DOCUMENT RESUME

ED 357 314 CG 024 865

TITLE Preparing for College: A Planning Guide for JuniorHigh Students.

INSTITUTION South Dakota State Board of Regents, Pierre.; SouthDakota State Dept. of Education and Cultural Affairs,Pierre.

PUB DATE [92]

NOTE 29p.PUB TYPE Guides General (050)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Aspiration; *Admission Criteria; *College

Admission; *College Bound Students; *Course Selection(Students); Higher Education; *High Schools; JuniorHigh Schools; *Junior High School Students; RequiredCourses; Student Educational Objectives

IDENTIFIERS South Dakota

ABSTRACT

This booklet identifies the minimum entrancerequirements necessary for college admission in South Dakota's publicuniversities and recommends specific content for each course in thecurriculum, as well as additional experiences and skills that wouldsmooth the transition to a higher education course. The followingtopics, targeted to students themselves, are discussed: (1) generalrequirements for college admissions and college preparatorycurriculum; (2) recommended core courses in English, mathematics,science, social studies, modern/classical languages, fine arts, andcomputer science; (3) other experiences beyond the core courses; and(4) skills beyond the academic ones needed for academic success. Overhalf of the booklet is targeted to teachers and administrators. Itdescribes detailed recommended course content for each of thesesubject areas: English; Mathematics (Algebra I and II, Geometry,Advanced Mathematics, Trigonometry, Finite Mathematics, Statistics);Science (Biology, Chemistry, Physics); Social Studies (Government,United States History, World History, Geography, Economics,Sociology); Modern/Classical Languages; Computer Science; and FineArts (Visual Arts, Theatre, Music, Dance). Eligibility requirementsfor Regents' Scholar diplomas are listed. (ABL)

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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forCollege

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERIC)-

A Planning Guidefor

Junior HighStudents

2 Bat Lin kVAILABLE

Dear Friends of Education:

Schools have a complex mission. Some high school graduatesenter the workforce immediately, others pursue vocationaleducation, and many enter college. College-bound students shouldpursue the academically oriented curriculum in high school. Strongevidence exists suggesting that the minimum requirements for highschool graduation do not meet the academic needs ofcollege-bound students.

This booklet identifies the minimum entrance requirementsnecessary for college admissions in South Dakota's publicuniversities and recommends specific content for each course inthe curriculum, as well as additional experiences and skills thatwould smooth the transition to a higher education campus.

For these reasons the Board of Regents has set down certainentrance requirements for students who wish to reach their highestpotential by studying at a public university in South Dakota.

When college-bound students seriously desire knowledge, thesecourses taken at the high school level will not only enhance theirgeneral education for life but will also better prepare this generationof students for the rigors of the higher academic studies to come.

Sincerely,

Pat Lebrun, President JacV ie Jarrett,vPresidentSouth Dakota Board of Regents South Dakota Board of Education

3

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A Special Message toSouth Dakota

Junior High Students

If you are about to become a high schoolstudent this booklet is for you. You will soonbe making some very important choicesabout your future.

The high school courses you take shouldkeep the doors open to whatever you chooseto do. Students often hanCicap their growthby avoiding difficult courses. You can learnmore by taking the more advanced subjectmatter. Success in college comes from athorough and intensive training in high school.

The high school classes and otherrequirements for admission into the SouthDakota public universities are listed onpage 2 of this booklet.

I College Preparatory Curriculum

Required ClassesFreshman Sophomore Junior Senior

English4 years

Mathematics2 years With a third year of advanced math or laboratory science

Laboratory Science2 years With a third year of laboratory science or advanced math

Social Studies3 years

Fine Arts1/2 year

Computer Science1/2 year

General RequirementsSouth Dakota students who have completed the minimum courserequirpments but who have not obtained a "C' (2.0 equivalent) averagegrade in the above courses must meet the following requirements:

1. To be admitted to the South Dakota School of Mines & Technology, SouthDakota State University or the University of South Dakota you must

a. Rank in the top half of your high school graduating class; orb. Have an enhanced ACT composite of 22 or above; orc. Be selected in an exception group limited in size to 3% of the previous

year's freshman class (minimum of 20 Enhanced ACT composite score oror upper two-thirds of the high school graduating class required.)Students in this group must have demonstrated talent szrch as artistic,musical, or athletic.

2. To be admitted to Black Hills State University, Dakota State University, orNorthern State University you must

a. Rank in the top two-thirds of your high school graduating class; orb. Have an enhanced ACT composite score of 20 or above; orc. Be selected in an exception group limited in size to 3% of the previous

year's freshman class (minimum of 18 Enhanced ACT composite scoreor upper three-fourths of the high school graduating class required.)Students in this group must have demonstrated talent such as artistic,musical, or athletic.

5 2

EnglishStudents entering college needto know how to read critically,think logically, and write acoherent essay. The high schoolcurriculum should prepare youfor the many writing, speaking,listening, and reading activitiesrequired in college. Thespecifically recommendedcontent for four years of highschool English can be found inthe Content Scrim, pages 8-9.

MathematicsOur world is becoming moremathematical. Technologyrequires that young peopledevelop their mathematical skillsand understand mathematicalconcepts. Computers andcalculators require a differentkind of mathematics than thatused in the past. Throughmathomatics you learn how tothink about and solve problems.You should take at least threecore math courses-Algebra I,Algebra II, and geometry or anadvanced mathematics coursewith geometry as a major content

3

area. The specificallyrecommended content for highschool mathematics and samplework sets of math problems canbe found in the Content Section,pages 10-15.

ScienceScience can help studentsdevelop critical thinking skillsrequired in all universityprograms. You must be able togather information, comparefacts, draw conclusions, andmake sound decisions. Studentsshould be knowledgeable in themetric system. Therecommended science coursesare Biology, Chemistry, andPhysics which contain bothlecture and laboratoryexperiences. The recommendedcontent for these courses can befound in the Content Sectionunder Science, pages 16-17.

Social StudiesSocial studies education in highschool is to prepare youngpeople for responsiblecitizenship. You must understandthe society in which you live andhow you fit into society. Youmust also be able to interact withpeople from other societies. It issuggested that you take courseswhich include American History,World History, Government,Geography, Economics, andSociology. The recommendedcontent of these courses can befound in the Content Section,pages 17-21.

Modern!ClassicalLanguages

The study of another languagecan increase your ability tocommunicate, both orally and inwriting. You gain a betterunderstanding of your ownculture and a greaterappreciation for other cultures.The study of a foreign languageat the high school level is notrequired in South Dakota. It isrecommended, however, thatcollege-bound students studyone foreign language for at leasttwo years in high school.Proficiency in a Native Americanlanguage is recognized asmeeting modem languagerequirements. The recommendedcontent has been placed in theContent Section, page 22.

4

Fine ArtsAn appreciation of the arts(visual, music, dance and drama)can improve the quality of yourlife. You have the option of takingany one-half unit in fine arts.Exposure to the arts can provideemotional experiences andcultural knowledge needed toenhance your academic skills.High schools should provide youwith the history, content, andexperience of the arts. Thespecific knowledge and skills inthe art areas is contained in theContent Section, pages 23-24.

ComputerScience

Computers have becomeincreasingly important in ourlives. People purchase personalcomputers for use in school,work, business, home, andentertainment. Every high schoolgraduate should know how tooperate a computer and befamiliar with word processing andspreadsheets. The Board ofRegents has accepted somehigh school vocational-technicalcourses as satisfying Regentsadmission requirements forcomputer science. Therecommended skills are in theContent Section, page 22.

7

ICore

While the academic courses tendto be the major part of schooling,other experiences also havevalue. These experiences candevelop understanding, attitudes,and skills necessary for you tosucceed academically and toparticipate in college life. Fourareas are considered in thissection.

I. Knowledge ofContemporary AffairsYou must be familiar with currentevents, institutions, andproblems. Knowledge can begained from reading newspapersand magazines, attendingmeetings where issues arediscussed, and keeping informedof daily news items at the local,state, national, and internationallevels. You should assess thevarious political, editorial, andother points of view and begin toform your own opinions.

II. Health and PhysicalFitnessGood physical and mental healthcan help you at college. Youneed stamina and self-confidence to develop positive

5

feelings about yourself andothers. Health and physicalfitness can be developed throughactivities such as those found indaily family life, physicaleducation courses, andcommunity activities, such aschurch, Scouts, and 4-H.

Ill. Extra-CurricularActivitiesSuccess in college is not justachieving good grades.Extra-curricular activities canhelp you clarify values anddevelop leadership. Activities canhelp you develop the skillsneeded to interact with personsof other cultural backgrounds. Becareful not to treat extra-curricular activities as analternative to learning.Extra-curricular activities areavailable in school, church, andcommunity.

CoreWhile the academic courses tendto be the major part of schooling,other experiences also havevalue. These experiences candevelop understanding, attitudes,and skills necessary for you tosucceed academically and toparticipate in college life. Fourareas are considered in thissection.

I. Knowledge ofContemporary AffairsYou must be familiar with currentevents, institutions, andproblems. Knowledge can begained from reading newspapersand magazines, attendingmeetings where issues arediscussed, and keeping informedof daily news items at the local,state, national, and internationallevels. You should assess thevarious political, editorial, andother points of view and begin toform your own opinions.

II. Health and PhysicalFitnessGood physical and mental healthcan help you at college. Youneed stamina and self-confidence to develop positive

5

feelings about yourself andothers. Health and physicalfitness can be developed throughactivities such as those found indaily family life, physicaleducation courses, andcommunity activities, such aschurch, Scouts, and 4-H.

Ill. Extra-CurricularActivitiesSuccess in college is not justachieving good grades.Extra-curricular activities canhelp you clarify values anddevelop leadership. Activities canhelp you develop the skillsneeded to interact with personsof other cultural backgrounds. Becareful not to neat extra-curricular activities as analternative to learning.Extra-curricular activities areavailable in school, church, andcommunity.

III. Problem-SolvingCreative problem-solvinginvolves your abilities to thinkand unaorstand and to organizematerial in new ways. You mustbe able to do more than justmemorize information. You mustbecome a critical thinker who canreason and solve problems.Schools must ask students in allgrades to do more thinking, morewriting, and more problem-solving in mathematics andscience. Truly educated peopleare those who are capable ofgenerating ideas of their ownrather than merely using theideas of other people.

IV. Library and OtherStudy SkillsThe way you study can influencehow much you learn. You canimprove your reading andlearning by using the library. Youshould know how to use the cardcatalog, the retrieval system, andreference materials. In additionto library skills, you should beable to take lecture notes,organize and schedule studytime, follow insiructions, study forand take tests. Develop thesestudy skills while you are in highschool.

V. KeyboardingTypewritten papers are arequirement in many collegecourses. It is, therefore,suggested that students enteringhigher education have the abilityto produce papers and othermaterials in an acceptable formusing an electronic/computerized

typewriter or a word - processingsystem. A typing course,keyboarding course, or the useof self- taught materials willprovide the opportunities neededto develop this skill.

VI. TechnologyNew technologies have mademany job skills obsolete.American workers will need to beable to master these newtechnologies and upgrade theirskills to meet the job demands.Your employment opportunitiesare limited if you have weakbasic skills or have a difficult timemastering new skills to keeppace with change. You need asolid preparation in reading,writing, mathematics, andreasoning. People who areprepared for a technologicalfuture will lead more productivelives.

7

I

ecommen e

Course ContentA SECTION FOR TEACHERS AND ADMINISTRATORS

EnglishFreshman Year

Writing: Frequent writingsabout personal subjects; writing asa means of discovery and under-standing experience; aims are flu-ency, naturalness, and confidence(journal writing, free writing, de-scriptions of objects, events, pro-cesses, and ideas.)

Literature: Reading to appreci-ate short fiction, poetry, drama,and non-fiction; encouraging inde-pendent reading.

Speaking/Listening: Preparingfor and participation in informalspeaking activities (sharing ideas,introductions, relating personal ex-periences, informal group discus-sions, listening and reacting toviews).

Language: Reviewing grammat-ical principles and standard usage;understanding the need for and ori-gin of standard usage; spellingpractice; vocabulary development;use of dictionary; understandingdifferences in sentence patterns.

Sophomore YearWriting: Frequent writings

about personal subjects; emphasiz-ing the development of expressiveessays for different audiences;learning appropriate prewriting,writing, and rewriting processes;aims are fluency, ability to plan,draft, arrange, and edit informal es-says for different audiences (infor-mative process essays, narratives,descriptions, journal writing, per-sonal expository essays).

Literature: Read and appreci-ate different literary genres and lit-erature from other cultures andethnic groups; begin to acquire aliterary vocabulary; examine the lit-erature to appreciate and under-stand theme and techniques.

Speaking/Listening: Frequentand informal speaking and listen-ing activities (group discussions,panel discussions, impromptuspeeches, oral interpretations of lit-erature, reports).

Language: Learning to applythe knowledge of language to theactual processes of writing, rewrit-ing, and editing essays for differentpurposes and for different audi-ences; spelling practice; vocabu-lary development.

Junior YearWriting: Informative writing

about public subjects, addressedto critical audiences; intensivework in the library to locate andevaluate information; supportingand distinguishing between factsand opinions; essays, (developedthrough the preliminary investiga-tive stages to the final editingstages), express the writer's in-volvement in the subject, clarifypurpose to audience, and analyze,support, evaluate, and documentinformation (information summa-ries, paraphrasing, critiquing; re-search reports, critiques andexaminations of public information- -i.e., articles, editorials, literature,films, public performances).

Literature: Surveying and re-sponding to the diversity (differentgenres, themes and cultural ele-ments) and development of Ameri-can literature and the Americanculture; learning to respond ac-tively and imaginatively to the liter-ature.

Speaking/Listening: Preparingand delivering formal speeches; re-searching, planning, practicingspeeches for delivery in front ofcritical audiences; learning to usethe library for the investigation ofinformation; developing the abilityto evaluate and analyze informa-tion; critically listening to and re-sponding to speeches, recognizingthe intent and techniques of thespeaker, the main and subordinatepoints, and misleading or illogicalinformation.

q

Language: Surveying historyand development of language, lev-els of usage and the variety of dia-lects; continuing frequent use ofdictionary; studying words andmeaning; using grammatical princi-ples to guide writing and editing.

Senior Year

Writing: Writing that inform_, ar-gues, and persuades; addressedto critical audiences, concentratedprewriting work in the investiga-tion, analysis, examination, evalua-tion, and documentation of primaryand secondary sources; learningto understand and support argu-ment; carefully rewriting and edit-ing drafts (persuasive essays,letter to government officials or toeditors, literature critiques, resu-mes, essay test responses).

Literature: Surveying and re-sponding to British literature to ap-preciate and understand theculture; encouraging independentreading, analysis and discussion.

Speaking/Listening: Continuedparticipation in formal and informalspeaking activities; study of com-municative theory, rhetorical analy-sis, and critiquing (formalpresentations of argument, deb ,. rn,panel discussions, impromptuspeeches, leadership roles).

Language: Reemphasizing andstudying levels of usage; reviewinggrammatical system; continuing tostudy word origins and meanings;developing vocabulary; use of dic-tionary.

12

MathematicsThe Core:

Algebra IUse of variables to represent unknown quantities.Perform operations with polynomials.Solve equations and inequalities involving one or more unknowns.Solve word problems using each of the above concepts.

Algebra HExtend knowledge of linear and quadratic equatio,'s, inequalities, systemsof equations, exponents, radicals, absolute values, and polynomials.Apply the principles of complex numbers.Understand exponential and logarithmic functions.Graph all common functions studied.Perform basic operations on and with rational expressions.

Geometry (Prerequisite: Algebra)Able to organize thoughts.Know the concepts of angles, points, lines, and geometricforms -- particularly triangles, circles, and four-sided figures.Understand the performance of geometric proofs.

Advanced CoursesThese courses shoulci be taken, as available, after completion of Algebra I, Al-gebra II, and preferably geometry. Advanced courses are especially signifi-cant to the student considering a career in sciences, mathematics,engineering, or computer science.

A. Advanced MathematicsB. Trigonometry

Peripheral CoursesThese courses should not be substitutedfor any core courses. 'Rey can be import-ant to students preparing for certain curric-ula and should be taken if available.

A. Finite MathematicsB. Statistics

Note that the study of calculus is not en-couraged at the high school level.

0

Sample MathematicsProblems

Algebra 11. Arithmetic operations with positive and

negative rational numbers.

Find 1 9 - 7 110 2

Find -6 -.6

2. Arithmetic operations with literalsymbols.

Simplify: 2 3 5a a

3. Linear equations and their graphs.

Solve: 2 + 2 = 23x + 1 3

4 Inequalities.

Solve 4x - 12

2-- 24

+ x

5 Ratio, proportion, and variation.If y varies directly as x, and y is 36when x is 4, find y when x is 6.

6 Operations with integer exponents.Express (x'y-')(x-'y')-' withoutparenthesis or negative exponents.

7 Operations with polyn6mials and ra-tional expressions.

Expand (x2 - 3x + 5) (2x - 1)1Simplify: 2

x' - 9 x+ 3 x3

- 38. Systems of linear equations and their

solutions.Graph 2x + 3y = 6 and x - y = 3and find their point of intersection.

9. Special products and factoring.Factor completely: 3x1 + 20x + 12

10. Solution of quadratic equations.Solve: x' + 3x - 2 = 0

11. Use of formulas.If the diameter of a circle is a and its cir-cumference is 20 cm find the cir-cumference of a circle whose diameteris 3- a.

2

12. Elementary word problems.A company currently owns a copymachine that takes 5 hours to print 5,000copies of a newsletter. If the companybuys a second copier that prints 1,500copies per hour and uses both ma-chines, how long will it take to printthese newsletters?

Algebra IIBefore beginning this course the studentmust have mastered the content of Algebra I.

1. Simplification of algebraic expressions.Simplify:

6x - {2x - [2(y - 3x)) - 5y)2. Fractional exponents and radicals.

Simplify: 95x3/2y512 -,ktf2

3. Absolute value equations andinequalities.

Solve: (3 - 5x( < 12

1

4. Operations on complex fractions. 11.

Simplify:1 1

x + 1 x + 21

x + 2 x + 3

Polynomial equations.Solve: x4 + 2x2 4x 8 = 0

12. Binomial theorem.Write the expansion of (n2 3m)' andsimplify the terms.

5 Word problems and quadratic equa- 13.

tions.A grocer sold oranges at a dollar a bagand raised the price per dozen by 10cents by reducing the number oforanges in a bag by 4. Find the originalnumber of oranges in a bag, and theoriginal price per dozen.

6 Complex numbers.5 + 5i

Calculate 2 + in standard form 15.

7 Quadratic inequalities.Solve: x2 2x 3 > 0

16.8 Graphing linear and quadratic functions

and inequalities.Write an equation of the line whichpasses through the points ( 2,3) and(1, 2) and sketch its graph.

9 Equations with rational expressions.Solve: 3w + 5 = 6w + 1

2w 1 4w 1

10. System of linear systems.Solve:

x + 2y z = 62x y + 3z = 133x 2y + 3z = 16

Arithmetic and geometric sequencesand series.Find the 20th term and the sum of thefirst 20 terms of the sequence 4,6,8, ....

Exponential and logarithmic functionsand equations.Solve:

112x-' = 7xWrite as a single logarithm:Y2 log 52 2/3 log 5 4 log 3.

Functions.If f(t) = 3t2 + 4, find f(3t), f(t + 1),f(2), and f(t + h) f(t).

Word problems and estimation.Which integral power of 10 gives thebest approximation to

10102 x 10 -101

995+ 10-'?

A bacteria population grows exponen-tially. At the start of an experiment thebacteria population numbers 1000. Twodays later the population numbers 2000.What is the size of the population 5 daysafter the start of the experiment?

GeometryStudents must have mastered the material inAlgebra I before beginning a course inGeometry.

1. Angles.Given: AB 1 BC

AD i DCL1 =L3

Prove: L2 = L_4

2. Parallel lines.If lines I and m are parallel, find themeasures of all the lettered angles.

3. Congruent triangles.Given: LA = LF

LB and LE areright angles

BC = DEProve: AABD = AFEC

4. Similar Triangles.Find x if DE I] BC B

5. Rectilinear figures.Given AB = CD

AD = BC

Prove: AB II CD

6. Circles.Given: LA = LDProve:

AE DEAB = DC

A

8

7. Pythagorean theorem.Find the length of AB if LB = 90°.

8. Formulas for perimeters, areas, andB

5C

volumesAn rwa! running track is made by placingtwo semicircles along the shorter sidesof a rectangle which measures 350 feetby 140 feet. How far is it around thetrack?

(Use n = 227

9. Constructions.Divide line segment AB into 3 congruentsegments using compass and straight-edge only.

10. Locus.Describe the locus of points equidistantfrom two given intersecting lines.

11. Coordinate geometry proof.Use coordinate geometry to prove thatthe diagonals of a parallelogram bisecteach other.

13 1

12. Right triangle trigonometry.(a) Given: AABC with LB = 90°

Find: sin A, tan A, cos C

13. Word problems.A man six feet tall is standing ten feetaway from a point directly under a streetlight. If the tip of his shadow extendsfive feet further from the light, how highoff the ground is the light?

14. Intuitive spatial geometry.A cube has an edge length of 5 inche-.What is the length of an interiordiagonal?

Algebra I

1.5

10

2. 3 (a b)

ba

3. x =6

4. x12

5. y = 54

6. x"y

SAMPLE PROBLEMS ANSWERS

7. 2x3 7x2 + 13x 5;

10 2xx2 9

Algebra II

1. 2x + 7y

2. 27xy2/4

3. 9, x 3

8.

3 -2 1

1

pw

9. (x + 6) (3x + 2)

3 ±f1710. x =

2

11. 30 cm.

12. 2 hours

4. x + 3x + 1

J

Y = 3

2x1 3y = 6

5. 24 oranges per bag, 50c per dozen

6. 3 + i

7. x< 1 or x > 3

14I

-2, 3)8. 5x + 3y + 1 = 0 'Y

-29. 4

21

10. x = - 1, y = 2, z = - 3

'11. -1, 2, ± 2i

-3 -2 -1-1

12. n'2 - 18n'°m + 135narn2 - 540n6m3 +1215n'm' - 1458n2m5 + 729m'

13. 42, 460

log 11 /52 ,14. , log ( I

2 log 11 - log 7 813x25

15. 27t2 + 4, 3t2 + 6t + 7, 16, 6ht +

16. 10-3 400012

Geometry

3h2

-1

-2-

1. Show that L1 and L2 are complemen- 7.tary, as are L3 and L4; complements ofequal angles are equal. 8.

2. La = 60 °, Lb = 65°, Lc = 55°, Ld 9.= 120°, Le = 125°

10.3. LB = LE because right angles are

equal,BD = BC + CD = DE + CD = CE by 11.addition of the common segment CD,the triangles are congruent by AAS.

4. x =125

2 3

(1,- 2)

/39

1140 ft.

(construction)

The locus is the two lines which bisectthe angles formed by the given lines.

Assign coordinates to the vertices of theparallelogram and then use the midpointformula to show that the midpoints ofboth diagonals coincide.

8/7312. sin A = =

5. AC = AC so AABC al ACDA by SSS, 73LBAC = LDCA which makes AB II, CDbecause the alternate interior angles are 13. 18 ft.equal.

6. LAEB = LDEC because they are ver-tical angles, AAEB .=--: ADEC by AA, cor-responding sides of similar triangles areproportional.

15

14. 513

cos C, tan A =8

ScienceBiology

Gain an appreciation for themethods of scientificinvestigation.Recognize the characteristics,requirements and levels oforganization in living things.Know the internationalclassification system used toorganize living things.Explore the structure, function,and reproduction of cells, alongwith the historical backgroundof the cell theory.Understand the fundamentals ofinorganic chemistry as appliedto biology and discuss the roleof organic substances importantto living things.Understand how cells obtain,store, and use energy andmaterials required for lifefunctions.Apply the principles ofMendelian and post-Mendeliangenetics.Understand the biological basisfor modern genetic technologiesand their social implications.Understand the mechanismsand recall the evidence for theevolution of life forms.Appreciate the diversity of lifeforms on the earth and thespecial characteristics of eachmajor group.Relate the structures ofvascular plants to their function.Relate the structures of thehigher animals to their function.Understand the major pattern ofsexually reproducing organismsand the differences betweenasexual and sexualreproduction.

16

Understand the patterns ofdevelopment in plants andanimals.Understand and appreciate thecomplex interrelationshipsbetween the biotic and abiot cportions of our environment.Understand the biological basisof animal behavior.Use the skills and knowledge ofbiology as they apply topersonal and social decisions.Appreciate the interactionsamong science-technology-society in the context ofscience-related societal issues.

ChemistryKnow basic safety 'andlaboratory equipment usage.Collect and present data -- Metricsystem, scientific notation,chemical mathematics.Understand the nature ofmatter, phases and forms.Understand chemicalcalculations.Know the nomenclature.Understand molecular concepts.Explore descriptive chemistryincluding periodic relationships.Understand basic atomicstructure including subatomicparticles.Understand ionic and covalentbonding.Know gas laws.Understand concentration.Understand LeChatelier'sprinciple.Explore and know acids, bases,salts, pH scale.Understand oxidation andreduction.

Other topics may be included de-pending upon the availability oftime and interest of the instructor.These include, but aren't limited to:

L.;

Introduction to organic chemistryAtomic orbitalsThermochemistryAdvanced discussion topicslisted under the sections above.

PhysicsUtilize the process of problemsolving through logical analysisof everyday phenomena.Understand the basic physicallaws that help explain a widevariety of phenomena.Utilize scientific apparatus tocontrol and measure variables.Develop critical independentthinking regarding theadvancement of technology in afinite world.

Social StudiesGovernmentClassroom instruction in govern-ment should begin with an overallexamination of the concept of citi-zenship in the United States. Thevaried demographic makeup of theAmerican people should be empha-sized. Emphasis should be placednot only on the rights of citizens,but also on their corresponding re-sponsibilities. The following addi-tional topics should also beextensively examined in the gov-ernment course:

The federal system, itsbackground, structure, powers,officialsThe U.S. Constitution and itsbackgroundThe executive, legislative, andjudicial branches of the federalsystem

The two-party system and minorpartiesFederal revenues andexpendituresThe American voterSelection of candidates and thefinancing of campaignsPolitic.% public opinion, voterbehavior, pressure groupsTypes of elections and theelectoral collegeMunicipal, county, and stategovernment in South Dakotaand services provided by eachState and local governmentrevenues and expendituresQualifications, terms, andpowers of local and stateelected officialsCurrent events, internationalrelations, and the role of theUnited States in the world today

United States HistoryA New Nation

America before (,olumbusColonizationLife in the coloniesCause of the AmericanRevolutionFrom the Declaration ofIndependence to theConstitutionDevelopment of political partiesand national lifeThe "Era of Good Feelings"Sectional differences

Conflict and ReunionJacksonian democracyAbolitionismThe system of slaveryManifest destiny and expansionThe rise of "sectionalism"Causes of the Civil WarReconstruction

Emergence of Modern AmericaIndustrialization and growth ofindustryFarm and labor movementsImperialism and the war withSpainThe Progressive Movement

World War, Depression, War AgainCauses of U.S. intervention inWWIA troubled peaceReturn to "normalcy"The "revolutions" of the 1920'sThe Great CrashCauses of the DepressionThe New DealThe roots of World War II andreasons for U.S. interventionAmerica is the world's greatestpower

Since World War IIThe Truman EraThe Korean WarAnti-communist hysteria"The great postponement" ofthe 1950's

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From New Frontier to GreatSocietyLiberation movements of the1960'sThe war in VietnamWatergate and the dilemma otthe presidencyThe "new conservatism"

World HistoryIntroductory material on thenature of historyHistorical scholarship,interpretationThe geographical settingPrehistoric, ancient, andmedieval periodsCivilization as an advancedlevel of cultureThe advent of literacy and thebeginning of historyThe common practices of allancient civilizations and theirdifferencesMajor developments ofChinese. Indian, Native African,and New World civilizationsthrough the fifteenth centuryCivilizations of the Near EastThe Mediterranean BasinThe Aegean civilizations andthe flowering of the Hellenic andHellenistic periodsPhilosophical, political, andaesthetic contributions thatderive from the "Greek genius"History of Rome from theEtruscan influence through thePax RomanaTransition from Republic toEmpireCultural homogeneity of theMediterranean BasinThe demise of the WesternRoman EmpireThe emergence of Judaism andChristianity

Grov.-!ig differences betweenEast and WestCollapse of the Western EmpireThe Byzantine experience andthe rise and ascendancy ofIslamChristianity, Germanic culture,and ClassicismEuropean political history in themedieval periodOrigins, major characteristics,and significance of feudal andmanorial traditionsRussia from the Kievan periodforwardThe Roman ChurchThe Celtic Church andinstitutional differences withRomeAwakening of the West andsimultaneous decline of theByzantine EmpireEmergence of the Church-StatestruggleThe CrusadesThe re-emergence ofcommerce, towns, and middleclassThe birth of the universityThe decline of the medievalchurchThe Renaissance and theReformationWestern civilization since theRenaissanceReligious upheaval, imperialexpansion, and dynasticconflicts in the sixteenth centuryThe CathdicCounter-ReformationEuropean expansionThe Scientific, Technological,and Commercial RevolutionsThe Divine Right of KingsBritish Parliament's supremacyover the CrownConflict between England andFrance in the eighteenth century

The Eighteenth CenturyEnlightenmentThe French RevolutionLiberal democracy in Britain,France, and the minor statesRomanticism to Realism toMaterialismNational unification in Italy andGermanyThe origins of World War IFacism, communism in EuropeThe peace settlement ofVersaillesWorld War IIThe Cold WarKorea and VietnamModern problems

GeographyGeography is a process-orientedscience devoted to the study of thevaried physical and human fea-tures of the earth's surface. Basi-cally, geographic analysis attemptsto explain the distribution of fea-tures or conditions of the worldaround us, how these distributionalpatterns came to exist, and theirimportance. With this focus, geog-raphy is unique among the sci-ences. It is a holistic orintegrative field of study that spansboth the traditional physical and so-cial sciences. Geography also dif-fers from most other sciencesbecause it is identified by itsmethod (spatial) rather than by itscontent. The chief spatial or geo-graphic question is where? Geog-raphy offers a methodology - -aunique way of organizing and ana-lyzing information pertaining to theearth's natural and cultural att-tures and their patterns of distribu-tion about the globe. Geographersattempt to understand why fea-

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tures occur in certain locations, aswell as the distributional patternsthemselves. The regional conceptis fundamental to geographic anal-ysis by spatially organizing informa-t m. The ability to interpret anduse maps is essential to geo-graphic study. A geographycourse should emphasize:

Developing a "mental map" ofthe world, to include thelocations of major physical andcultural features and conditions,political units, cities, and basiceconomic activities.Basic map reading skills,including an understanding ofmap symbols, scale, direction,and distance; various types ofmaps; the use of different mapsto interpret geographicinformation and solvegeographic problems.The regional concept as it isapplied to ident'ying patterns ofphysical or culturalhomogeneity on a local, state,national, and global scale.Those processes or agents, bethey physical or cultural innature, that explain thepresence of features,distributional patterns, andcontinuing change within thenatural and human world.The importance of culture andtechnology in identifying andusing the earth's environmentalresources.Consequences of human actionin the utilization ofenvironmental resources and inaltering the earth's surface andthe need for environmentalplanning.The distinct ways by whichvarious societies inhabit,modify, and culturally adapt to

the earth's different physicalenvironments.Ways by which ideas andmaterials move about the world,and thrt importance ofaccessibility and isolation asprimary factors contributing tothe various levels of culturalattainment that exist today as inthe past.Interdependence of all humansocieties and geographica!locations in today's globalcommunity.The often fragile nature of thoseinterrelationships that existbetween and among the earth'svarious physical and culturalsystems.An appreciation of change as aconstant condition within boththe physical and culturalenvironment.The beauty of diversity foundwithin the varied naturallandscapes and culturaldifferences.

EconomicsFundamental EconomicConceptsScarcity

Economic WantsProductive Resources (HumanResources, Natural Resource%Capital)

Opportunity Cost and Trade-offsProductivitySpecialization, division of laborInvestment in capital goodsInvestment in human capitalTechnological change

Economic SystemsEconomic Institutions andIncentives

Exchange, Money, andInterdependence

Microeconomic ConceptsMarkets and PricesRationingThe circular flow of Resources,Goods, Services and MoneyPayments

Supply and DemandCompetition and Market StructureIncome DistributionPublic GoodsThe Role of GovernmentMajor Economic Questionsanswered in the Marketplace(What? How? For Whom?)

Macroeconomic ConceptsGross National ProductAggregate SupplyAggregate DemandUnemploymentFrictional (Transitional)StructuralCyclical

Inflation and DeflationDemand-PullCost-PushPrice Zxpectations

Fiscal PolicyMonetary Policy

Role of Money--money creationDepository InstitutionsFederal Reserve System

Social Goals: Public Policy:(Evaluating Economic Perfor-mance and Policies)Economic FreedomEconomic GrowthEconomic SecurityEconomic StabilityEconomic EfficiencyEconomic Justice

SociologyIntroductionDefinition of sociologyEarly development of the fieldResearch methods

Individual and SocietyCultureSocietySocializationDeviant Behavior, Social Control

Social ProblemsInequalityRace, Ethnic, Sex DiscriminationCrimeSubstance Abuse

Social InstitutionsFamilyGovernmentReligionEducationEconomy

Social ChangeCollective Behavior and SocialMovements

Population ProblemsCommunitiesTypes of Social Change

Modern/ClassicalLanguagesFirst Year

Thorough grounding inpronunciation, basicvocabulary, and grammar.Simple conversations, writing,and cultural readings.Emphasis on speaking andlistening skills.

Second YearContinuation of training inpronunciation and vocabularybuilding.Completion of presentation ofbasic grammar.Continued emphasis onconversation, with additionalemphasis on writing andcultural reading.

Third YearSystematic review offundamentals of grammar andpronunciation with moreadvance work in conversationand composition.Emphasis on cultural readingsin the foreign language(magazines, newspapers, shortstories, essays, poems).

"The apple." 'Co" "La manzana."

Fourth YearContinued practice in speaking,understanding, and writing.Special attention to the moredifficult grammaticalconstructions and idioms.Special emphasis on culturaland literary readings (shortnovels, plays, short storiesessays, poetry).

Latin may be taken in lieu of amodern language. Since Latinserves as a most useful spring-board into other foreign languages,students may study two year ofLatin followed by the introductionto a modern language which will in-crease language competencemarkedly. In Latin courses, theemphasis will not be on oral-auralcommunications, but on structure,vocabulary, reading, and writing,as well as the humanistic values ofthe classics. The Board of Regentsrecognizes Native American lan-guages as modern languages.

ComputerScienceFirst Course

Introduction to hardware andbasic terminologyHistory of computersEthical use of computersSpreadsheots, wordprocessing, data bases, andother relevant applications

Second CourseLanguage elements/coding styleProblem analysis, programstructure and designTesting and documentationEthics

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Fine ArtsAn outline of the basic academicskills high school students shouldachieve in preparation for collegestudy was presented by the Col-lege Entrance Examination Boardin the spring of 1983. In this out-line, the arts are given parity withscience, mathematics, English, for-eign languages, and the social sci-ences as necessary preparationfor college. This report is directlyapplicable to South Dakota highschool students.Students going to college will profitfrom the following preparation inthe arts:

The ability to understand andappreciate the unique qualitiesof each of the arts.The ability to appreciate howpeople of various cultures haveused the arts to expressthemselves.The ability to understand andappreciate different artisticstyles and works fromrepresentative historical periodsand cultures.Some knowledge of the socialand intellectual influencesaffecting artistic form.The ability to develop criticalthinking and problem solvingskills.The ability to contribute tocultural knowledge.The ability to use the skills,media, tools, and processesrequired to express themselvesin one or more of the arts.

College entrants also will profitfrom more intensive preparation inat least one of the four areas of the

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arts. visual arts, theater, music,and dance.

Visual Arts - If the preparationof college entrants is in the visualarts, they will need the followingknowledge and skills:

The ability to identify anddescribe--using the appropriatevocabulary -- various visual artforms from different historicalperiods.The ability to analyze thestructure of work of visual art.To know how to expressthemselves in one or more ofthe visual art forms, such asdrawing, painting, photography,weaving, ceramics, endsculpture.

Theatre - If the preparation ofcollege entrants is in theater, theywill need the following knowledgeand skills:

The ability to identify anddescribe--using the appropriatevocabulary -- different kinds ofplays from different historicalperiods.

23 r) Co I

The ability to analyze thestructure, plot, characterization,and language of a play, both asa literary document and as atheater production.The knowledge of how toexpress themselves by acting ina play or by improvising, or bywriting a play, or by directing orworking behind the scenes of atheater production.

Music - If the preparation of col-lege entrants is in music, they willneed the following knowledge andskills:

The ability to identify anddescribe-- using the appropriatevocabulary-- various musicalforms from different historicalperiods.The ability to listen perceptivelyto music, distinguishing such

element as pitch, rhythm,timbre, and dynamics.The ability to read music.The ability to evaluate a musicalwork or performance.The knowledge of how toexpress themselves by playingan instrument, singing in agroup of :ndividually, orcomposing music.

Dance - If the preparation of col-lege entrants is in dance, they willneed the following knowledge andskills:

The knowledge of how toexpress themselves throughdancing or choreography.

Regents' ScholarSouth Dakota's Department of Education and Cultural Affairs and theSouth Dakota Board of Regents annually recognize seniors committed toacademic excellence by issuing Regents' Scholar diplomas. Recipientsare accepted for automatic entrance to any public university in SouthDakota. To be eligible, a student must have completed the followingcourses with no final grade below a C and a grade Nint no lower than a B.

4 units of English4 units of mathematics4 units of science3 units of social studies2 units of one foreign language.

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South Dakota Public Universities

Black Hills State University (BHSU),Spearfish, SD. For moreinformation: 605-642-6742

Dakota State University (DSU),Madison, SD. For mere information:605-256-5127

Northern State University (NSU),Aberdeen, SD. For moreinformation: 605-622-2544

South Dakota School of Mines &Technology (SDSMT), Rapid City, SD.For information: 605-394-2215

South Dakota State University(SDSU), Brookings, SD. For moreinformation: 605-688-4121

University of South Dakota (USD),Vermilion, SD. For more information:605-677-5434

A GREAT EDUCATIONClose to perfect. Close to home.

EDITORS NOTE: This booklet was prepared by representatives of the publicuniversities of South Dakota, high school principals and teachers. Representatives from

the 1987-88 curriculum task force committees assisted in the review of this booklet,suggesting necessary changes so that it became useable by junior high students.

25,000 copies of this booklet were produced by the South Dakota Board of Regents at an

approximate cost of $0.32 per copy. 6-91BROO1

BEST COPY AVAILABLE 2

South Dakota Board of Regents207 East Capitol Avenue

Pierre, South Dakota 57501-3159Telephone (605)773-3455