Teaching standards are one of the bases for the normal functioning of the college system and the efficiency of the tasks, as well as the orderliness of the curriculum.
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Hence, the standards established for certain grades must take into account an umber of factors, such as the abilities of the students at the given age, the previous history of the curriculums, the knowledge obtained, the material that has been embraced and the gaps that have been left unfilled, etc.
Moreover, at certain points, the curriculums of the two systems are supposed to intertwine, since the material studied in the 10th grade within the sphere of California Standards and the Advanced Placement History Course are supposed to correlate and have the points of contact as the courses that actually teach the same subject.
Despite the obvious efficacy of the Californian system of studying and the Advanced Placement History Course, there are obvious discrepancies in the educational systems, which means that the issue has to be considered thoroughly.
The analysis of the two systems shows that each of them displays certain peculiarities that cross at the points concerning the skills that the systems are supposed to train in the students, yet have considerable differences in the way the given skills are taught. One of the first issues that one will immediately spot is the recurrent themes that both the Californian curriculum and the Advanced Placement History Course have.
While the Californian curriculum themes “are intended to provide foundational knowledge for future college-level course work” (California tenth grade’s standards, 2008, p. 5), in the Advanced Placement History Course, the themes are obviously supposed to develop the wide spectrum of knowledge on a certain issue and mostly concern specialized topics: “Content Standard: World History, Culture, and Geography Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States” (College Board, 2011).
It is essential to emphasize that each of the given topics is rather vast, but at the same time vague. In contrast to the Advanced Placement History Course, the Californian standards are much more precise and to the point: “Content Standard: World History, Culture, and Geography Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States” (College Board 2011).
In terms of the student skills that the given systems train, one should mention that each of the courses presupposes the development of the abilities to analyze and offer solutions for certain problems.
College Board (2011) insists that the students should be able to reason, compare and analyze (p. 7), and California tenth grade’s standards (2008) confirm that: “CA.9-12.HS Content Standard: Historical and Social Sciences Analysis Skills.”
As for the coverage of the topic s offered, one must admit that the California tenth grade’s standards deals with the given issue in a far more efficient way, offering a plethora of problems to discuss and splitting the curriculum into numerous points, while the College Board (2011) prefers not to go into details.
However, the curriculums of the two grades help the students develop comparatively similar skills. Taking a closer look at the curriculum of the Californian educational system, one must mark that the latter presupposes the development of such skills as the ability to analyze and approach a certain issue from multiple viewpoints.
According to the College Board (2011), the students who attend the given courses must obtain the knowledge concerning such spheres as “interaction between humans and environment” (p. 17), “development and interaction of cultures” (p. 18), “State-building, expansion and conflict” (p. 18), “Creation, expansion, and interaction of economic systems” (p. 19) and “Development and transformation of social structures” (p. 20).
It seems that with the help of merging the two systems, a more efficient way of coping with the academic material can be found. Comprising the detailed outline of the California tenth grade’s standards and the comprehensibility of the College Board system might finally result in an all-embracing program that will spur the efficiency of the students.
Hence, it can be deduced that in the Californian system of teaching the subjects and the one of the Advanced Placement History Course, certain parallels can be traced. Nevertheless, one must admit hat the system of teaching in the Californian and the Advanced Placement History Course teaching styles both leave much to be desired and offers a vast area for improvements.
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With the help of a rational approach towards the issues that cause the greatest problems in the studying process, one is likely to come up with the most efficient solutions. Moreover, the positive elements of the California Standards and the Advanced Placement World History Course teaching system should be marked as well.
It is obvious that with the help of the recurrent issues in the topics and the subjects in the California Standards and the Advanced Placement World History Course, students are likely to digest and remember the material netter. Once introducing the efficient amendments to the existing system, one is likely to create a perfect environment for fruitful studying.
California tenth grade’s standards (2008). Teaching History Board. Web.
College Board (2011). AP world history. Sacramento, CA: The College Board. Web.