Ca-935 scripps ranch high school course syllabus fall 2015-2016 Instructor: Col. Hogan

Download 91.1 Kb.
Size91.1 Kb.



FALL 2015-2016

Instructor: Col. Hogan
Latin America”

Best in the Nation!”

Privacy Act Statement of 1974 as amended applies: This syllabus may contain information which must be protected IAW

DoD 5400.11R and is For Official Use Only (FOUO)

Instructor: Colonel Robert M. Hogan

Length of Term: Sep 2015 – Jan 2016

TEXT: Cultural Studies An Introduction to Global Awareness
Dear Student:  The Constitution of the State of California requires that we provide a public education to you free of charge. Your right to a free education is for all school/educational activities, whether curricular or extracurricular, and whether you get a grade for the activity or class.  Subject to certain exceptions, your right to a free public education means that we cannot require you or your family to purchase materials, supplies, equipment or uniforms for any school activity, nor can we require you or your family to pay security deposits for access, participation, materials, or equipment.  There will be fundraising events throughout the year.  If you are unable to attend the event, you will not be prevented from participating in an educational activity.


For more information visit

Class changes will not be allowed after the first grading period. A student who drops a course after the first grading period of a semester for reasons within their control, or who is dropped because of his/her behavior in class is detrimental to the welfare of the class may receive an “F/U” grade on his/her semester grade reports and cumulative grade history records. Grades reported on the semester report card are part of the student’s cumulative grade history records. When students withdraw from a class for reasons not within their control, the school shall evaluate individual circumstances and determine whether a grade should appear on the student’s cumulative grade history record.
In addition, the school website below has detailed information about the academic honesty policy and tardy policy which is located in the “Student Handbook 2012-2013.”
For more information visit



Course Description: An Introduction to Global Awareness provides cadets course about the world’s cultures. It is designed to introduce cadets to the study of world affairs, regional studies, and cultural awareness. It delves into history, geography, religions, languages, culture, political systems, economics, social issues, environmental concerns, and human rights. It looks at major events and significant figures that have shaped each region. This semester the focus will be on Latin America. You’ll study history; geographic locations; language; political and economic reform; cartels and the growing drug trade; poverty, educational limitations and environmental challenges; and U.S. interests and regional issues.
The student textbook, lecture, hands-on activities, videos, and discussions, will be used to assist the students in this study of Latin America.
Course Objectives: The cadets should: Because of the many complex issues in Latin America and its importance to the rest of the world, students should gain an appreciation of the history, culture diversity, ethnic conflicts, politics, and economics that have affected these countries over the centuries.


Attendance: You’re expected to attend all scheduled classes on time. Be in your seats before the bell rings prepared to learn. Tardies cannot be made up and are accruable throughout the six-week period. Excessive tardies will result in being placed on the “Loss of Privilege” list.
Cell Phones, and other Electronic Signaling Devices: Cellular Phones, Pagers, and Other Electronic Signaling Devices* Students may only use cell phones, pagers, and other electronic signaling devices on campus before school, during lunch, and after school. These devices must be kept out of sight and turned off during the instructional program. Unauthorized use of such devices, including issues of academic honesty, disrupts the instructional program and distracts from the learning environment. Therefore, unauthorized use is grounds for confiscation of the device by school officials, including classroom teachers. Confiscated devices will be given to Mrs. McCartney in the counseling office. Only parents may retrieve the devices from the counselor. Repeated unauthorized use may lead to disciplinary action. If a student refuses to give the cell phone or any electronic device to the teacher, the matter will be referred to the vice principal for additional consequences (i.e. detention, Saturday school, suspension).

*School personnel, including school police, do not have resources to investigate instances of lost or stolen property unless suspect information is provided. School Police will not conduct a police investigation or take a police report.

Classroom Procedures:

a. Address all instructors and AFJROTC staff by appropriate military rank or title.

b. Arrive on time for class.

c. Cell phones, and other electronic devices will be turned off while class is in session.

d. No eating, drinking, and chewing gum.
Dress and Personal Appearance: Cadets must comply with Air Force grooming standards and appearance. Refer to Air Force Instruction (AFI) 36-2903, Dress and Appearance of Air Force Personnel; and Air Force Junior ROTC Instruction (AFJROTCI) 36-2001, Air Force Junior ROTC Operations; and the Air Force Junior ROTC Uniforms and Awards Guide for the standards of dress and personal appearance. Additionally, the military uniform will be worn to class on Mondays and to any other specified military activity as directed.
Physical Fitness: Air Force ROTC requires students to regularly participate in a physical fitness program. The ultimate purpose of any physical education program is to help all students gain the skills & knowledge to be physically active for a lifetime. Our program is designed to provide a safe & inclusive learning environment requires students to regularly participate in a physical fitness program and meet California PE Content and Fitnessgram standards stated below:
California High School Content Standards

Overarching Standard 1Students demonstrate knowledge of and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities.

Overarching Standard 2:  Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles and strategies.

Overarching Standard 3Students demonstrate knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity.

Physical Fitness Testing (FITNESSGRAM)

The primary goal of the FITNESSGRAM battery of tests is to assist students in establishing lifelong habits of regular physical activity.  The FITNESSGRAM is conducted in November (upper class only) and March. Students will be pre-tested in September to establish baseline fitness levels and set personal goals. The FITNESSGRAM tests 6 main fitness areas that represent 5 components of fitness:  Aerobic Capacity, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition.  In Course 2 students will have a second opportunity to achieve 5 out of 6 Healthy Fitness Zones.  Students who do not achieve 5 out of 6 Healthy Fitness Zones must continue taking physical education courses in grades 11 and 12 until an overall passing score is obtained.  As FITNESSGRAM is a state-mandated test, student scores will not be computed as part of their academic grade.

The 6 FITNESSGRAM required tests areas are:

1. Aerobic Capacity (PACER, One-Mile Run, or Walk Test)

2. Abdominal Strength and Endurance (Curl-Ups)

3.Trunk Extensor Strength and Flexibility (Trunk Lift)

4. Upper Body Strength (Push-Ups, Modified Pull-Ups, Flexed Arm Hang)

5. Flexibility (Back-Saver Sit and Reach, Shoulder Stretch)

6. Body Composition (Body Mass Index [height and weight]

PE Grading This portion of the grade will include the cadet's preparation (i.e., coming to class ready to learn), cooperation, participation in class, attendance, leadership, etc. Since a cadet earns PE and elective credit for this class, there will also be an emphasis on dressing for physical education in appropriate Physical Education attire and actively participating in the physical fitness exercises.

The academic grade (learning-focused) is based on the degree to which each student meets or exceeds the 3 overarching California Model Content Standards and corresponding performance standards.

The citizenship grade (non-academic, behavior/effort-focused) is determined by following class rules, arriving on time, wearing acceptable athletic clothing, exhibiting a willingness to learn, participating in class activities, and

Medical Excuses

Students will be required to bring a written note from a parent in order to be excused from physical education.  A doctor’s note must be presented for illness or injury lasting more than three days.  Students will be required to suit up and participate to the maximum degree that their illness/medical condition allows.  Students will be required to make up all missed work.

Chain-Of-Command: Use the cadet corps chain-of-command to address cadet corps issues. Feel free to contact the instructor to discuss academic or other issues that may be of concern. If a matter is cadet corps related, the instructor will refer students to the cadet chain-of-command. Also, remember to take any cadet corps matters through the cadet corps chain-of-command before taking the matter to either of the Aerospace Studies Instructors.
Cadet Code of Conduct: Cadets will not lie, cheat, steal, nor tolerate it among his/her fellow cadets. Additionally, the integrity of a cadet’s word must be unquestionable. His/her word must be more than good; it must be unequivocally sincere. A student’s signature must also be a seal of good faith. He/she stands behind it with their honor. It is the mark of the assumption of responsibility and their firm promise to fulfill that responsibility.
Plagiarism: Plagiarism and cheating WILL NOT be tolerated; both will be dealt with severely.
Open Door Policy: The instructor will support students to the fullest extent to assist them in passing this class and/or dealing with any other important matters. Students are highly encouraged to discuss with the instructor issues concerning academic or personal problems. The instructor is also available to answer questions about or shed light on active duty Air Force life.
Class Format. Classes will consist of lectures, discussions and hands-on activities. Visual aids will be used to supplement the instruction. You may ask questions at any time. Your active participation in class discussions is an important ingredient in your learning process. Please come prepared!
Make-up Policy. I will accept make-up work for all graded measurements in the case of excused absences only. Contact me in my office to determine make-up test/work/ time.



Your final grade will be based upon your ability to achieve the course objectives as evidenced by your performance on one mid-term examination and presenting a 12-15 minute presentation on an Latin American country.

The country study will be an informative power point presentation which should give an overview of the country, the topography, political system, culture, religion, economics, social issues, environment, and current events. One of the references you may want to use are the country studies found on the web at Students will obtain the approval from the instructor on their country study
Also, to receive full credit for “class participation,” students must be present for class and actively participate in all discussions and exercises.


Point Value





Country Study



Class Participation






Your final letter grade will be determined using the following scale:

% Total Points Final Grade

90-100 198-220 A

80-89 176- 197 B

70-79 154-196 C

60-69 132-153 D

00-59 0-131 F


TUES, 08 SEP 2015

Administrative Procedures

TUES, 15 SEP 2015

Chapter 5, Lesson 1 Latin America: An Introduction
Student Preparation: Textbook, read pp. 476-487

Checkpoints: p. 507, answer questions 1-4

Lesson Objectives:

  1. Know the geographic locations of the five major regions of Latin America

  2. Know the major religious groups and languages of Latin America

  3. Know the region’s history before and after the European conquest

  4. Know some key historical events associated with Latin America since independence

Samples of Behavior/Main Points:

  1. Identify Mexico and Central America on a map

  2. Identify the Caribbean islands on a map

  3. Identify the countries of South America on a map

  4. Describe the influence of Catholicism on Latin America

  5. Describe the influence of Protestantism on Latin America

  6. Describe the influence of Native American and African religions on Latin America

  7. Identify Spanish, Portuguese, English, French, Creole, German, and Dutch as major languages spoken in Latin America

  8. Describe the large number of indigenous languages in Latin America

  9. Describe the origins of the indigenous people of Latin America

  10. Explain the importance of the Mayan, Aztec, and Incan civilizations on Latin America

  11. Describe the Spanish and Portuguese conquest and colonization of Latin America

  12. Describe the influence of Simon Bolivar, Jose de San Martin, Bernardo O’Higgins, Miguel Hidalgo y Costilla, and Toussaint Louverture on the quest for independence in Latin America

  13. Describe the influence of the Monroe Doctrine on Latin American independence

  14. Describe US War with Mexico in 1846

  15. Describe the French rule of Mexico under Maximilian

  16. Explain the regional disputes between Bolivia and Chile and between Panama and Columbia

  17. Explain how the Spanish-American War led to the building of the Panama Canal

  18. Describe the Cuban Missile Crisis and the US Intervention

  19. Describe the Organization of American States (OAS)

TUES, 22 SEP 2015

Chapter 5, Lesson 1 Latin America: An Introduction (Cont)
Student Preparation: Textbook, read pp. 487-506

Checkpoints: p. 507, answer questions 5-9

TUES,29 SEP 2015

Chapter 5, Lesson 1 Latin America: An Introduction (Cont)

TUES, 06 OCT 2015

Chapter 5; Lesson 2: Economic Reform, Leadership, and the Political Pendulum
Student Preparation: Textbook, read pp. 508-522

Checkpoints: p. 533, answer questions 1-4

Lesson Objectives:

  1. Know the challenges of the region’s economic systems

  2. Know the challenges related to the political struggle for power

  3. Comprehend how weak governments, corruption, and crime affect economic development

  4. Know about the struggle for power between church and state

  5. Know how free trade agreements have affected the region

Samples of Behavior/Main Points:

  1. Explain why feudalism and mercantilism continue in many Latin American economies

  2. Describe the inequalities of income and wealth

  3. Describe the imbalance of land ownership

  4. Describe the wide gaps between the very rich and very poor

  5. Describe the traditions of political authoritarianism

  6. Outline the results of civil wars in Mexico, Columbia, Argentina, El Salvador, and Nicaragua

  7. Describe the up-and-down patterns of democracy in Argentina, Chile, and Brazil

  8. Explain the influence of Perón and peronism in Argentina

  9. Explain the influence of Castro and communism in Cuba

  10. Explain the influence of Hugo Chavez in Venezuela

  11. Describe the results of bribery on government officials

  12. Describe the effects of violence and assassination on economic development

  13. Describe the economic results of the flight of prominent citizens from a society

  14. Describe the conflicts between the Mexican government and the Roman Catholic church

  15. Describe the influence of Catholic social reform initiatives on government in Paraguay

  16. Explain the relationship between church and state in Brazil

  17. Describe the mediating role of the church in El Salvador

  18. Describe the purpose of free trade agreements

  19. Describe the scope and benefits of the North American Free Trade Agreement (NAFTA)

  20. Describe the scope and goals of the Central American Free Trade Agreement (CAFTA)

TUES, 13 OCT 2015

Chapter 5; Lesson 2: Economic Reform, Leadership, and the Political Pendulum (Cont)

Student Preparation: Textbook, read pp. 522-532

Checkpoints: p. 533, answer questions 5-11

TUES, 20 OCT 2015

Chapter 5; Lesson 2: Economic Reform, Leadership, and the Political Pendulum (Cont)

TUES, 27 OCT 2015

Chapter 5; Lesson 3: Cartels and the Growing Drug Trade
Student Preparation: Textbook: read pp. 534- 542

Checkpoints: p. 549, complete the problems 1-4

Lesson Objectives:

1. Know the key factors that drive and sustain the drug trade

2. Know how the drug trade undermines local governments and damages economies

3. Know how the US and local governments have tried to cut off the drug trade

Samples of Behavior/Main Points:

  1. Describe the importance of a good climate for growing coca and marijuana

  2. Explain how widespread poverty contributes to the drug trade

  3. Explain the significance of location next to a large demand center such as the US

  4. Explain how access to the US by sea, land, and air makes smuggling drugs easier

  5. Describe how weak local governments and widespread corruption impact the drug trade

  6. Describe how violence, bribery, and graft lead to corruption in government and business

  7. Describe the influence of increased levels of drug addiction on the workforce

  8. Explain how illegal monies from drug trades creates economic inflation

  9. Describe the efforts to identify, arrest, and prosecute drug cartel leaders

  10. Describe the efforts to seize the assets of drug cartels

  11. Describe the efforts to disrupt the flow of cash and arms from the US to foreign drug cartels

TUES, 03 NOV 2015

Chapter 5; Lesson 3: Cartels and the Growing Drug Trade (Cont)

Student Preparation: Textbook: read pp. 542- 548

Checkpoints: p. 549, complete the problems 5-7

TUES, 10 NOV 2015 (Minimum Day)

Chapter 5; Lesson 3: Cartels and the Growing Drug Trade (Cont)

TUES, 17 NOV 2015

Chapter 5; Lesson 4: Poverty, Educational Limitations, and Environmental Challenges
Student Preparation: Textbook: read pp. 550-561

Checkpoints: p. 571, complete the problems 1-4

Lesson Objectives:

1. Know how reliance on commodities versus manufactured goods impacts poverty

2. Comprehend the impact of racial and socioeconomic divisions in Latin America

3. Know how poor education, urban overcrowding, and high population growth contribute to poverty

4. Know the challenges of environmental pollution and deforestation
Samples of Behavior/Main Points:

  1. Identify Honduras as a nation historically dependent on one commodity

  2. Explain why bananas and coffee from Honduras have been unreliable sources of income

  3. Explain why Honduras has never developed a manufacturing or industrial sector

  4. Describe the effect of national economic weakness on the Honduran people

  5. Describe the social stratifications between the wealthy and poor

  6. Describe the lack of adequate educational opportunities for the working poor

  7. Explain the patterns of discrimination toward indigenous populations in Latin America

  8. Describe the lack of skilled job opportunities for those who have little or no education

  9. Describe the effects of mass migration from rural to urban areas

  10. Describe the unemployment patterns in large urban areas

  11. Describe the efforts to fight air pollution in places such as Mexico City

  12. Describe the region’s attempts to provide clean drinking water and sanitation

  13. Explain the effects of deforestation and desertification on the region’s biodiversity

TUES, 24 NOV 2015

Thanksgiving Break

TUES, 01 DEC NOV 2015

Chapter 5; Lesson 4: Poverty, Educational Limitations, and Environmental Challenges (Cont)

Student Preparation: Textbook: read pp 562-570

Checkpoints: p. 571, complete the problems 5-9


TUES, 08 DEC 2015

Lesson 5; Lesson 5: U.S. Interests and Regional Issues in Latin America
Student Preparation: Textbook: read pp. 572-592

Check points: pp. 593 answer questions 1-9

Lesson Objectives:

  1. Know the history of US relations with Cuba

  2. Know the history of US relations with Haiti

  3. Know the challenges of migration from Latin America to the United States

  4. Know the effects on the US of the political and economic challenges in Latin America

Samples of Behavior/Main Points:

  1. Describe the US relationship with Cuba from the Spanish-American War through the Batista regime

  2. Explain US attempts to undermine the regime of Fidel Castro

  3. Describe the effects of Cuban immigration to the United States in the Castro era

  4. Explain US interventions in Haiti through the Duvalier regimes

  5. Explain US policy towards Haiti from the Cédras regime to the present

  6. Describe how the US has dealt with Haitian immigration

  7. Explain the difference between legal and illegal immigration

  8. Explain the debate over the benefits and damages from illegal immigration

  9. Explain the economic effect on Latin American countries of money sent home by immigrants to the US

  10. Explain federal, state, and local government efforts to contain illegal immigration

  11. Explain how poverty and inequality in Latin America affect the United States

  12. Explain how challenges to law and order in Latin America affect the United States

  13. Explain how Latin America can help supply US energy needs

TUES, 15 DEC 2015

TUES, 22 DEC 2015

Winter Break

TUES, 29 DEC 2015

Winter Break

TUES, 05 JAN 2016

Country Study

TUES, 12 JAN 2016

Country Study

TUES, 19 JAN 2016

Country Study

TUES, 26 JAN 2016

Country Study

Download 91.1 Kb.

Share with your friends:

The database is protected by copyright © 2022
send message

    Main page