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LCCS students are expected to demonstrate their understanding
in each subject area through content rich real life projects.
By the end of their LCCS experience, students will have amassed
a portfolio composed of varied projects that demonstrate their
degree of understanding. LCCS students will complete projects
that integrate several aspects of the California State History
Standards and projects will be selected from the following types:
- Recreation of a Historical Event
- Multidimensional Analysis of a Historical Event
- Organization of a Social Group
- Multidimensional Analysis of a Culture
- Development and Implementation of a Business Plan
- Publication of a Public Service Advisory Germane to our the
Lighthouse Community
The LCCS curriculum is one founded upon academic rigor. Student
development of specific skills will be measured in each project.
The skill areas measured in History, Social Studies, and Civics
are:
- Content accuracy
- Chronological and Spatial Thinking
- Point of View and Media Literacy
- Historical Interpretation
SKILL CRITERIA
Chronological and Spatial Thinking
- Students compare the present with the past, evaluating the
consequences of past events and decisions and determining the
lessons that were learned.
- Students analyze how change happens at different rates at
different times; understand that some aspects can change while
others remain the same; and understand that change is complicated
and affects not only technology and politics but also values
and beliefs.
- Students use a variety of maps and documents to interpret
human movement, including major patterns of domestic and international
migration, changing environmental preferences and settlement
patterns, the frictions that develop between population groups,
and the diffusion of ideas, technological innovations, and goods.
- Students relate current events to the physical and human
characteristics of places and regions.
Point of View and Media Literacy
- Students will be able to evaluate and interpret information
from a variety of media presentations, such as news sources,
advertisements, and video
- Students distinguish valid arguments from fallacious arguments
in historical interpretations.
- Students identify bias and prejudice in historical interpretations.
- Students evaluate major debates among historians concerning
alternative interpretations of the past, including an analysis
of authors' use of evidence and the distinctions between sound
generalizations and misleading oversimplifications.
- Students construct and test hypotheses; collect, evaluate,
and employ information from multiple primary and secondary sources;
and apply it in oral and written presentations.
- Students demonstrate an awareness of the presence of the
media and the daily lives of most people.
- Students evaluate the role of the media in focusing attention
and in forming opinion.
- Students judge the extent to which the media are a source
of entertainment as well as a source of information.
- Students define the role of advertising as a part off media
presentation.
Historical Interpretation
- Students show the connections, causal and otherwise, between
particular historical events and larger social, economic, and
political trends and developments.
- Students recognize the complexity of historical causes and
effects, including the limitations on determining cause and
effect.
- Students interpret past events and issues within the context
in which an event unfolded rather than solely in terms of present-day
norms and values.
- Students understand the meaning, implication, and impact
of historical events and recognize that events could have taken
other directions.
- Students analyze human modifications of landscapes and examine
the resulting environmental policy issues.
- Students conduct cost-benefit analyses and apply basic economic
indicators to analyze the aggregate economic behavior of the
U.S. economy.
INCORPORATION OF RELEVANT TECHNOLOGY
Online Research
The student will be able to utilize the Internet as a research
tool. More specifically, the student will be able to:
- Locates and cite relevant research located on the internet;
- Use email to correspond with peers and specialists in the
subject matter of their projects;
- Incorporate into email correspondence data of different file
types and applications.
Word Processing
The student will be able to utilize word-processing software to
produce a multi-page document. The student will also be able to:
- Use features of the software to create and edit the document;
- Use features of the software to format the document;
- Use features of the software to insert tables, charts, and
graphics;
- Use features of the software to track and highlight editing
for other students.
Spreadsheets
The student will be able to create, edit, and analyze a spreadsheet
that appropriately presents, evaluates, and manipulates data.
The student will also be able to:
- Create a spreadsheet that uses of formulas and functions
to evaluate data for a specific purpose;
- Use features of the software to sort, and arrange data for
specific purposes;
- Use features of the software to create multiple spreadsheets
when appropriate;
- Use features of the software to create tables, graphs or
charts to represent numeric data.
PROJECT CRITERIA
Criteria will be developed for each project as it is developed
due to wide variety of History, Social Studies, and Civics projects.
LCCS teachers will submit their criteria to the Director of Instruction
as a component of their Learning Expedition. All project criteria
will be broken into rubrics that measure the core skills of History,
Social Studies, and Civics; meaning that all student projects
will be assessed upon:
- Content accuracy;
- Chronological and Spatial Thinking;
- Point of View and Media Literacy; and
- Historical Interpretation.
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