xt744j09zz7d https://exploreuk.uky.edu/dips/xt744j09zz7d/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1969-11 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Kentucky State Plan for Program of Studies", vol. XXXVII, no. 11, November 1969 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Kentucky State Plan for Program of Studies", vol. XXXVII, no. 11, November 1969 1969 1969-11 2022 true xt744j09zz7d section xt744j09zz7d rbin........407l]l
rbin ...,,..40701

...,.40769
..,.‘40769

.,,41332
1365

files

'sailleshéflflfi3
es ‘.‘...‘.40383
l!es....v..40333
way..‘...40347

..,..40383

 

  

Cost of printing paid from state funds.
Second Class Postage paid at Frankfort, Kentucky.

 

 \/ ‘4‘

Kentucky State Plan
F or

Program of Studies

Grades 1 - 12

/949
Commonwealth of Kentucky
EDUCATIONAL BULLETIN

VOL. XXXVII NO. 11

Published by
DEPARTMENT OF EDUCATION
Wendell P. Butler
Superintendent of Public Instruction

 

 

 

 

 

 

 

 

 \,AA A

 

 

FOREWORD

 

 

This document, Kentucky State Plan for Program of Studies,
represents the application of vision, experience, and adaptability to
the changing needs of Kentucky schools. Formulated by staff
members after consultation with many Kentucky school people and
approved by the State Board of Education on September 17, 1969,
this program has as its ultimate goal the offering of richer, more
meaningful education experiences for children and youth. It is our
hope that it will enable Kentucky schools to continue their progress
toward new standards of excellence.

Wendell P. Butler
Superintendent of Public Instruction

 

 

 

H-

 

 

 

 

  

INTRODUCTION

KRS 156.160 prescribes the responsibility for the preparation of
courses of study for the schools of the Commonwealth of Kentucky
as follows:

The Superintendent of Public Instruction shall prepare
or cause to be prepared and submit for approval and
adoption by the State Board of Education: . . . (2)
Minimum Courses of Study for the different grades and
kinds of common schools, and regulations governing
educational equipment of the schools.

The Program of Studies formulated and approved in 1959 was the
outgrowth of an extensive study in which several thousand Ken-
tuckians participated. The present Program of Studies, a revision
based upon current needs, outlines approved offerings in ten major
curriculum areas.

The State Plan for Program of Studies serves as the base upon
which a local school system can build its own curriculum in terms of
its unique needs. It is the responsibility of local leadership to select
and arrange offerings in such a way that the diverse needs of the
student population are met. In addition to student needs, staff
potential, facilities, and size of school are prime considerations in
planning at the local level.

Each area of the curriculum is presented in a separate section
with basic considerations for program planning, descriptions of many
courses, the extent of high school credit which may be awarded, and
other pertinent information. Although this document does not attempt
to deal with full standards for accreditation, we have, for your con-
venience, shown the differentiation in minimum unit offerings for the
various secondary school classifications. It should be noted that tWO
specific units are required at the high school level: one unit in United
States history and one unit in health and physical education.

If and when a district identifies the need for a course that is not
included on the State Program of Studies, it may secure permission to
teach such a course by writing to the Department of Education. The
request should set forth evidence of need, numbers and distinctive
characteristics of children to be served, evidence of adequate planning
and instructional staff, and expected outcomes (See SBE Regulation

i}:

 

 ion of
itucky

as the

Ken—
Vision
major

upon
ms of
select
)f the

staff

ns in

action
many
, and
:empt
con-
tr the
t two
nited

s not
on to

The
.ctive
mint;
ation

68.034). We encourage experimentation designed to meet community
needs more realistically and more effectively.

Although we have attempted to anticipate questions and to
provide needed interpretations, we are aware that some problems will
arise in implementation of the program. Departmental personnel will
welcome your inquiries and provide assistance at your request.

Don C. Bale, Assistant
Superintendent for Instruction

 

 

 

 

 

 

 

 

 

  CONTENTS

Foreword __________________________________________________ i
Introduction _______________________________________________ ii
English Language Arts ______________________________________ 1
Social Studies _______________________________________________ 3
Mathematics ________________________________________________ 5
Science ______________________________________________________ 7
Foreign Language ___________________________________________ 9
Fine Arts ____________________________________________________ 1 1
Health—S afety-Physical Education ____________________________ 14
Industrial Arts _____________________________________________ 15
Business and Office Education ________________________________ 18
Distributive Education __________________,____________________ $10
Home Economics ______________________________________________ 22
Technical Education _________________________________________ 24
Trade and Industrial E ducation ______________________________ 25
Health Occupations __________________________________________ 26
Agriculture _ __ _ _ _ ._ __________________________________________ 27

 

 

 

 

 

 

 

 

 

 

 e- \u‘; ’—“vr

./

 

ENGLISH LANGUAGE ARTS

 

 

 

gsrsmz? Recommended
GRADE Credit Length of Course
SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Yr. Sem.
Reading x' x x x x x x x
Handwriting x x x x x x x x
Spelling x x x x x x x
Language x x x x x x
Literature 3: x x x x x x x
thdamentals of
Reading x x x x 55 x
Language. Composition.
and Literature at x x x 4 x

Public Speaking x x x x 1 x x
Dramatics x x x 1 x x
Journalism x x 1 x x
Creative Writing at x 1 x x

 

 

 

'lst grade reading includes readiness, pre-primer, primer, and beginning reading.

MINIMUM UNIT OFFERINGS FOR ACCREDITATION

 

 

Type of School 6 Year H.S. 4 Year H.S. Senior H.S. Junior H.S.
Fully Accredited with

Comprehensive Program 7 5 4 3
Fully Accredited with

Standard Program 6 4 4 3
Billy Accredited with

Basic Program 6 4 3 3
Accredited Emergency 6 4 3 3

 

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

The elementary language arts program aims to develop the skills of literacy
(réai‘l’mg and writing) and ora‘cy (speaking and listening) and to increase each
Chllds confidence and pleasure in practicing these skills.
devllteading underlies the entire school experience and should be planned as a
of e 0Pm§ntal program throughout the first eight grades. Studies in literature are
1 aesthetic value, but they serve, in addition, to enhance skills development in
311311839, Spelling, reading, and composition. It is desirable that language studies
0: 1Whether linguistically or traditionally oriented — stress the systematic nature

anguage and the dynamic and essential role language plays in human affairs.

. Where control of standard language patterns is missing, the school must plan to

ENE additional practice, primarily oral, in the use of standard English.
pr Whenever pessible and practicable, the various facets of the language arts
Ogram should be offered as interdependent and correlated studies.
the 13:“: carrective and developmental reading instruction should be offered at
Simian: school level. Corrective reading programs are intended to assist those
and whose level of skills development is not commensurate with their ability
grade level. Developmental programs should be designed to bring pupils up

1

 

 

 

 

 

 

 

 

 

 

 

 

 

 to their maximum reading capacity. Such a program, which reinforces and extent
those skills previously acquired, is an integral and vital part of the well-roundei'
high school program.

The heart of the regular high school English program is language, composition
and literature, with experiences proportionate in quantity and quality to the
demonstrated needs of each group of students. Special courses -— speech, dramatic;
journalism, and creative writing — provide for special interests and for the
development of special aptitudes. Increasing attention to speech instruction feral.
students is reflected in current practice. Ungraded, elective units may be offered
at the secondary level to provide a rich variety of experiences with wide student
appeal.

Three units of English are required for high school graduation. A careful study
of the courses should be made and a minimum program planned according to the

needs and ability of each student. Differentiated courses should be available to

meet the needs of all students.

 

 

 and extends.
veil—rounded

composition
ality to the
h, dramatic
and for the
ction for all
y be offered
vide student

:areful study
rding to the
available to

SOCIAL STUDIES

 

Maximum
Units of
GRADE Credit

SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Yr. Sem.
Unified |

Social Studies x x x x x x x x ,
Related

Social Studies x x x x x x
Geography x x x x x
Kentucky Geography x
History x x x
Kentucky History x
Guidance x x
Government
U. 5. History x x 1 x
Introduction to

Social Studies
Basic Government
World Geography
Economic Geography
World History

Social Psychology x
Economics x
Advanced Government

International Relations

Sociology

Problems of American Life
Humanities

Recommended
Length of Course

 

x

 

xxx
><
N

XXX
X

r»
X

K><>bra I or
eventh or
General

ds of the

geometry ‘

athemati-
one, per-
course in
thematics

te course
3e0metry

geometn',

concepts
7 modern

for which
Advanced

which is

equations :

aductions,
:5, room:
Le logical
e system.
r conceitt

providing
sequence
13 schools,

.uired for '

SCIENCE

 

 

 

 

 

 

 

$33112? Recommended
GRADE Credit Length of Course

SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Yr. Sem.
Elementary

Science x x x x x x X
General Science x x x 1 x
Introduction to

Biological Science x x x
Earth-Space Science x x 1 x
Biology x x x x 1 x
Introduction to Chemistry and

Physics (Physical Science) x x x 1 x
Chemistry x x x 1 x
Physical Science x x 1 x
Physics x x 1 x
Aeronautics (Aviation

Education) x x 1 x
Advanced Biology x x 1 x
Advanced Chemistry J: 1 x
Advanced Physics x 1 x

MINIMUM UNIT OFFERINGS FOR ACCREDITATION

Type of School 6 Year HS. 4 Year HS. tSenior H.S. Junior HS.
Fully Accredited with

Comprehensive Program 6 4 4 3
Fully Accredited with

Standard Program 5 3 3 3
Fully Accredited with

Basic Program 4 2 1‘ 1"
Accredited Emergency 4 2 1‘ 1'

 

‘If no science course is offered at 9th grade level in junior high school, at least 2 units must
be offered at the senior high level.

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

Science experiences should be introduced in the first grade; scope and sequence
0f experiences should be planned for this and subsequent grades. The emphasis
at the elementary level should be on a well-balanced program concerned with the
iii? 6Xperiences children seek as they learn more about the world in which they
. Student participation in laboratory experiences should be included as an
mteEI‘al part of all science courses. These experiences must be those which enable
Students to discover scientific principles rather than merely to verify those given
by the text or teachers.

General Science may be Offered in grades 1-9. However, most of the pupils
who have had a good background in general science through the first six grades
should follow the more Specialized program offerings of: Introduction to Biological

7

 

 

 

 

 

 

 

 

 

 

 Science in the seventh grade, Earth—Space Science in the eighth grade, and In-
troduction to Chemistry and Physics in the ninth grade.

General Science should be a laboratory course with facilities and equipment
comparable to other science offerings.

Biological Science is recommended for pupils who have had a good elementary
background in general science. It may be offered at either grade seven or eight
with the provision that students who take the course in the seventh grade shall

not be permitted to take it again in the eighth. Individual or group laboratory

experiences should be a definite part of this course.

Earth-Space Science has as its major objective broadening the students’ basic
understanding of the earth and the universe. It may be offered at the eighth or
ninth grade. Normally, the course should be offered at the eighth grade level. The
same textbook may be used in either grade. However, at the ninth grade level more
depth in the subject should be obtained.

Introduction to Chemistry and Physics introduces students to techniques and
methods employed in both chemistry and physics courses and includes an emphasis
on laboratory work in solving problems of a scientific nature. This course may
be offered in either the eighth, ninth, or tenth grade. Normally, it should be offered
in the ninth grade to pupils who have had Earth-Space Science in the eighth
Better preparation and motivation for high school chemistry and physics and the
development of skill in the use of laboratory equipment are expected outcomes.

Biology may be offered in the ninth, tenth, eleventh, or twelfth grades. :

Normally, this course should be offered in the tenth grade.

The course in Physical Science Should be designed as a terminal offering for
students whose interest or ability is such that their needs can be better met in a
science course which stresses the application of science to everyday living. This

course may be offered in the eleventh or twelfth grade to students who have had ;

ninth grade General Science or Earth-Space. Usually, students who take In-
troduction to Chemistry-Physics in the ninth grade and Biology in the tenth grade

would not take this course. Also, students who have had Chemistry or I’IIS’Si"s .

should not be permitted to take Physical Science.

Chemistry may be offered in the tenth, eleventh, or twelfth grade. Normally,
this course should be offered in the eleventh grade. The emphasis should be on

imaginative thinking, the questioning of how and why, and on logical predictions =

Chemistry should be offered only in schools where adequate facilities and equiv
ment are available.

Physics may be offered in the eleventh or twelfth grade. Normally, it should
be offered in the twelfth grade. Physics should be offered only in schools where
adequate facilities and equipment are available.

Advanced science courses are recommended only for science-talented studenlfs
and should be offered only by schools with excellent science equipment. It.”
recommended that students have the first course in biology, chemistry, and physICS
before taking an advanced course in any of these subjects.

Two units in science are required for graduation

 

SUl
r73
Sp;
GE]
Ru:

EEE’II

l 5’

 

 and in-
luipment

nnentaiy
or eight
1de shall

boratory

its’ basic
:ighth 0T
vel. The
vel more

1ues and
emphasis
roe may
a offered
2 eighth

andthe3

mes.

grades. ;

aring for
net in a
1g. This
nave had
bake In-
th grade

Physics 7

’ormally,
d be on
edictions
:1 equiv

t should

5 where '

students
It. It is
, thsics

FOREIGN LANGUAGE

 

Maximum

 

 

 

 

 

Units of Recommended
GRADE Credit flfizwrse
SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Yr. Sem.
French x x x x x x x x x x 4 x
Spanish x x x x x x x x x x 4 x
German x x x x x x x x x x 4 x
Russian 3: x x x x x 1 4 x
Latin x x x x x x 4 x
MINIMUM UNIT OFFERINGS FOR ACCREDITATION
Type of School 6 Year HS. 4 Year H.S. Senior HS. Junior 1-1.5.
Fully Accredited with
Comprehensive Program 3-4‘ 3-4‘ 3-4' 1
Fully Accredited with
Standard Program 2 2 2
Fully Accredited with
Basic Program

Accredited Emergency

 

‘Three units in one language or two units in each of two languages.

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

Instruction in foreign language at the elementary level is encouraged when
(inalified personnel are available to plan and carry out a sustained, sequential
DTOEI‘am. Initial instruction focuses on the development of listening comprehension
and Speaking facility. Reading and writing are not introduced until pupils have
demonstrated facility in listening and speaking. Only native or near-native speech
should be the model for imitation. If the teacher lacks this important qualification,
the use of professionally developed audio materials and/or a good instructional
television program is essential. Elementary foreign language instruction exploits,
f0!" educational purposes, the natural capacities of children for imitating and
asslmflating the sound and structure systems of a second language with a minimum
0f Interference from the mother language. Teaching techniques are adapted to the
devSlopmental level of the children and content is selected to provide a high degree
0f correSpondence to the natural interests of children.

_ Beginning foreign language instruction at the high school level also focuses
hm upon the development of listening comprehension and speaking facility.
aStF-I'Y of the sound system and intonation patterns precedes work in formal
grammar and reading and writing in the language.

Content of a first year course may include short units presenting an overview
0f the country, its people and their social history; an introduction to the general
Characteristics of the language as evidenced in oral reading and speaking by the
tQCher; WOrd knowledge and pronunciation through word recognition, phonetics,

; translation; elementary reading; and speaking.

Second year courses should be designed to present a thorough review of the

9

 

 

 

 

 

 

 

 

 

 

 content of the first year course, and upon this foundation, to expand the elementary
knowledge and skills which the student has acquired into a practical facility ini
understanding, speaking, reading, and writing in the language. The content should
further strengthen his appreciation of the language and his knowledge of the
fundamental forms, constructions, and idiomatic usage.

Third and fourth year courses in modern foreign languages should develop

a comprehensive knowledge of the language. Practice and exercises which help
the student to “think” in the language should include conducting the class entirely

in the language being studied; frequent written work in the language; oral reading; '

dramatic productions; and reading the literature. Experiences should include
foreign language clubs; personal and business correspondence with native speakers;
visiting and living among people using the language in the United States, bordering
countries abroad. Instruction in the fundamentals should continue with study of
grammatical forms, vocabulary development, spelling, translation, and idioms.
Latin: A beginning course in Latin may include the following content: a unit
on the history of the language itself and the culture in which it was spoken; a unit
on Latin as an important vocabulary source for the English language and the
foundation of modern Romance languages; and development of a basic knowledge
of the language itself. Advanced courses in Latin, in addition to providing a more
extensive knowledge of the fundamentals of the language, afford aesthetic ap-
preciation of Latin cultures and peoples through reading of the literature and

learned writings. é

A minimum of two units of one foreign language is recommended for high I
school graduation for those students electing to take a foreign language. One course
may be taken at the junior high school level.

10

 

SUBJ
Gene]

Chorz
Instn
Mush

Apr
Them
Cond
Cond

SUB;
F
Gene
Gene
Spec
Spec:

vah
and

prir
the
tea(
diti

 

 ementary

'acility in 3

nt should
re of the

l develop
‘rllch help
5 entirely

l reading; '

l include
speakers;
bordering
study of
ioms.

it: a unit
an; a unit
and the
nowledge
g a more
hetic ap-
ture and

for high
ne course

FINE ARTS

MINIMUM UNIT OFFERINGS IN FINE ARTS FOR ACCREDITATION

 

 

 

 

 

 

 

 

 

Type of School 6 Year HS. 4 Year H.S. Senior 1-1.5. Junior HS.
Fully Accredited with
Comprehensive Program 6 3 3
Fully Accredited with
Standard Program 4 2 3
Fully Accredited with
Basic Program 3
Accredited Emergency 3
MUSIC
Yearly
Credit Maximum Rifgmfierged
GRADE Allowable Units of w
SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Credit Yr. Sem.
General
Music x x x x x x x x x x ‘/2 1 x
Choral Music x x x x x x x x 1[’2 2 x
Instrumental Music x x x x x x x x 1/2 2 x
Music History and/or
Appreciation x x x 1 1 X X
Theory of Music x x 1 1 x
Conducting Vocal x x x 1 1 x x
Conducting Instrumental x x x 1 1 x x
ART
Yearly
Credit Maximum Recommended
GRADE Allowable Units of M
SUBJECT 1 2 3 4 5 6 7 8 9 10 11 12 (High School) Credit Yr. Sem.
A” x x x x x x x x
General A“ I x x x x 1 or 1/2“ 1 x
General Art H x x x 101- 1/2‘ 1 x
Specialized Art I x x 1 1 x
SDecialized Art 11 x 1 1 x

 

 

 

'See course descriptions below.

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS IN MUSIC

ValuA sound elementary music program is organized to have the widest appeal and
de. It is general in that it is concerned with all kinds of musical experiences
an achievements and serves as a foundation for later specialized courses.
priInGteilleral Music, Choral Music, and Instrumental Music are intended to be
the fin Yd general education with the limited credit indicated. However, they are
tea h 1111 atlon 'for those who may expect to become professional musicians and
c ers. A string program may be included in the instrumental area when con-

ditions permit

Music History and Appreciation, Theory of Music, and Conducting are intended

11

 

 

 

 

 

 

 

 

 

 

 for students who have special interests and ability and may enter college as must

. . . l
majors. These courses carry full credit and are comparable to other full credit
courses.

Music History and Appreciation may be taught together or as separate courses.
An understanding of the history of music as related to the development of our
culture, and the development of a response to music are considered more important
than the assimilation of mere facts. Music History, Appreciation, and Theoryol
Music may be taught on alternate days. These courses may be taught in combination;
with other courses (Band, Orchestra, or Chorus) or to students without special
interest or competency.

Theory of Music should be functional and creative but within the understand-
ing of the particular high school group. This course should serve to bridge the gap
between the usual high school experience and the college theory course.

Conducting is expected to go beyond the acquisition of mechanical skill. This
should be a learning experience related to musical styles and an approach to musical ,‘
learning. The conductor is a teacher.

All high school courses in music are elective.

l

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS IN ART y

Opportunities for children to learn and grow through art experiences stem;
from actual life experiences. The major emphasis in the elementary program
should be on making works of art with a variety of materials and processes.

Time requirements vary with learning experiences. Some art activities need
mo