Course Catalog Advanced Placement & College Now 2006-2007 Course Catalog Table of Contents

War and Diplomacy: Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.

Topic Outline
1. Pre-Columbian Societies

2. Transatlantic Encounters and Colonial Beginnings, 1492—1690

3. Colonial North America, 1690—1754

4. The American Revolutionary Era, 1754—1789

5. The Early Republic, 1789—1815
AP (United States) Government and Politics Senior Year
The Course
An AP course in U.S. Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. Students will become acquainted with the variety of theoretical perspectives and expla­nations for various behaviors and outcomes.

Goals
Students successfully completing this course will:
• know important facts, concepts, and theories pertaining to U.S. government and politics

• understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures)

• be able to analyze and interpret basic data relevant to U.S. government and politics

Topics/ Curriculum Outline
I. Constitutional Underpinnings of United States Government

The study of modern politics in the United States requires students to examine the kind of government established by the Constitution, paying particular attention to federalism and the separation of powers.

II. Political Beliefs and Behaviors

Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S. political system in general; taken together, these beliefs form the foundation of U.S. political culture. Stu­dents will understand how these beliefs are formed, how they evolve, and the processes by which they are transmitted.

III. Political Parties, Interest Groups, and Mass Media

Students will understand the mechanisms that allow citizens to organize and communicate their interests and concerns. Among these are political parties, elections, political action committees (PACs), interest groups, and the mass media Students should examine the historical evolution of the U.S. party system, the functions and structures of political parties, and the effects they have on the political process

IV. Institutions of National Government

Students will become familiar with the organization and powers, both for­mal and informal, of the major political institutions in the United States— the Congress, the presidency, the bureaucracy, and the federal courts.

V. Public Policy

Public policy is the result of interactions and dynamics among actors, interests, institutions, and processes. The formation of policy agendas, the enactment of public policies by Congress and the president, and the imple­mentation and interpretation of policies by the bureaucracy and the courts are all stages in the policy process with which students should be familiar.

VI. Civil Rights and Civil Liberties

An understanding of United States politics includes the study of the devel­opment of individual rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings of the United States Supreme Court and familiarity with its most significant decisions.

AP Macroeconomics Senior Year
The Course
The purpose of an AP course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. This course will place a particular emphasis on the study of national income and price-level determination, and also devel­ops students’ familiarity with economic performance measures, the finan­cial sector, stabilization policies, economic growth, and international eco­nomics.

Topics/ Curriculum Outline
I. Basic Economic Concepts

A macroeconomics course introduces students to fundamental economic concepts such as scarcity and opportunity costs. Students understand the distinction between absolute and comparative advantage and apply the principle of comparative advantage to determine the basis on which mutu­ally advantageous trade can take place between individuals and/or coun­tries and to identify comparative advantage from differences in opportu­nity costs.

II. Measurement of Economic Performance

To provide an overview of how the economy works, the course should start with a model of the circular flow of income and products that contain the four sectors: households, businesses, government, and international. The course should examine the nature and causes of unemployment, the costs of unemployment, and how the unemployment rate is measured, including the criticisms associated with the measurement of the unemploy­ment rate

III. National Income and Price Determination

This section introduces the aggregate supply and aggregate demand model to explain the determination of equilibrium national output and the general price level, as well as to analyze and evaluate the effects of public policy.

IV. Financial Sector

To understand how monetary policy works, students must understand the definitions of both the money supply and money demand and the factors that affect each of them. Here the course introduces students to the defin­ition of money and other financial assets such as bonds and stocks, the time value of money, measures of the money supply, fractional reserve banking, and the Federal Reserve System.

V. Inflation, Unemployment, and Stabilization Policies

Public policy affects the economy’s output, price level, and level of employment, both in the short run and in the long run. Students should learn to analyze the impacts of fiscal policy and monetary policy on aggre­gate demand and on aggregate supply as well as on the economy’s output and price level both in the short run and in the long run. It is also impor­tant to understand how an economy responds to a short-run shock and adjusts to long-run equilibrium in the absence of any public policy actions.

VI. Economic Growth and Productivity

The course should introduce the framework and examine how long-run economic growth occurs. Students should understand the role of produc­tivity in raising real output and the standard of living, and the role of investment in human capital formation and physical capital accumulation, research and development, and technical progress in raising productivity.

VII. Open Economy: International Trade and Finance

An open economy interacts with the rest of the world both through the goods market and the financial markets, and it is important to understand how a country’s transactions with the rest of the world are recorded in the balance of payments accounts. Students should understand the meaning of trade balance, the distinction between the current account balance and the capital account balance, and the implications for the foreign exchange market. The course should also focus on the foreign exchange market and examine how the equilibrium exchange rate is determined. Students should understand how market forces and public policy affect currency demand and currency supply in the foreign exchange markets and lead to currency appreciation or depreciation.

AP Russian Senior Year
The Course
A student must have three years of high school Russian or be a heritage speaker of the language. The purpose of the course is to broaden the student’s knowledge of the Russian language, from a morphological and grammatical point of view. The course is designed to allow a freshman entering college to be in the position to move more quickly to an accelerated college level Russian class.

Topics
Although it is considered Russian language study, this undertaking cannot be accomplished without looking at the history, and the culture of the land it defines. Some of the modules used from a historical perspective are The Christianization of Russia”, “Revolutionary Movements”, “Enlightened Absolutism”, “The Pugachev Uprising”, “The Great Patriots War”, “ Catherine the Great”, “Economics and politics after the revolution”, “Glasnost and Perestroika”. Famous literary figures also have entire modules devoted to each: Pushkin, Dostoevsky, Gogol, Chekhov, and Akhmatova. Under the auspices of culture, modules are devoted to Russian fairy tales, Moscow, the matryoshka doll, holidays, the new Russians, etc. Famous Russians are also modularized, such as Ivan the Terrible, Stalin and Peter the Great.
The Module Format:
All modules are done by computer. A typical module encompasses several sections. In each section there are several pre-read exercises, a text, and several post-read exercises.
Expectations:
The student will be expected to increase his/her fluency in the Russian language to the point that he or she can obtain a good grade on the Advanced Placement Test. This test will examine competency in reading for understanding, grammar, listening and speaking, and composition writing.

AP Calculus (AB & BC) Junior/Senior Year
The Courses
An AP course in calculus consists of a full high school academic year of work that is comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement, or both, from institutions of higher learning.
Calculus AB and Calculus BC are primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important.
Calculus BC is an extension of Calculus AB rather than an enhance­ment; common topics require a similar depth of understanding. Both courses are intended to be challenging and demanding.
Broad concepts and widely applicable methods are emphasized. The focus of the courses is neither manipulation nor memorization of an exten­sive taxonomy of functions, curves, theorems, or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of these courses.
Through the use of the unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, the course becomes a cohesive whole rather than a collection of unrelated topics. These themes are developed using all the functions listed in the prerequisites.
Goals
• Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should under­stand the connections among these representations.

• Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems.

• Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.

• Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.

• Students should be able to communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems.

• Students should be able to model a written description of a physical situ­ation with a function, a differential equation, or an integral.

• Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions.

• Students should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.

• Students should develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment.

Prerequisites
Before studying calculus, all students should complete four years of secondary mathematics designed for college-bound students: courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include those that are linear, poly­nomial, rational, exponential, logarithmic, trigonometric, inverse trigono­metric, and piecewise defined. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions of the numbers: 0, /6, /4, /3, /2 and their multiples.

Topic Outline for Calculus AB
I. Functions, Graphs, and Limits

Analysis of graphs, Limits of functions (including one-sided limits); Asymptotic and unbounded behavior; Continuity as a property of functions

II. Derivatives

Concept of the derivative; Derivative at a point; Derivative as a function; Second derivatives; Applications of derivatives; Computation of derivatives

III. Integrals

Interpretations and properties of definite integrals; Applications of integrals; Fundamental Theorem of Calculus; Techniques of antidifferentiation; Applications of antidifferentiation; Numerical approximations to definite integrals

Topic Outline for Calculus BC
I. Functions, Graphs, and Limits
Analysis of graphs, Limits of functions (including one-sided limits); Asymptotic and unbounded behavior; Continuity as a property of functions; Parametric, polar, and vector functions
II. Derivatives
Concept of the derivative; Derivative at a point; Derivative as a function; Second derivatives; Applications of derivatives; Computation of derivatives
III. Integrals
Interpretations and properties of definite integrals; Applications of integrals; Fundamental Theorem of Calculus; Techniques of antidifferentiation; Applications of antidifferentiation; Numerical approximations to definite integrals
IV. Polynomial Approximations and Series
Concept of series; Series of constants; Taylor series

College Now Courses
As a College Now student, you get to draw on the resources of both your high school and the CUNY college or colleges that your high school partners with. You may take college classes at Staten Island Technical High School at no cost.
Of course, you don't want to just get to college; you want to succeed once you're there. This saves you time and money. But, more importantly, research shows that students who arrive in college with more than the minimally required Regents or SAT scores are more likely to do well in their classes — and to graduate.
So, what options are available to you? If you meet the requirements, you can challenge yourself with courses for college credit.

Courses for College Credit
If qualified (you must have an 85 average or higher), a College Now student can take classes for college credit while still in high school. After successfully completing a course, the student will receive an official CUNY transcript showing the course, grade, and number of credits.

Course offerings vary from semester to semester. You should double check with your school's College Now liaison to make sure that the courses listed here are complete and current and to find out where and when they are scheduled.

Courses for college credit are offered at Staten Island Technical High School through Kingsborough Community College.

Eligibility
Juniors and Seniors with an 85 average or higher.

Cost
There is no cost to the student.

For More Info
Please visit www.collegenowlive.com.

College Now Courses

Business Administration: Introduction to Business

3 credits

Students are introduced to the dynamic world of business, from the sole proprietor (entrepreneur) to the corporation, and study practical applications of management, marketing, human resources and financial skills. Additional topics include the profit motive, legal and ethical aspects of operating a business and the role of computers in business.

Behavioral and Social Science: The Individual and His/Her World

3 credits

Issues of current significance are studied using concepts and methodologies of sociology, anthropology, psychology, economics, political science and history. Coursework is brought to life through readings and movies focusing on themes of authority, work, leisure time and peer pressure.

Communications: Mass Communication

3 credits

Communications have had a global impact on everyone's life, personal and professional. Today's student must have a knowledge of print, film and electronic media, including the information superhighway. This course will provide an introduction to all areas of mass communications with an emphasis on improving listening and speaking skills.

Elements of Statistics

3 credits

Introduction to probability and statistics including: tabulation and graphing of distributions, central and predictive techniques. Instruction and practice in the use of desk calculators and the basic language. Recommended for students planning careers in economics, education, psychology, sociology, data processing and environmental technology.

Humanities 1: Modern Humanities: Arts and Ideas

3 credits

Through the exploration of current literature, drama, art, film, poetry and music, this course places 20th Century developments in the humanities into historical context and illustrates the continuity of culture.

Science: Issues and Adventures

3 credits

Students study concepts and methodologies used to investigate issues dominating current thought in physical, biological and health sciences. Topics include brain research, sleep, aging, fertility, immunity, extinction, pollution and disease.

Student Development: Freshman Orientation

1 credit

College Now's Freshman Orientation course helps seniors realistically assess options upon graduating from high school. Topics include applying and adjusting to college, study habits, time management, financial planning, career exploration and decision-making. The course meets once a week after school for six weeks at Kingsborough. Most of the participating high schools also offer it at various times throughout the term, none of which will conflict with other College Now courses.

Student Development: Career Decision-Making

1 credit

As with SD 10, this class meets both at Kingsborough and at a number of high schools. Through labor market research, self-assessment and job-seeking techniques, students explore careers in relation to their abilities and interests. Topics include the nature of work, contemporary changes in careers and work ethic, changing life styles, goal planning and priority setting.

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