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Discussion material and exercises related to pre-algebra groups are provided in this five chapter manual. Chapter 1 (mappings) focuses on restricted domains, order of operations (parentheses and exponents), rules of assignment, and computer extensions. Chapter 2 considers finite number systems, including binary operations, clock arithmetic, properties of operational systems, multiplicative systems, and subtraction/division. Other operational groups are considered in chapter 3. Additional topics include the cancellation law, non-commutative groups, and designs from finite systems. Chapter 4 focuses on integers, discussing set of integers, (Z,+) as a commutative group, subtraction, multiplication/division, order of operations, exponents, and absolute value. Transformational geometry is the major focus of chapter 5. Topics discussed in this chapter include: symmetry, plotting points, translations, translations and groups, line reflections, rotations, isometries, and dilation. Each chapter concludes with a set of review questions. In addition, a set of cumulative review questions for chapters 1-3 is included. (JN)

Intended for use in inservice teacher and professional education, as well as with secondary level students, the curriculum guide is designed as part of Project Protection to promote understanding of the individual and societal problems of child maltreatment in terms of prevention. The document contains six units which deal with the following aspects of child abuse and neglect: reasons for past and present maltreatment in the society; acts of physical and psychological neglect and abuse, physical and psychological manifestations of maltreatment, and child maltreatment as compared to acceptable child-rearing practices; the typically abusive or neglectful caretaker, characteristics of the vulnerable child, and ability to cope with stress as the key factor in the episode of child maltreatment; the psychodynamic dimension of child maltreatment in relation to both the child's and caretaker's conscious and unconscious reactions to stress; dysfunctions within society, the family, and the individual which could result in circumstantial, incidental, or intentional child maltreatment; and the variety of help available to both the caretaker and the maltreated child. It is noted that units may be taught separately in 5 to 10 days according to the needs and interests of students, or that all six units may be taught sequentially as a complete course of study. Each unit includes appropriate literature and supplementary instructional materials. The Montgomery County (Maryland) school system's current policy statement and reporting procedures for child abuse and neglect are also provided, as well as an annotated bibliography of selected literature for use at the professional level. (Author/SBH)

The one-credit course, Exploring Business Careers, is offered to ninth grade students as a means of providing opportunities to explore a wide range of career opportunities in business and to become aware of the skills, abilities, and attitudes needed by business workers. Briefly outlined are the instructional objectives and general course information (time allocation, format and procedures, evaluation of and reporting student progress). The seven units of instruction are on: bookkeeping and accounting, business management, data processing, general clerical, merchandising, stenography, and typewriting. Performance objectives and assessment measures, course content resources, audiovisual materials, and community resources are suggested for each unit. Two-thirds of the document consists of appended materials as follows: (1) student progress reporting forms; (2) guidelines for using resource persons and planning field trips; (3) suggested local field trips; (4) a selection of career opportunities in the seven business areas covered in the course; (5) supplementary problems for use in the bookkeeping and accounting unit; (6) supplementary materials for use in the business management, data processing, general clerical, merchandising, stenography, and typewriting units; and (7) suggested course schedules. (Author/BP)

The primary bulletin outlines a teaching program for seventh-grade students on drugs and drug abuse, and is designed to supplement the school science curriculum. The program is directed towards providing factual information about various drugs and appropriate techniques that the teacher needs. It also provides appropriate learning experiences for the student. Stress is placed on the physical nature of the drugs and their physiological effects on the human body. It is hoped that this approach will ensure that students will become aware of the effects of drug abuse on the individual, his family, his community and society as a whole. Suggestions are offered as to potential community resources that could be utilized as consultants and guest speakers. The guide is organized into two sections for each drug: a teacher information section and a teaching unit. The supplementary bulletin contains a bibliography of drug literature, tests for students, tables of drug characteristics, slang and technical terms, drug abuse symptoms, and Maryland laws on drug abuse. (NG)

Prepared for senior high students at Montgomery County Public Schools, Rockville, Maryland, this curriculum guide focuses on the black experience in America, beginning with the roots of African heritage and extending to modern day events. The unit tells the story of the black American from his viewpoint, adding dimension to both American history and black history. The primary purpose of the course is to introduce students to the individuals, forces, and events that make up the experiences of the black people in America. Following an introduction describing the African background, the guide presents sections on the role of the blacks in the New World until Emancipation in 1863, Reconstruction to World War II, and the Black Revolution. Supplementary materials are included throughout the unit of study including a bibliography and listings of film and nonprint resources useful for a course on black studies. (Author/JR)

The main focus of this secondary-level psychology course is that of enhancing student interest in and understanding of psychological concepts, principles, and hypotheses through exploration of their relationship to current and arresting topics and problems, including problems of individual development and interpersonal relations. The curriculum guide begins with a prerequisite introductory unit. Specific units following the introduction include (1) perception, (2) motivation, (3) learning, (4) thinking, (5) developmental aspects, (6) personality, and (7) social influences. Within each of the major unit topics are several subtopics. The course revolves around a module system of instruction covering one or several lessons. Each module contains the central principle, key terms, instructional objectives, activities, normal-abnormal continuum, evaluation exercises, and references. A bibliography concludes the guide which lists the books referred to in the lessons and activities. (Author/JR)

The purpose of this instructional guide is to assist teachers of calculus in the organization and presentation of the course content to best meet the needs of the student. The behaviors expected of the student have been organized into eleven units. These units include the topics recommended for those students preparing for the CEEB advanced placement BC test administered in May of each year. Within each unit is an introduction, a list of the instructional objectives for that unit, at least two sample performance objectives for most instructional objectives, sample assessment measures and answers for the assessment measures. Special features of this guide are a Performance Objective Index which keys each objective to currently approved text materials, and a list of suggested assignments. (MN)

A teacher's guide for two sequential one-year commercial art courses for high school students is presented. Commercial Art I contains three units: visual communication, product design, and environmental design. Students study visual communication by analyzing advertising techniques, practicing fundamental drawing and layout techniques, creating silk-screen posters, and developing and printing photographs. Product design activities include describing elements and principles of design of various objects, constructing a prototype container, researching the market for various products, and designing a package. In environmental design, students design a house based on physical, emotional, and aesthetic needs, functions, traffic patterns, and energy conservation. Commercial Art II repeats the three units of Commercial Art I. The emphasis in visual communication is on graphic design, displays, illustration, and media/photography. Product design focuses on industrial design. Students create a product based on several factors of design. In the environmental design unit, students study urban planning by formulating solutions to community planning problems. Instructional and performance objectives, a suggested sequence for instruction, a list of materials needed, and suggested assessment measures are included for each unit. The document also contains a bibliography and lists resources such as organizations, periodicals, kits, handbooks, sources of materials, and professional organizations. (KC)

This guide was prepared as an instructional aid for teachers of a second-year course in algebra. It was designed to be applicable to a wide range of Algebra II programs offered in senior high schools. The content of the Algebra II program has been divided into 13 major units and a preliminary unit designed to review selected Algebra I skills. Each of the 13 major units include the following features: the purpose for including the unit in the Algebra II program; an overview of the section; a vocabulary list; a list of performance objectives; suggestions to the teacher, including the number of instructional days per unit; four assessment tasks for each performance objective; textbook cross references; and an answer key to the assessment tasks. Several sections also include entering performance objectives, a diagnostic test keyed to entering performance objectives, and a diagnostic test answer key. (MP)

This guide was prepared as an instructional aid for teachers of a first-year course in Algebra. It was designed to be applicable to the wide range of Algebra 1 programs being offered in the junior and senior high schools. In this guide, the content of the Algebra 1 program has been divided into 11 major units, each unit organized around student performance objectives. It is intended that the performance objectives serve as guidelines for teachers to design the specific instructional program to meet the unique developmental needs of their students. Each of the 11 major units and four enrichment units include the following features: (1) a list of performance objectives; (2) a vocabulary list; (3) a list of key skills; (4) a list of textbook references; (5) four assessment tasks for each performance objective; (6) an answer key for the assessment tasks; (7) a list of entering performance objectives covering skills which should be reviewed before beginning the unit; (8) a list of assessment items for entering performance objectives; (9) an answer key; (10) a list of suggestions to the teacher, including the number of instructional days per unit; and (11) a list of suggested minimal, average, and maximal objectives for adjusting the course to different ability levels. (Author/MK)

Designed for use as a teaching aid only, this instructional guide provides secondary physical education teachers with a basis and direction for realizing those instructional objectives concerned with the development of motor skills and physical fitness. The content of the bulletin reflects an increased emphasis on individualization and student choice and on new processes leading to greater depth in the comprehension of physical education. Included in the guide are sections on: (1) the basic program and its goals; (2) requirements and guidelines for implementation; (3) evaluation and grading; (4) administration and organization; (5) student orientation; (6) equipment recommendations; (7) needs of adolescents; (8) theory and practice of training and exercise; (9) exercise as it relates to weight control and heart disease; (10) personal development. In addition, specific instructional objectives and assessment measures, including a sequential list of skills based on an assumed level of ability respective to grade level, are provided for 17 core athletic activities and 16 optional activities. Information and diagrams on dimensions of fields and courts are also included. (DS)

The curriculum guide is designed to help high school art teachers develop a course of instruction to enhance student understanding and knowledge of 20th century art and architecture. A major objective of the course is to develop student ability to recognize, compare, and analyze style, form, and expressive content as a means of achieving greater insight into the meanings of 20th century art and architecture. The suggested course is divided into three parts: chronological overview; comparative analysis of movements, styles, and techniques; and independent student research. Three major sections of the guide present sample teaching units based on concepts in each of the three course areas. Each unit identifies its basic concept, a learning objective, instructional suggestions, assessment measures, bibliographic resources, and an activity to correlate the unit with the overall program of instruction. The guide can serve as the basis for a mini-course, a one-semester course, or a year's course. It can also be used in developing instructional objectives pertaining to art history which are included in most studio art courses. A briefly annotated bibliography cites 90 teacher and student resources. Appendices present a sample chronological overview of 20th century art and architects in chart form; and short descriptions of specific movements and styles in 20th century art and architecture. (Author/AV)

The guide is designed to help high school art teachers develop an introductory art survey course which focuses on the basic elements and theoretical principles of art products from prehistory through the present day. A major objective of the course is to help students analyze the relationships between art and society and between the artist and his/her culture. Teaching techniques emphasize class discussions, demonstrations, studio experiments, and research. There are three parts to the course: a chronological overview of major styles and periods of world art; study of the "language of vision" through systematic analysis of recurring themes and comparison of styles and structures; and individual student research on a particular style, artist, art form, or period. Field trips, guest lectures, and print and audiovisual resources are suggested to supplement the unit activities. The guide contains sample units based on concepts in each of the three course categories. Each unit identifies the basic concept, a learning objective, instructional suggestions, assessment measures, bibliographic resources, and an activity to correlate the unit with the overall program. Appendices contain chronologies of Western and non-Western art and a tabular description of American Indian cultures and their art products. (Author/AV)

This volume presents a course of study for an internship program for high school student aides in the kindergarten classroom. Designed as a practical guide to techniques, activities and resources needed to develop basic helping skills, the course has three major components: (1) orientation, (2) training and (3) in-service seminars. Orientation, conducted in the spring preceding the aide experience, includes visits to the assigned school and meetings with the classroom teacher, fellow student aides and a coordinating teacher specialist. The spring-summer training session provides experience with materials and activities as well as basic skills training. The volume's 100-page section on Suggested Training Activities provides objectives, assessment measures and activities in five major competency-training areas (from the Child Development Associate program): setting up and maintaining a safe and healthy learning environment; advancing physical and intellectual competence; building positive self-concept and individual strength; organizing and sustaining the positive functioning of children in a group learning environment; and carrying out supplementary responsibilities related to children's programs. The inservice seminar section provides background materials on: art, careers involving children, language skills development, learning disabilities, mathematics, music, and other topics. Also included: an annotated bibliography, the text of a 41-page Student Aide Handbook, and various sample forms. (BF)

This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample problems for each objective; and (5) answer key for sample problems. For Elementary Functions, the nine units are: (1) introduction to functions, (2) algebraic functions, (3) exponential and logarithmic functions, (4) circular functions, (5) trigonometric identities, (6) inverse circular functions and trigonometric equations, (7) applications of trigonometric functions, (8) complex numbers, and (9) functions on the natural numbers. For Analytic Geometry, the nine units are: (1) introduction to analytic geometry, (2) points, lines, and planes in space, (3) vectors in a plane, (4) vectors in space, (5) conic sections, (6) matrices, (7) polar coordinates, (8) parametric representation of curves, and (9) surfaces. (MNS)

Designed for eighth grade health classes, the guide serves to present early adolescents with information about drugs, relations between the sexes, difficulties and problems which are likely to arise in these areas, and probable consequences of various courses of action. The specific topics addressed in the unit are: (1) decision making; (2) family and peer relationships; (3) alcohol, tobacco, and other drugs; (4) reproduction, pregnancy, birth, and pregnancy prevention; (5) sexually transmitted diseases; and (6) problems of teenage pregnancy. Objectives, instructional activities, and student handouts are included for each topic. Transparency reproductions are included for topic 4. (BA)

The Confidence Course is a program of physical activities which seeks to improve individual self-image and to develop initiative and resourcefulness while promoting feelings of trust and good will within a group. General guidelines and procedures include safety considerations as well as common sense in activity selection and a perspective of success for all rather than competition among group members. Activities are carefully sequenced as to difficulty, and group discussion periods between activities allow participants to verbalize together what they have learned. Five major categories are 1) group activities requiring cooperation and teamwork but a small amount of trust, 2) group activities requiring high amounts of trust, communication, and teamwork, 3) activities involving two people and requiring communication and cooperation, 4) individual activities promoting self-confidence and/or trust in others, and 5) individual activities requiring a high degree of self-confidence and/or trust in others. Specific instructions for each activity include materials needed, objectives, instructions to participants, and safety procedures and teaching hints for the instructor. Sample activities are beams, cable cooperation, flea hop, trust fall, and welcome aboard. (MM)

This packet contains materials for the Entrepreneurial Internship Program in the Montgomery County Public Schools. An information sheet details what an intern does and learns, the intern's specific responsibilities, time requirements, credit, intern selection, and choice of program's sponsors. The application form and a listing of program objectives follow. A memorandum of understanding lists obligations of these participants: entrepreneurial intern, sponsor, parent or guardian, coordinator, and high school principal or designee. (YLB)

This publication presents a method for organizing and managing a competency-based curriculum for word processing. The curriculum has been prepared to permit maximum flexibility and individualization of instruction and may be adapted to various classroom settings. The guide contains nine units. Each unit is in the format of student profiles with student competency sheets. The student profile contains a listing of the competencies to be attained for each unit of instruction, and the student competency sheet provides the student with the unit of study, the competency statement, the performance objective, learning activities, and criterion evaluation. The guide covers the following topics: overview, operations, office procedures, applications, filing and indexing, and career applications. (KC)

This secondary level curriculum guide provides a program and identifies materials for the study of the history and culture of China and Japan. The purpose of the course is to provide exercises that require students to research, question, analyze, synthesize, and evaluate historical data. Each lesson contains behavior and content objectives, suggested activities and procedures, suggested source materials, and student evaluation methods. The 36 lesson units include topics on China's and Japan's geography, economic system, society, culture, history, foreign policy, religion, government, Western influence, foreign relations, and value systems. Also included are suggestions for related books, films, filmstrips, and records. (Author/DE)

This secondary level curriculum guide provides a program and identifies materials for the history and culture of Latin America. The primary purpose of the course is to stimulate throught and to encourage students to make valid generalizations and intelligent assessments of the forces and events that have shaped the history and culture of Latin America. Each lesson contains behavior and content objectives, suggested activities and procedures, suggested source materials, and student evaluation methods. Unit topics include geography; pre-Hispanic Indian cultures; Spanish exploration; Spanish American empire; Mexican independence; biographical study of Santa Ana, Benito Juarez, and Porfirio Diaz; the Mexican Revolution of 1910 and Constitution of 1917; Mexico since 1940; Mexico's relations with the United States; independence movements in Central and South America; historical development of Central and South America; origins and problems of Latin America; Central and South American relations with the United States; early history of the Caribbean area; recent events in the Caribbean; and cultural development of Latin America. Also included are a list of film sources, bibliography, notes on the Mexican Constitution, and sample student evaluation materials. (Author/DE)

This secondary level curriculum guide provides a program and identifies materials for the study of the history and culture of Africa south of the Sahara. The primary purpose of this course is to stimulate thought and to encourage students to make valid generalizations and intelligent assessments of the forces and events that have and are shaping the cultures of Africa. Each lesson contains behavior and content objectives, suggested activities and procedures, suggested source materials, and student evaluation methods. The guide includes three major topics and subtopics within each major topic. Within the topic of the myth and reality of Africa are units on geography, racial makeup, culture, and history. Within the topic of the African Colonial period are units on early exploration and penetration, slavery and the slave trade, Atlantic slave trade, and European scramble and partition. Within the topic of African independence are units on the advent of independence; selected study examples including Ghana, Nigeria, Senegal, Tanzania, and South Africa; problems of nation-building, and Pan-Africanism. The appendices include supplementary materials for teacher preparation and further student resources and activities. (Author/DE)

Suggestions arising from a curriculum development workshop led to a curriculum in hotel-motel management and services for high school students which aims to provide them with an opportunity to explore careers in the lodging and hospitality industries. Students will spend half the time in school study of three required subjects and the other half in supervised on-the-job training. Program goals in the areas of basic skills, career exploration, and understanding the world of work are briefly described. The curriculum outline offers student outcomes, suggested activities and procedures, and evaluations for the following topics: (1) history of the accomodations industry; (2) nature and types of accommodations; and (3) organization of operations-front office, food service, housekeeping, accounting, personnel, sales, maintenance and engineering, and law. Resources for each topic are given. An organization chart of a 200-room motor hotel, a description of jobs available in the hotel-motel industry, and examples of lodging industry jobs and duties are appended. (EC)

This guide outlines a nine to eighteen week course of study for secondary level students on the history of Russia and the Soviet Union. The course teaches the concepts of change and continuity, cause and effect, structural complexity, societal interdependence, freedom and obligation, human needs and cultural functioning, and national behavior patterns. Suggested teaching techniques include the use of readings, audio-visuals, classroom discussion, debates, lectures, and student research and reports. The guide treats five major topics: (1) the origins of the Russian people as a matter of historical speculation, (2) the formative years of the Russian nation and the development of autocracy, (3) the Russian autocracy's retention and consolidation of power while withstanding great stresses and strains, (4) the failure of Russian autocracy to accommodate itself to change, and (5) the confronting of the world by the Soviet Union as a great and changing nation which still holds to the continuity of the past. Behavioral objectives, suggested activities and procedures, resource materials, and evaluation techniques are provided for each topic. A bibliography of basic texts and other references and a list of periodicals, films, filmstrips, maps, tapes and transparencies for Russian history are included. (Author/RM)

Designed to assist administrators, teachers, and counselors with the development, implementation, and administration of a student internship program, this administrative handbook begins with a program description of an internship program in Montgomery County, Maryland, in which students are released from school for part of the day or part of the school year to complete a nonpaid career education assignment in business, government, industry, research, or social service. The policies, procedures, and related information needed to assist in the development of an effective student internship program are presented including information about goals and objectives, types of programs, administrative guidelines and responsibilities, coordinator responsibilities, student selection and enrollment, credit and grading policies, legal and insurance issues, and safety and transportation issues. The appendixes include sample forms for evaluation, application, placement, and attendance, copies of Maryland child labor laws, workmen's compensation law regarding work permits, and child labor laws regarding hazardous occupations, and a schedule of the internship offerings in Montgomery County Public Schools. (BM)

This instructor's guide is intended to assist in making appropriate decisions about teaching and to help plan, present, evaluate, and expand curriculum materials for a course in career awareness, decision-making, and job-seeking skills. Instructional objectives are provided within six instructional areas: (1) orientation, (2) self-awareness, (3) career awareness, (4) decision making, (5) job seeking/keeping, and (6) theories of vocational choice. Listed with each of the twenty-one instructional objectives is a performance objective, a student assessment statement, a criteria statement, and a list of student activities. A bibliography of supplementary books for teachers and students is included. (LRA)