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m.s in special education grades 7-12 syllabus sped 601 principles of mathematics instruction for students with disabilities grades 7 -12 this syllabus awaits formal approval from dr ronald lehrer associate dean and chair graduate programs in education and special education sped 601 page 1

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sped 601 principles of mathematics instruction for students with disabilities grades 7 -12 table of contents sped 601 course description 3 student learning outcomes sped 601 3 suggested topical outline sped 601 3 suggested assignments sped 601 4 common assignments sped 601 5 suggested technology sped 601 5 suggested methods sped 601 5 suggested text sped 601 6 requirements sped 601 6 suggested evaluation sped 601 6 program mission in education special education 7 program goals and student learning outcomes 7 goal one theory and research 7 goal two multiculturalism globalism and diversity 7 goal three learners with special needs 8 goal four technological literacy 8 goal five application of professional learning 9 relationship of learning outcomes to new york state learning standards 9 mathematics science and technology 9 language for information and understanding 11 social studies 13 science 17 council for exceptional children 19 university statement on needed accommodations or adaptions 22 university statement on academic honesty and integrity 22 bibliography sped 601 23 online resources sped 601 25 special education resources 25 graduate programs in education and special education sped 601 page 2

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sped 601 course description this course focuses on principles and guidelines for teaching mathematics to students with disabilities grades 7-12 including number and operations algebra functions geometry measurement mathematical modeling data analysis and probability and trigonometry national council of teachers of mathematics nctm standards common core state standards for mathematics and council for exceptional children cec standards instructional approaches in developmental context effective instructional strategies for enhancing the academic performance of students with learning disabilities and application of mathematical and scientific concepts and skills in real life settings 3 credits a touro course resource web page has been created specifically for this course which may include an updated bibliography current articles videos and links to resources common assignments and more all touro course resource pages may be located on www.ronaldlehrer.com this specific course resource web page can accessed directly http schools.webhop.org/touroresources601 this syllabus may contain links to external internet addresses that may move with time student learning outcomes sped 601 students will be able to 1 describe and appropriately refer to common core state standards for mathematics for grades 7-12 and cec common core knowledge and skills essential for all beginning special education teachers 2 give an account of nctm math standards 3 explain the connections between math education and real life experiences including literacy use 4 describe principles of differentiated instruction response to intervention rti and instructional supports for learning based on principles of universal design for learning udl 5 describe approaches to teaching problem solving reasoning and critical thinking in the context of mathematics 6 give an account of curriculum development and instructional approaches in developmental context with attention to adaptations and modifications to meet the needs of students with disabilities and reference to cec standards 7 describe instructional strategies in the areas of number and quantity algebra functions geometry mathematical modeling statistics and probability and trigonometry for implementation within special education population 8 give an account of and use basic techniques in the construction and implementation of performancebased assessment 9 give an account of and use of assistive technology and math resources on the web 10 utilize a collaborative model with other professionals in mathematics instruction 11 describe and engage in appropriate teacher self-reflection back to top suggested topical outline sped 601 mathematics and theories of learning adolescents and school mathematical proficiency cognitive education and mathematics instruction strategic and adaptive mathematical thinking sped 601 page 3 graduate programs in education and special education

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learning disabilities and their effect on mathematics performance nctm s agenda for action http www.nctm.org nctm standards common core state standards for mathematics o http www.corestandards.org/the-standards/mathematics the role of the mathematics teacher creating a safe supportive environment in mathematics classroom universal design for learning/lesson plans http www.cast.org and http lessonbuilder.cast.org the role of manipulatives and hands-on activities mastering basic number facts focusing on algebraic thinking building generalizations from arithmetic and quantitative reasoning generalizing patterns toward the idea of function curriculum focal points for geometry and spatial thinking statistical and probability thinking frameworks collaborative model in mathematics classrooms differentiated instruction teaching tools and resources accommodating students with disabilities improving instruction by improving questioning technology in the math class problem solving the role of homework testing and evaluating formative and summative assessments alternative assessment back to top suggested assignments sped 601 papers are to be typed double-spaced and written in accordance with apa style 1 review the article garnett kate november 1998 math learning disabilities division for learning disabilities journal of cec http www.ldonline.org/ld_indepth/math_skills/garnett.html support or disagree with underlying principles presenting valid support and documentation in four five pages using a minimum of three articles published within the last five years in scholarly journals slo 2 3 6 9 2 a four to five page summary of one of the following topics include a minimum of three articles published within the last five years in scholarly journals slo 2 4 5 6 7 8 9 the following site http scholar.google.com may prove helpful mathematics curriculum and common core standards planning for mathematics instruction for special ­ needs learners the art of questioning in mathematics problem solving and reasoning what it means to meet student needs understanding by design data driven instruction in mathematics for special ­ needs learners project based learning in mathematics http pbl-online.org 3 create a video reaction or lead a class discussion on one of the following videos from conrad wolfram or stephen wolfram as he speaks on ted talks http www.ted.com graduate programs in education and special education sped 601 page 4

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conrad wolfram teaching kids real math with computers http www.ted.com/talks/conrad_wolfram_teaching_kids_real_math with_computers.html stephen wolfram computing a theory of everything http www.ted.com/talks/stephen_wolfram_computing_a_theory_of everything.html 4 create a math lesson for presentation in class for a specific grade 712 in any sub-division of math e.g number and operations algebra functions geometry mathematical modeling data analysis and probability and trigonometry show how it is adapted to special needs children slo 1 3 5 6 7 8 9 10 5 create a word document or a web page with 20-40 internet math resources websites and share them with your professor and classmates write a brief description of what will be found on each resource site and how it may be used by math teachers and their students common assignments sped 601 design a unit plan for a mathematics topic in the common core standards grades 7-12 develop lesson plans in udl format www.cast.org and a sample student assessment e.g worksheet create a presentation on a mathematics topic in common core standards and an adaptation of that lesson for one or more students with disability classifications create a series of youtube videos on mathematics and share the links with your instructor and classmates requesting feedback suggested technology sped 601 the use of technology as a mode of teaching and learning is encouraged particularly as a model for potential teachers to use technology in their own instruction blackboard for posting of assignments announcements discussion groups use of power point where appropriate both for teaching of content and presentations by students use of video where appropriate for representation of course material use of internet-based topics and discussions where appropriate during class time use interactive white boards e.g smartboards use of microsoft excel with formulas updating of e-portfolios suggested methods sped 601 class will be conducted in lecture format with small-group discussions and activities using case studies monographs and probing questions students may be asked to create lesson plan create and demonstrate mathematics lessons and instruction and develop methods for assessment back to top graduate programs in education and special education sped 601 page 5

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suggested text sped 601 achieving fluency special education and mathematics by francis skip fennell nctm 2011 isbn 978-0-87353-654-7 requirements sped 601 absences weekday classes one absence permitted a second absence requires an additional assignment a third absence requires dropping the course sunday classes one absence permitted but an additional assignment is required more than one absence requires dropping the course completion of all assigned readings completion of papers exams and projects suggested evaluation sped 601 class participation 30 papers 60 presentation 10 back to top graduate programs in education and special education sped 601 page 6

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the following are relevant standards for this course and its objectives from new york state and the council for exceptional children program mission in education special education the mission of the program is to educate train and graduate individuals who embody and promote excellence in education we accomplish this through aiding in students development of the tools of effective thinking and learning focused through essential components of the theory and practice of teaching we hold that the primary goal of learning is to develop the skills and passion for further learning the mission of this program therefore includes fostering in students the means and desire to seek ongoing professional development through independent learning opportunities as well as through formal education all persons are capable of developing their intellectual potential to higher levels our mission is to nurture this development in our students and provide them with the means and encouragement to do the same with their students we accomplish this through fostering interaction with strong theoretical knowledge and then facilitating experiential development through students putting this knowledge into practice in authentic classroom situations interwoven into students learning and practice experiences is a dedication to multiculturalism diversity and global awareness we instill in our graduates a commitment to bring the benefits of education to all children adolescents and adults regardless of individual differences or special needs to facilitate these goals we foster technological literacy in our students towards the purpose of them empowering their own students with these skills program goals and student learning outcomes goal one theory and research students will explore theoretical and conceptual frameworks such as philosophy and social theory that inform a modern understanding of education students will go on to critically analyze these areas and integrate them into a larger understanding of educational practice students will be able to explain principles of effective instruction present effective lessons drawing on both theoretical knowledge and knowledge of standards and requirements analyze and discuss basic principles of cognitive education as they relate to child development and learning apply knowledge of child development and learning to creation of developmentally appropriate and effective instructional tools create and present effective lessons that reflect a synthesis of theoretical and content knowledge analyze texts for validity of reasoning and drawing of inferences analyze and use research literature in the field of education and related disciplines combine varied elements of their course of study to produce a final culminating practicum project conduct internet research using information literacy skills goal two multiculturalism globalism and diversity students will appreciate the implications of living in a global society further students will demonstrate knowledge and competency in issues of diversity related to culture gender and ability within america students will encourage such interest and appreciation in the learners with whom they work students will relate globalism diversity and multiculturalism to their professional role and explore these areas both within an academic context and through the real-life situations of teaching back to top graduate programs in education and special education sped 601 page 7

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students will be able to interpret multiple perspectives held by different cultures on ways of understanding the world and themselves demonstrate through writing and discussion appreciation for cultures that differ in important respects from the student s own culture encourage the exploration of global diversity and multicultural issues among their peers and students analyze and critique the implications for teaching and learning within diverse and culturally varied school settings apply multicultural and diversity training to the creation of strategies for class environment management pedagogy and course planning reflect on and analyze their thinking and professional awareness for biases and prejudices in the context of what they learn about other cultures within field experience and practicum courses apply enhanced knowledge of global diversity and multicultural issues in real classroom situations goal three learners with special needs students will appreciate issues and concerns specific to learners with special needs this encompasses special education gifted and at-risk learners further students will apply this knowledge to develop plans of action for meeting the needs of these students that are in alignment with federal state and local standards and requirements as well as current accepted theory students will be able to explain the relationship of special education theories such as differentiation of instruction and evidence-based instruction to fundamental areas of pedagogy such as instructional planning classroom management and the act of teaching analyze the effectiveness of specific tools such as life-space interviews and behavior contracts in effectively addressing problem behavior of individual children synthesize theory with specific mandates such as nysed alternate assessment performance indicators to formulate strategies for addressing special learners needs describe and evaluate the relationship between principles of special education and general principles of education such as cognitive theory formulate robust goal-oriented pedagogical practices for students based on effective use of iep s demonstrate knowledge of critical legislation such as idea http nichcy.org/laws/idea and section 504 and the impact of concomitant concepts such as fape and lre apply relevant local state and national standards such as council for exceptional children cec standards to developing strategies in key areas such as assessment classroom management and lesson planning apply common core standards http www.corestandards.org to the learning environment describe transition services http www.naset.org/transervices4.0.html goal four technological literacy students will achieve technological literacy towards the purpose of effectively implementing technology in instructional practices and related areas back to top students will be able to demonstrate knowledge and use of technology for instructional purposes e.g interactive white boards student e-portfolios apply technology in academic research planning and organization describe the nature and use of appropriate assistive technology in meeting the needs of special education students graduate programs in education and special education sped 601 page 8

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apply technology to developing strategies in essential areas of pedagogy such as instructional planning classroom management and the act of teaching understand and use technology including assistive technology for instruction and for assisting all children with gaining access to the curriculum comprehend the rapidly changing nature of technology and the need for ongoing learning to maintain technological literacy goal five application of professional learning students will integrate knowledge gained through their course work field experience and practicum into authentic teaching situations students will be able to enact effective lesson plans that accomplish lesson unit and course objectives develop educationally significant assignments and projects that facilitate the accomplishment and measurement of lesson unit and course objectives demonstrate principles of effective instruction within specific pedagogical content areas relate classroom practice and planning to relevant standards i.e cec nysed content naeyc and demonstrate alignment with standards apply educational and content-specific theories to advance key areas of pedagogy such as instructional planning classroom management and the act of teaching design and implement effective one-on-one intervention strategies with special needs and at-risk students relationship of learning outcomes to new york state learning standards http www.p12.nysed.gov/ciai/cores.html the standards relevant to the course are included here and are addressed within outcomes #1 above mathematics science and technology mathematics science and technology standard 3 math students will understand mathematics and become mathematically confident by communicating and reasoning mathematically by applying mathematics in real-world settings and by solving problems through the integrated study of number systems geometry algebra data analysis probability and trigonometry 1 students use mathematical reasoning to analyze mathematical situations make conjectures gather evidence and construct an argument apply a variety of reasoning strategies make and evaluate conjectures and arguments using appropriate language make conclusions based on inductive reasoning justify conclusions involving simple and compound i.e and/or statements 2 students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world the use of numbers to communicate mathematically and the use of numbers in the development of mathematical ideas understand represent and use numbers in a variety of equivalent forms integer fraction decimal percent exponential expanded and scientific notation understand and apply ratios proportions and percents through a wide variety of hands-on explorations develop an understanding of number theory primes factors and multiples recognize order relations for decimals integers and rational numbers graduate programs in education and special education sped 601 page 9

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3 students use mathematical operations and relationships among them to understand mathematics add subtract multiply and divide fractions decimals and integers explore and use the operations dealing with roots and powers use grouping symbols parentheses to clarify the intended order of operations apply the associative commutative distributive inverse and identity properties demonstrate an understanding of operational algorithms procedures for adding subtracting etc develop appropriate proficiency with facts and algorithms apply concepts of ratio and proportion to solve problems 4 students use mathematical modeling/multiple representation to provide a means of presenting interpreting communicating and connecting mathematical information and relationships visualize represent and transform two and three-dimensional shapes use maps and scale drawings to represent real objects or places use the coordinate plane to explore geometric ideas represent numerical relationships in one and two-dimensional graphs use variables to represent relationships use concrete materials and diagrams to describe the operation of real world processes and systems develop and explore models that do and do not rely on chance investigate both two and three-dimensional transformations use appropriate tools to construct and verify geometric relationships develop procedures for basic geometric constructions 5 students use measurement in both metric and english measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data estimate make and use measurements in real-world situations select appropriate standard and nonstandard measurement units and tools to measure to a desired degree of accuracy develop measurement skills and informally derive and apply formulas in direct measurement activities use statistical methods and measures of central tendencies to display describe and compare data explore and produce graphic representations of data using calculators/computers develop critical judgment for the reasonableness of measurement 6 students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations use estimation to check the reasonableness of results obtained by computation algorithms or the use of technology use estimation to solve problems for which exact answers are inappropriate estimate the probability of events use simulation techniques to estimate probabilities determine probabilities of independent and mutually exclusive events 7 students use patterns and functions to develop mathematical power appreciate the true beauty of mathematics and construct generalizations that describe patterns simply and efficiently recognize describe and generalize a wide variety of patterns and functions describe and represent patterns and functional relationships using tables charts and graphs algebraic expressions rules and verbal descriptions develop methods to solve basic linear and quadratic equations develop an understanding of functions and functional relationships that a change in one quantity variable results in change in another graduate programs in education and special education sped 601 page 10

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verify results of substituting variables apply the concept of similarity in relevant situations use properties of polygons to classify them explore relationships involving points lines angles and planes develop and apply the pythagorean principle in the solution of problems explore and develop basic concepts of right triangle trigonometry use patterns and functions to represent and solve problems language for information and understanding language for information and understanding standard 1 students will read write listen and speak for information and understanding as listeners and readers students will collect data facts and ideas discover relationships concepts and generalizations and use knowledge generated from oral written and electronically produced texts as speakers and writers they will use oral and written language to acquire interpret apply and transmit information interpret and analyze information from textbooks and nonfiction books for young adults as well as reference materials audio and media presentations oral interviews graphs charts diagrams and electronic data bases intended for a general audience compare and synthesize information from different sources use a wide variety of strategies for selecting organizing and categorizing information distinguish between relevant and irrelevant information and between fact and opinion relate new information to prior knowledge and experience understand and use the text features that make information accessible and usable such as format sequence level of diction and relevance of details 2 speaking and writing to acquire and transmit information requires asking probing and clarifying questions interpreting information in one s own words applying information from one context to another and presenting the information and interpretation clearly concisely and comprehensibly produce oral and written reports on topics related to all school subjects establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented organize information according to an identifiable structure such as compare/contrast or general to specific develop information with appropriate supporting material such as facts details illustrative examples or anecdotes and exclude extraneous material use the process of pre-writing drafting revising and proofreading the writing process to produce well-constructed informational texts use standard english for formal presentation of information selecting appropriate grammatical constructions standard 2 language for literary response and expression listening and reading for literary response involves comprehending interpreting and critiquing imaginative texts in every medium drawing on personal experiences and knowledge to understand the text and recognizing the social historical and cultural features of the text read and view texts and performances from a wide range of authors subjects and genres understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of literature identify significant literary elements including metaphor symbolism foreshadowing dialect rhyme meter irony climax and use those elements to interpret the work recognize different levels of meaning read aloud with expression conveying the meaning and mood of a work graduate programs in education and special education sped 601 page 11

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evaluate literary merit based on an understanding of the genre and the literary elements 2 speaking and writing for literary response involves presenting interpretations analyses and reactions to the content and language of a text speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered present responses to and interpretations of literature making reference to the literary elements found in the text and connections with their personal knowledge and experience produce interpretations of literary works that identify different levels of meaning and comment on their significance and effect write stories poems literary essays and plays that observe the conventions of the genre and contain interesting and effective language and voice use standard english effectively standard 3 language for critical analysis and evaluation listening and reading to analyze and evaluate experiences ideas information and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria analyze interpret and evaluate information ideas organization and language from academic and nonacademic texts such as textbooks public documents book and movie reviews and editorials assess the quality of texts and presentations using criteria related to the genre the subject area and purpose e.g using the criteria of accuracy objectivity comprehensiveness and understanding of the game to evaluate a sports editorial understand that within any group there are many different points of view depending on the particular interests and values of the individual and recognize those differences in perspective in texts and presentations e.g in considering whether to let a new industry come into a community some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result evaluate their own and others work based on a variety of criteria e.g logic clarity comprehensiveness conciseness originality conventionality and recognize the varying effectiveness of different approaches 2 speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences ideas information and issues clearly logically and persuasively with reference to specific criteria on which the opinion or judgment is based present in essays position papers speeches and debates clear analyses of issues ideas texts and experiences supporting their positions with well-developed arguments develop arguments with effective use of details and evidence that reflect a coherent set of criteria e.g reporting results of lab experiments to support a hypothesis monitor and adjust their own oral and written presentations according to the standards for a particular genre e.g defining key terms used in a formal debate use standard english precise vocabulary and presentational strategies effectively to influence an audience standard 4 language for social interaction oral communication in formal and informal settings requires the ability to talk with people of different ages genders and cultures to adapt presentations to different audiences and to reflect on how talk varies in different situations listen attentively to others and build on others ideas in conversations with peers and adults express ideas and concerns clearly and respectfully in conversations and group discussions learn some words and expressions in another language to communicate with a peer or adult who speaks that language graduate programs in education and special education sped 601 page 12

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use verbal and nonverbal skills to improve communication with others 2 written communication for social interaction requires using written messages to establish maintain and enhance personal relationships with others write social letters cards and electronic messages to friends relatives community acquaintances and other electronic network users use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing back to top social studies social studies standard 1 history of the united states and new york students will use a variety of intellectual skills to demonstrate their understanding of major ideas eras themes developments and turning points in the history of the united states and new york 1 the study of new york state and united states history requires an analysis of the development of american culture its diversity and multicultural context and the ways people are unified by many values practices and traditions explore the meaning of american culture by identifying the key ideas beliefs and patterns of behavior and traditions that help define it and unite all americans interpret the ideas values and beliefs contained in the declaration of independence and the new york state constitution and united states constitution bill of rights and other important historical documents 2 important ideas social and cultural values beliefs and traditions from new york state and united states history illustrate the connections and interactions of people and events across time and from a variety of perspectives describe the reasons for periodizing history in different ways investigate key turning points in new york state and united states history and explain why these events or developments are significant understand the relationship between the relative importance of united states domestic and foreign policies over time analyze the role played by the united states in international politics past and present 3 study about the major social political economic cultural and religious developments in new york state and united states history involves learning about the important roles and contributions of individuals and groups complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic national and religious groups including native american indians in new york state and the united states at different times and in different locations gather and organize information about the important achievements and contributions of individuals and groups living in new york state and the united states describe how ordinary people and famous historic figures in the local community state and the united states have advanced the fundamental democratic values beliefs and traditions expressed in the declaration of independence the new york state and united states constitutions the bill of rights and other important historic documents classify major developments into categories such as social political economic geographic technological scientific cultural or religious graduate programs in education and special education sped 601 page 13

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4 the skills of historical analysis include the ability to explain the significance of historical evidence weigh the importance reliability and validity of evidence understand the concept of multiple causation understand the importance of changing and competing interpretations of different historical developments consider the sources of historic documents narratives or artifacts and evaluate their reliability understand how different experiences beliefs values traditions and motives cause individuals and groups to interpret historic events and issues from different perspectives compare and contrast different interpretations of key events and issues in new york state and united states history and explain reasons for these different accounts describe historic events through the eyes and experiences of those who were there taken from national standards for history for grades k-4 social studies standard 2 world history students will use a variety of intellectual skills to demonstrate their understanding of major ideas eras themes developments and turning points in world history and examine the broad sweep of history from a variety of perspectives 1 the study of world history requires an understanding of world cultures and civilizations including an analysis of important ideas social and cultural values beliefs and traditions this study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives know the social and economic characteristics such as customs traditions child-rearing practices ways of making a living education and socialization practices gender roles foods and religious and spiritual beliefs that distinguish different cultures and civilizations know some important historic events and developments of past civilizations interpret and analyze documents and artifacts related to significant developments and events in world history 2 establishing timeframes exploring different periodizations examining themes across time and within cultures and focusing on important turning points in world history help organize the study of world cultures and civilizations develop timelines by placing important events and developments in world history in their correct chronological order measure time periods by years decades centuries and millennia study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes 3 study of the major social political cultural and religious developments in world history involves learning about the important roles and contributions of individuals and groups investigate the roles and contributions of individuals and groups in relation to key social political cultural and religious practices throughout world history interpret and analyze documents and artifacts related to significant developments and events in world history classify historic information according to the type of activity or practice social/cultural political economic geographic scientific technological and historic 4 the skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history hypothesize about why interpretations change over time explain the importance of historical evidence and understand the concepts of change and continuity over time explain the literal meaning of a historical passage or primary source document identifying who was involved what happened where it happened what events led up to these developments and what consequences or outcomes followed taken from national standards for world history graduate programs in education and special education sped 601 page 14

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analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature diary accounts letters artifacts art music architectural drawings and other documents investigate important events and developments in world history by posing analytical questions selecting relevant data distinguishing fact from opinion hypothesizing cause-and-effect relationships testing these hypotheses and forming conclusions standard 3 geography geography can be divided into six essential elements which can be used to analyze important historic geographic economic and environmental questions and issues these six elements include the world in spatial terms places and regions physical settings including natural resources human systems environment and society and the use of geography adapted from the national geography standards 1994 geography for life 1 students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local national and global including the distribution of people places and environments over the earth s surface map information about people places and environments understand the characteristics functions and applications of maps globes aerial and other photographs satellite-produced images and models taken from national geography standards 1994 investigate why people and places are located where they are located and what patterns can be perceived in these locations describe the relationships between people and environments and the connections between people and places 2 geography requires the development and application of the skills of asking and answering geographic questions analyzing theories of geography and acquiring organizing and analyzing geographic information adapted from the national geography standards 1994:geography for life formulate geographic questions and define geographic issues and problems use a number of research skills e.g computer databases periodicals census reports maps standard reference works interviews surveys to locate and gather geographical information about issues and problems adapted from national geography standards 1994 present geographic information in a variety of formats including maps tables graphs charts diagrams and computer-generated models interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problem standard 4 economics students will use a variety of intellectual skills to demonstrate their understanding of how the united states and other societies develop economic systems and associated institutions to allocate scarce resources how major decision-making units function in the u.s and other national economies and how an economy solves the scarcity problem through market and nonmarket mechanisms 1 the study of economics requires an understanding of major economic concepts and systems the principles of economic decision making and the interdependence of economies and economic systems throughout the world explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital natural and human resources define basic economic concepts such as scarcity supply and demand markets opportunity costs resources productivity economic growth and systems graduate programs in education and special education sped 601 page 15

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