relationship of two variables and interpret the correlation as being positive, negative, or no correlation.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Standard 3 Students will understand principles of money management.Objective 1 Describe the role of planning and maintaining a balanced budget.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Interpret the meaning of integers in real-life situations and identify the need to use integer representation.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 2 Understand credit uses and costs.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Identify meanings of variables in formulas such as A = P(1+r/n )nt and A = Pert.Identify the effects of changing the variables within equations and how the graph of the equation is affected.Solve equations for a specified variable.Objective 3 Describe the impact of credit on money management.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Objective 4 Describe the rights and responsibilities of buyers and sellers under consumer protection laws.dentify meanings of variables in formulas such as A = P(1+r/n )nt and A = Pert.Identify the effects of changing the variables within equations and how the graph of the equation is affected.Solve equations for a specified variable.Interpret the rate of growth of functions.Graph functions (e.g., linear, quadratic, exponential).Objective 5 Discuss the purposes for insurance and risk management.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Perform simple probability experiments and calculations.Standard 4 Students will understand savings, investing, and retirement planning.Objective 1 Describe the value and use of savings in financial planning.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 2 Describe the value of investing and types of investments in the financial planning process.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 3 Compare savings and investments.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).Objective 4 Analyze the financial preparation for retirement.Perform operations with real numbers (e.g., fractions, decimals, percents, integers, and irrational numbers such as e).Identify meanings of variables in formulas such as A = P(1+r/n )nt and A = Pert.Identify the effects of changing the variables within equations and how the graph of the equation is affected.Solve equations for a specified variable.Interpret the rate of growth of functions.Graph functions (e.g., linear, quadratic, exponential).Collect, organize and display data using graphical representations, including scatter plots, line graphs, bar graphs, circle graphs, histograms and pictographs.Interpret and analyze data to make predictions.Use spreadsheets to evaluate data.Use a chart, table, or graph to find information (e.g., tax tables or amortization charts).
http://en.wikipedia.org/wiki/Bulgaria
Organised prehistoric societies in Bulgarian lands include theNeolithic Hamangia culture,[7] Vinča culture[8] and the eneolithic Varna culture (fifth millennium BC). The latter is credited with inventing goldworking and exploitation.[9][10] Some of these first gold smelters produced the coins, weapons and jewellery of the Varna Necropolis treasure, the oldest in the world with an approximate age of over 6,000 years.[11] This site also offers insights for understanding the social hierarchy of the earliest European societies.[12][13]
Thracians, one of the three primary ancestral groups of modern Bulgarians,[14] began appearing in the region during theIron Age.[15] Most of their numerous tribes were united in the Odrysian kingdom around 500 BC by king Teres,[16][17] but they were eventually subjugated by Alexander the Great and later by the Romans in 46 AD. After the division of the Roman Empire in 5th century the area fell under Byzantine control. By this time, Christianity had already spread in the area. A small Gothic community in Nicopolis ad Istrum produced the first Germanic language book in the 4th century, the Wulfila Bible.[18][19] The first Christian monastery in Europe was established around the same time by Saint Athanasius in central Bulgaria.[20] From the 6th century the easternmost South Slavs gradually settled in the region, assimilating the Hellenised or Romanised Thracians.[21][22]
First Bulgarian Empire[edit]
Main article: First Bulgarian Empire
In the 7th century, Bulgar tribes (likely of central Asian Turkic origin),[14]migrated to the lower courses of the rivers Danube, Dniester and Dniepr under the leadership of Asparukh. After 670 he moved into the Balkan Peninsula with a horde of 50,000 Bulgars across the Danube[23] and in 680 severed Scythia Minor from the Byzantine Empire.[24] A peace treaty with Byzantium in 681 and the establishment of a permanent capital at Pliska south of the Danube marked the beginning of the First Bulgarian Empire. The Bulgars gradually mixed up with the local population, adopting a common language on the basis ofSlavonic.[25]
Succeeding khans strengthened the Bulgarian state throughout the 8th and 9th centuries—Tervel established Bulgaria as a major military power by defeating a 26,000-strong Arab army during the Second Arab Siege of Constantinople.[26]Krum doubled the country's territory, killed Byzantine emperor Nicephorus I in the Battle of Pliska,[27] and introduced the first written code of law. In 864 Boris I abolished paganism in favour of Eastern Orthodox Christianity.[28] Simeon the Great's 34-year rule began in 893 and saw the largest territorial expansion of Bulgaria, along with a golden age of Bulgarian culture.[29]
Wars with Croatians, Magyars, Pechenegs and Serbs and the spread of the Bogomil heresy weakened Bulgaria after Simeon's death.[28][30] Two consecutive Rus' and Byzantine invasions resulted in the seizure of the capital Preslav by the Byzantine army in 971.[31] Under Samuil, Bulgaria somewhat recovered from these attacks and managed to conquer Serbia and Albania,[32] but this rise ended when Byzantine emperor Basil II defeated the Bulgarian army at Klyuch in 1014. Samuil died shortly after the battle,[33] and by 1018 the Byzantines had ended the First Bulgarian Empire.[34]
Second Bulgarian Empire[edit]
Main article: Second Bulgarian Empire
After his conquest of Bulgaria, Basil II prevented revolts and discontent by retaining the rule of the local nobility and recognising the autocephaly of theArchbishopric of Ohrid.[35] After his death Byzantine domestic policies changed and a series of unsuccessful rebellions broke out, the largest being led byPeter Delyan. In 1185 Asen dynasty nobles Ivan Asen I and Peter IV organised a major uprising which resulted in the re-establishment of the Bulgarian state. Ivan Asen and Peter laid the foundations of the Second Bulgarian Empire withTarnovo as a capital.[36]
Kaloyan, the third of the Asen monarchs, extended his dominion to Belgradeand Ohrid. He acknowledged the spiritual supremacy of the Pope and received a royal crown from a papal legate.[37] The empire reached its zenith under Ivan Asen II (1218–1241), when commerce and culture flourished.[37] The strong economic and religious influence of Tarnovo made it a "Third Rome", unlike the already declining Constantinople.[38]
The country's military and economic might declined after the Asen dynasty ended in 1257, facing internal conflicts, constant Byzantine and Hungarian attacks and Mongol domination.[37][39] By the end of the 14th century, factional divisions between the feudal landlords and the spread of Bogomilism had caused the Second Bulgarian Empire to split into three tsardoms—Vidin,Tarnovo and Karvuna—and several semi-independent principalities that fought each other, along with Byzantines, Hungarians, Serbs, Venetians and Genoese. By the late 14th century the Ottoman Turks had started their conquest of Bulgaria and had taken most towns and fortresses south of the Balkan mountains.[37]
Ottoman rule[edit]
Main article: Ottoman Bulgaria
Tarnovo was captured by the Ottomans after a three-month siege in 1393. After the Battle of Nicopolis in 1396 brought about the fall of the Vidin Tsardom, the Ottomans conquered all Bulgarian lands south of the Danube. The nobility was eliminated and the peasantry was enserfed to Ottoman masters,[40] with much of the educated clergy fleeing to other countries.[41] Under the Ottoman system, Christians were considered an inferior class of people. Thus, Bulgarians, like other Christians, were subjected to heavy taxes and a small portion of the Bulgarian populace experienced partial or complete Islamisation,[42] and their culture was suppressed.[41] Ottoman authorities established the Rum Millet, a religious administrative community which governed all Orthodox Christians regardless of their ethnicity.[43] Most of the local population gradually lost its distinct national consciousness, identifying as Christians.[44][45] However, the clergy remaining in some isolated monasteries kept it alive, and that helped it to survive as in some rural, remote areas,[46] as well as in the militant Catholic community in the northwestern part of the country.[47]
Several Bulgarian revolts erupted throughout the nearly five centuries of Ottoman rule, most notably the Habsburg-backed[49] Tarnovo uprisings in 1598and in 1686, the Chiprovtsi Uprising in 1688 and Karposh's Rebellion in 1689.[40] In the 18th century, the Enlightenment in Western Europe provided influence for the initiation of a movement known as the National awakening of Bulgaria.[40] It restored national consciousness and became a key factor in the liberation struggle, resulting in the 1876 April Uprising. Up to 30,000 Bulgarians were killed as Ottoman authorities put down the rebellion. The massacres prompted the Great Powers to take action.[50] They convened theConstantinople Conference in 1876, but their decisions were rejected by the Ottomans. This allowed the Russian Empire to seek a solution by force without risking military confrontation with other Great Powers, as had happened in theCrimean War.[50] In 1877 Russia declared war on the Ottoman empire and defeated its forces with the help of Bulgarian volunteers.
Third Bulgarian state[edit]
Main articles: History of Bulgaria (1878–1946), People's Republic of Bulgaria, and History of Bulgaria since 1989
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The Treaty of San Stefano was signed on 3 March 1878 by Russia and the Ottoman Empire, and included a provision to set up an autonomous Bulgarian principality roughly on the territories of the Second Bulgarian Empire.[51][52] It never went into effect, as the Great Powers immediately rejected the treaty out of fear that such a large country in the Balkans might threaten their interests. It was superseded by the subsequent Treaty of Berlin, signed on 13 July, provided for a much smaller state comprising Moesia and the region of Sofia, leaving large populations of Bulgarians outside the new country.[51][53] This played a significant role in forming Bulgaria's militaristic approach to foreign affairs during the first half of the 20th century.[54]
The Bulgarian principality won a war against Serbia and incorporated the semi-autonomous Ottoman territory of Eastern Rumelia in 1885, proclaiming itself an independent state on 5 October 1908.[55] In the years following independence, Bulgaria increasingly militarised and was often referred to as "the Balkan Prussia".[56][57] Between 1912 and 1918, Bulgaria became involved in three consecutive conflicts—two Balkan Wars and World War I. After a disastrous defeat in the Second Balkan War, Bulgaria again found itself fighting on the losing side as a result of its alliance with the Central Powers in World War I. Despite fielding more than a quarter of its population in a 1,200,000-strong army[58][59] and achieving several decisive victories at Doiran andDobrich, the country capitulated in 1918. The war resulted in significant territorial losses, and a total of 87,500 soldiers killed.[60] More than 253,000 refugees emigrated to Bulgaria from 1912-1929 due to the effects of these wars,[61] placing additional strain on the already ruined national economy.[62]
The political unrest resulting from these losses led to the establishment of a royal authoritarian dictatorship by tsar Boris III(1918–1943). Bulgaria entered World War II in 1941 as a member of the Axis but declined to participate in Operation Barbarossa and saved its Jewish population from deportation to concentration camps.[63] The sudden death of Boris III in the summer of 1943 pushed the country into political turmoil as the war turned against Germany and the Communist guerrilla movement gained momentum. The government of Bogdan Filov subsequently failed to achieve peace with the Allies. Bulgaria did not comply with Soviet demands to expel German forces from its territory, resulting in a declaration of war and an invasion by the USSR in September 1944.[64] The Communist-dominated Fatherland Front took power, ended participation in the Axis and joined the Allied side until the war ended.[65]
The left-wing uprising of 9 September 1944 led to the abolition of monarchic rule, but it was not until 1946 that a single-party people's republic was established.[67] It became a part of the Soviet sphere of influence under the leadership of Georgi Dimitrov (1946–1949), who laid the foundations for a rapidly industrialising stalinist state. By the mid-1950s standards of living rose significantly,[68] while political repressions were lessened.[69] By the 1980s both national and per capita GDP quadrupled,[70] but the economy remained prone to debt spikes, the most severe taking place in 1960, 1977 and 1980.[71] The Soviet-style planned economy saw some market-oriented policies emerging on an experimental level under Todor Zhivkov (1954–1989)[72]. His daughterLyudmila bolstered national pride by promoting Bulgarian heritage, culture and arts worldwide.[73] In an attempt to erase the identity of the ethnic Turk minority, an assimilation campaign was launched in 1984. This resulted in the emigration of some 300,000 of them to Turkey.[74][75]
