2008-2009 U.S. Academic Decathlon Website K-12 TLC Academic Competitions Resource Center

	K-12 TLC Guide to Architecture & Design. K-12 TLC Guide to Art. K-12 TLC Guide to Photography. I. Art Fundamentals 20% A. Elements of Art 1. Line 2. Shape/form 3. Space 4. Color 5. Texture B. Principles of Composition 1. Rhythm/movement/pattern 2. Balance 3. Contrast/emphasis/variety 4. Proportion 5. Unity C. Processes and Techniques 1. Drawing a) Traditional and contemporary purposes b) Media, tools, and surfaces used c) Techniques used in drawing 2. Painting a) Traditional and contemporary purposes b) Media, tools, and surfaces used c) How changing technology has changed painting 3. Printmaking a) Traditional and contemporary purposes b) Media, tools, and surfaces used c) Types of relief printing d) Intaglio processes e) Lithographic processes f) Screen printing processes 4. Sculpture a) Traditional and contemporary purposes b) Media, tools, and surfaces used c) Techniques used in sculpting 5. Textiles a) Uses b) Range of materials and processes c) Impact of geography/environment on materials and uses 6. Photography a) Traditional and contemporary techniques b) Effect on painting 7. Architecture a) Techniques b) Materials c) Purposes 8. Environmental Art a) Purposes b) Departures from traditional art forms II. PRE-HISPANIC ART 30% A. Overview of Traditions and Innovations in Painting A. Introduction and Overview 1. Geography 2. Historical and social context 3. Material culture 4. Sources and research methods B. Earliest Art: Early Hunters and the Archaic Period 1. Geography 2. Historical and social context 3. Material culture C. The Pre-Classic Period 1. Overview a). Geography b) Historical and social context c) Material culture 2. Selected periods and works a). Olmec civilization i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments b) Selected Work: Olmec Figure Sitting, with Spread Legs, Olmec civilization, 2000 b.c.–900 b.c. (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance c) Zapotec civilization i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments d) The central highlands i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments e) Selected Work: Standing Female, Jalisco, 200 b.c. and Standing Female, Ancient Michoacán, 200 b.c. (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance D. The Classic Period 1. Overview a). Geography b) Historical and social context c) Material culture 2. Selected periods and works a). Teotihuacán i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments b) Selected Work: Pyramid of the Sun, Teotihuacán, 1–150 a.d. i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance c). Classic Veracruz and the Remojadas style i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments d) Selected Work: Smiling Head, Veracruz (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance e). The Maya i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments f) Selected Work: Beaker, Maya civilization, 600 a.d. (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance f) Selected Work: Tikal: Temple of the Giant Jaguar, Maya civilization, c.731 a.d i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance E. The Post-Classic Period 1. Overview a). Geography b) Historical and social context c) Material culture 2. Selected periods and works a). The Toltec state i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments b). The Aztecs i). Historical background and geography ii) Social and cultural context iii) Materials and artistic developments b) Selected Work: Mosaic skull and jaw, Aztec civilization, 1350–1521 (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance III. ART DURING THE COLONIAL ERA 25% A. Introduction and Overview 1. Sources and research methods 2. Spanish art and culture in the Age of Exploration 3. Early encounters in Mesoamerica 4. Building the Spanish empire 5. Artistic developments a) Artistic tendencies during the colonial era b) Guilds and academies c) The Church as patron B. Selected Works 1. Selected Work: Codex Huejotzingo (painting 5), Nahua culture, 1531 (LOC) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance 2. Selected Work: Untitled (Our Lady of Guadalupe), Francisco Aguera Bustamante, engraver, 1796 (FAMSF) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance 3. Selected Work: Don Juan Joachín Gutiérrez Altamirano y Velasco, Miguel Cabrera, c.1752 (BM) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance 4. Selected Work: From Spaniard and Black, Mulatto (De Español, y Negra. Mulato), attributed to José de Alcíbar, c.1760–70 (DAM) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance 5. Selected Work: Shawl, late eighteenth century (PMA) i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance 6. Selected Work: Metropolitan Cathedral, Claudio de Arciniega and others, 1573–1817 i). Visual analysis ii) Materials and techniques iii) Historical context iv) Significance IV. ART AFTER INDEPENDENCE 20% A. Introduction and Overview 1. Historical and cultural background a) Independence b) The post-independence period c) Revolution 2. Artistic developments a) Artistic tendencies during the post-independence and revolutionary periods i.) Painting ii.) Sculpture iii.) Architecture iv.) Popular arts b) Responses to the academy c) Muralismo d) Muralism outside of Mexico e) Modern tendencies B. Selected Works: 1. Selected Work: Valley of Oaxaca, José Maria Velasco, 1888 (PMA) a) Artist biography b) Visual analysis c) Materials and techniques d) Historical context e) Significance 2. Selected Work: La Calavera Catrina (Calavera of the Fashionable Lady), José Guadalupe Posada, 1913 (FAMSF) a) Artist biography b) Visual analysis c) Materials and techniques d) Historical context e) Significance 3. Selected Work: The Flower Carrier, Diego Rivera, 1935 (SFMOMA) a) Artist biography b) Visual analysis c) Materials and techniques d) Historical context e) Significance 4. Selected Work: Frieda and Diego Rivera, Frida (Frieda) Kahlo, 1931 (SFMOMA), (NGA) a) Artist biography b) Visual analysis c) Materials and techniques d) Historical context e) Significance 5. Selected Work: Figure in Illuminated Doorway, Rufino Tamayo, c.1960 (FAMSF) a) Artist biography b) Visual analysis c) Materials and techniques d) Historical context e) Significance V. INDEPENDENT RESEARCH TOPIC: THE PALACIO NACIONAL IN MEXICO CITY* 5% A. Significance of the Political Center of Tenochtitlán Prior to the Arrival of the Spanish* B. Architecture of the Palacio Nacional* 1. Style of architecture* 2. Significance of the building in relation to political power* C. The murals by Diego Rivera (stairway murals only) in the Palacio Nacional* 1. Significance of the murals in relation to the history of pre-Hispanic and post-conquest Mexico* Topics with an asterisk are topics that students will need to research independently. Information on these research topics can be found in most general art history textbooks, in the USAD Art Research Guide, the USAD Art Basic Guide, in encyclopedias, and on the Internet. NOTE: For many of the selected artworks, the museum / collection where the work is located has been indicated in parentheses. BM = Brooklyn Museum; DAM = Denver Art Museum; FAMSF = Fine Arts Museums of San Francisco; LOC = Library of Congress; PMA =Philadelphia Museum of Art; SFMOMA = San Francisco Museum of Modern Art. Works of architecture are located in situ.
	K-12 TLC Guide to Economics. K-12 TLC Guide to Energy. K-12 TLC Guide to Teacher Resources for Economics and Business. I. Fundamental Economic Concepts A. Productive resources are limited. Therefore, people cannot have all of the goods and services they want; as a result, they must choose some things and give up others. 1. The basic economic problem; unlimited wants and limited resources a) Scarcity and choice b) Opportunity costs and trade-offs 2. Productive resources (factors of production): definitions and examples a) Natural resources b) Human resources c) Capital resources d) Entrepreneurial resources 3. Production of goods and services a) Goods and services are used to satisfy wants b) Demand for resources, derived demand c) Production costs—fixed, variable, marginal, total d) Production possibilities 4. Present, future, intended, and unintended consequences of choices B. Effective decision-making requires a comparison of the additional costs of alternatives with the additional benefits. Most choices involve doing a little more or a little less of something; few choices are all-or-nothing decisions. 1. Benefit-cost analysis 2. Marginal benefits and marginal costs 3. Individual and social goals a) Positive and normative economics b) Optimization C. Different methods can be used to allocate goods and services. People, acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services. 1. The basic economic questions a) What to produce? b) How to produce? c) Who receives the benefits of production? 2. Economic systems and their characteristics a) Market b) Planned/command c) Mixed market 3. Central planning versus market mechanisms; recent examples 4. Competition in a market economy D. People respond predictably to positive and negative incentives 1. Incentives, rewards/benefits, penalties/costs 2. Values and self-interest influence choices 3. Monetary and non-monetary incentives E. Voluntary exchange occurs only when all participating parties expect to gain. This is true of trade among individuals or organizations within a nation and among individuals and organizations in different nations. 1. Markets a) Types b) Dynamics c) Interdependence 2. Trade, and exchange (domestic and foreign) 3. Barter and money F. When individuals, regions, and nations specialize in what they can produce at the lowest opportunity cost and then trade with others, both production and consumption increase. 1. Specialization and division of labor 2. Resource distribution and interdependence 3. Absolute and comparative advantages a) Definitions b) Examples 4. Free trade and trade barriers a) Quotas and tariffs b) Other forms of protectionism 5. Imports and exports a) Trade deficit b) Balance of trade II. Microeconomics A. Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. 1. Prices, market prices and relative prices 2. Market clearing/equilibrium price 3. Supply and quantity supplied 4. Demand and quantity demanded B. Prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives. 1. Laws of supply and demand 2. Graphing supply and demand a) Supply schedule and supply curve b) Demand schedule and demand curve 3. Shifts in supply and demand 4. Factors influencing supply a) Number of producers b) Costs of production c) Opportunity costs 5. Factors influencing demand a) Utility b) Income c) Price Elasticity of demand d) Substitutes e) Complementary goods C. Competition among sellers lowers costs and prices and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them. 1. Competition and competitive markets; incentives 2. Price and non-price competition 3. Market structures (basic types and examples) a) Monopoly b) Monopolistic competition c) Oligopoly d) Pure competition 4. Investment decisions a) Innovation b) Technology D. Institutions evolve in market economies to help individuals and groups accomplish their goals. Banks, labor unions, corporations, legal systems, and not-for-profit organizations are examples of important institutions. A different kind of institution—clearly defined and well-enforced property rights—is essential to a market economy. 1. Financial intermediaries a) Roles b) Savings c) Interest 2. Labor unions a) Basic functions b) Market power and strikes 3. Property rights a) Importance to market decision-making b) "Tragedy of the Commons" c) Constitutional protections in the United States (1) Due process (2) Patents and copyrights E. Money makes it easier to trade, borrow, save, invest, and compare the values of goods and services. 1. Money and currencies 2. Functions of money a) Medium of exchange b) Store of value c) Standard of value 3. Money supply and changes in the supply of money a) Types of money--currency, demand deposits, savings accounts, money market b) Definitions of money supply 4. Interest rates: borrowing, saving and investment spending F. Income for most people is determined by the market value of the productive resources they sell. What workers earn depends primarily on the market value of what they produce and how productive they are. 1. Income, wages, and salaries (rent, wages, interest, profit) a) Rent b) Wages c) Interest d) Profit 2. Derived demand and labor markets a) Demand for labor b) Wage rates G. Human Capital Development and Labor Productivity 1. Factors influencing incomes 2. Returns on investment in education 3. Labor productivity 4. Technology and productivity H. Investments in factories, machinery, new technology, and the health, education, and training of people can raise future standards of living.* 1. Human and physical capital 2. Standard of living a) Definitions b) Real growth c) Global income distribution—examples I. Entrepreneurs are people who take the risks of organizing productive resources to make goods and services. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure. 1. Entrepreneurial risk and reward 2. Profit and incentives 3. Property rights III. Macroeconomics A. A nation's overall levels of income, employment, and prices are determined by the interaction of spending and production decisions made by households, firms, government agencies, and others in the economy. 1. Aggregate demand a) Measurement b) Graphing 2. Aggregate supply a) Measurement b) Graphing 3. Gross domestic product (GDP) and national income a) Nominal GDP b) Real GDP c) Per capita GDP 4. The circular flow of the economy 5. Economic growth a) definitions: growth, recession, depression b) Measurements—nominal and real, GDP deflator B. Unemployment imposes costs on individuals and nations. Unexpected inflation imposes costs on many people and benefits others because it arbitrarily redistributes purchasing power. Inflation can reduce the rate of growth of national living standards because individuals and organizations use resources to protect themselves against the uncertainty of future prices. 1. Labor force a) Definitions b) Measurements 2. Employment and unemployment rates a) Employment rate b) Unemployment rate 3. Unemployment--causes and types a) Structural unemployment b) Cyclical unemployment c) Frictional unemployment 4. Unions and market power C. Money and the Money Supply 1. Money Supply--components and measures a) M1 b) M2 and other measures 2. Consumer price index 3. Inflation 4. Interest rates, adjusted for inflation, rise and fall to balance the amount saved with the amount borrowed and thus affect the allocation of scarce resources between present and future uses. a) Nominal interest rates b) Types of interest rates; the "prime rate" c) Real/adjusted D. There is an economic role for government to play in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Government policies also redistribute income. 1. Public goods and services 2. Basic taxes - federal and state a) Personal income b) Corporate income c) Sales d) Property e) Excise f) Capital gains 3. Promoting competition a) U.S. Constitution commerce clause b) Antitrust laws 4. Positive and negative externalities of public policy 5. Income security and redistribution a) Social Security b) Welfare/Aid to Families with Dependent Children c) Unemployment compensation E. The costs of government policies sometimes exceed the benefits. This may occur because of incentives facing voters, government officials, and government employees, because of actions by special interest groups that can impose costs on the general public, or because social goals other than economic efficiency are being pursued. 1. Public Policy Goals a) Special interest groups b) Trade-offs c) Equity vs. efficiency 2. Policy Debates a) Healthcare b) Environment 3. Price and wage controls a) Options and Rationales b) Historical Examples F. The federal government's budgetary policy and the Federal Reserve System's monetary policy influence the overall levels of employment, output, and prices. 1. Fiscal policy goals and fiscal policy tools a) Federal taxes--major types b) Federal spending c) Fiscal policy options, spending, and tax policy d) Keynesian economics 2. National debt a) Size and competition b) Debt vs. deficit 3. Federal Reserve System a) Structure b) Basic functions c) Operations 4. Monetary policy goals a) Price stability b) Full employment c) Economic growth 5. Monetary policy tools a) Open-market operations b) Discount rate c) Reserve requirements 6. Supply-side policies IV. International Trade and Global Economic Development A. Economic Growth and Development--Basic Concepts 1. Global development patterns and recent history 2. Problems of less-developed countries 3. Economic development organizations a) World Bank b) International Monetary Fund c) Other organizations B. Foreign Trade and Exchange 1. Absolute and comparative advantage 2. Exchange rates, U.S. dollar, Japanese yen, and European Union euro C. United States' Trade 1. Exports, imports 2. Trade balance and deficits D. International Organizations and Trade Agreements 1. Tariffs and other trade barriers a) NAFTA, European Union, GATT b) Tariffs, quotas, protectionism c) Free trade debate 2. Conflict resolution; recent uses of trade sanctions V. THE ECONOMY OF MEXICO 15% A. Mexican Economic History 1. Pre-Cortez indigenous economic organization 2. The colonial period 3. Post-independence a. Independence declared in 1810; recognized by Spain in 1821 b. Mexican-American War 4. The Porfiriato 5. The Mexican Revolution and its aftermath 6. The Great Depression (early 1930s) 7. Oil nationalization (1938) 8. Post-World War II growth—the ISI (import substituting industrialization) period and its problems 9. 1982 crisis and subsequent market policies 10. 1994 NAFTA enactment, Zapatistas 11. 1994–5 peso crisis B.The Mexican Economy Today 1. Economic indicators a) Macro b) Welfare c) Financial d) Analysis—what challenges does Mexico face today? 2. How the economy is organized and government policy a) Components of the economy b) Financial organization and monetary/foreign exchange policy i) Role of central bank ii) Banks, the Bolsa, and foreign financing (foreign direct investment, remittances, foreign debt) c) Trading partners and trade policy i) NAFTA and dependence on the U.S. ii) Other negotiations and agreements d) Fiscal Policy i) Revenues (a) Weakness of tax system (b) Dependence on Pemex (c) Attempted reforms ii) Expenditures (a) Government spending (b) Transfer payments iii) Government debt 3. Ongoing challenges and the prickly relationship with the U.S a) Trade b) Investment c) Migration—remittances d). Border infrastructure and shared water resources The topics in sections I through III of the outline were developed in accordance with and modeled on the Voluntary National Content Standards in Economics, developed by the National Council on Economic Education in partnership with the National Association of Economic Educators and the Foundation for Teaching Economics. New York: National Council on Economic Education, 1997. *Asterisks indicate topics that students will need to research independently (sections I, II, III, and IV of the outline). Information relevant to sections I – IV ("Fundamental Economic Concepts," "Microeconomics," "Macroeconomics," and "International Trade and Global Economic Development") can be found in most general economics textbooks as well as USAD's Economics Basic Guide.
	K-12 TLC Guide to Language Arts. K-12 TLC Guide to Literature. K-12 TLC Guide to Poetry. I. Critical Reading A. Purpose and Main Idea B. Structure C. Restatement of Information D. Genres and their Characteristics E. Language and Tone F. Grammar and Syntax G. Vocabulary in Context H. Diction II. NOVEL: Bless Me, Ultima, by Rudolfo Anaya (b. 1937) A. Background of the Author 1. Biography of author 2. Other writing 3. Contemporary reception B. Background of the Novel 1. New Mexico history and culture 2. Background of war 3.Setting a) Eastern plains of New Mexico b) 1945–47 C. Characters 1. The protagonist, Antonio Márez, six years old 2. Ultima ("La Grande"), a curandera, lives with the family 3. Gabriel Márez, Antonio's father 4. María Luna y Márez, Antonio's mother 5. León, Andrew, and Eugene Márez, Antonio's brothers 6. Deborah and Theresa Márez, Antonio's sisters 7. Tenorio Trementina, accuser of Ultima 8. Narciso, the town drunk and ally of Antonio and Ultima 9. Lupito, deranged war veteran 10. Various school friends of Antonio 11. Father Byrne, priest who instructs Antonio in the catechism 12. Luna relatives in El Puerto D. Themes 1. Bildungsroman, development of youthful character 2. Influence of myth 3. Conflict of values 4. Effects of war 5. Influence of the natural world 6. Spiritual quest E. Style 1. Magical Realism 2. Symbolism 3. Prevalence of dreams III. SHORTER SELECTIONS A. Sonnets 27 and 28 by Juana Inés de la Cruz (Sor Juana) (1648?–95) 1. Sor Juana's life and work 2. Structure of Sonnets 27 and 28 3. Themes of Sonnets 27 and 28 4. Literary devices in Sonnets 27 and 28 B. "The Ruby" by Rubén Darío (1865–1916) 1. Darío's life and work 2. Subject matter of "The Ruby" 3. Contrasts in "The Ruby"—Real vs. artificial rubies, gnomes vs. Puck 4. Use of figurative language in "The Ruby" C. "The Stranger" ("La Extranjera") by Gabriela Mistral (1881–1957) 1. Mistral's life and work 2. Themes of Mistral's works 3. Subject matter and themes of "The Stranger" D. "United Fruit Co." by Pablo Neruda (1904–73) 1. Neruda's life and work 2. Canto General 3. Subject matter and themes of "United Fruit Co." 4. Poetic devices in "United Fruit Co." E. "The Switchman" by Juan José Arreola (1918–2001) 1. Arreola's life and work 2. Critical reception of Arreola's work 3. Subject matter of "The Switchman" 4. Interpretations of "The Switchman" a) Satire b) Theater of the absurd c) Social criticism F. "Painting to Survive" by Mario Vargas Llosa (b. 1936) 1. Vargas Llosa's life and work 2. Subject matter of "Painting to Survive" a) Frida Kahlo b) Impact of Hayden Herrera's biography of Kahlo
	K-12 TLC Guide to Mathematics. Algebra: K-12 TLC Guide. Calculus: K-12 TLC Guide. Fractions: K-12 TLC Guide. Functions: K-12 TLC Guide. Geometry: K-12 TLC Guide. Trigonometry & Pre-Calculus: K-12 TLC Guide. I. General Math A. Applications Involving Integers, Fractions, Decimals, and Percents B. Basic Counting Techniques 1. Multiplication principle 2. Permutations and combinations C. Probability of Equally Likely Events II. Algebra A. Solving Polynomial Equations 1. Linear and quadratic equations 2. Higher order equations a) Quadratic form b) Remainder and factor theorem c) Rational roots theorem B. Solving Inequalities 1. Linear and quadratic 2. Absolute value C. Functions: Rational, Exponential, and Logarithmic 1. Domain range 2. Composition 3. Inverses 4. Graphing D. Complex Numbers 1. Operations with complex numbers 2. Complex numbers as roots of equations E. Reading Graphs of Functions F. Sequences and Series 1. Arithmetic 2. Geometric 3. Special sequences and series III. Geometry A. Right Triangles 1. Pythagorean theorem 2. Special triangles B. Coordinate Geometry 1. Midpoint 2. Slope 3. Distance formula 4. Parallel and perpendicular lines 5. Properties of quadrilaterals C. Plane and Solid Figures 1. Area of triangles, quadrilaterals, and circles 2. Area and volume of prisms, pyramids, cylinders, spheres, and cones 3. Properties of similar figures 4. Properties of circles a) Area b) Angle measures c) Tangents, secants, and intersecting chords D. Congruency and Similarity IV. Trigonometry A. Right Triangle Relationships 1. Measurements of angles 2. Measurements of sides B. Trigonometric Functions C. Inverse Trigonometric Functions D. Graphs E. Identities F. Trigonometric Equations 1. Law of sines and cosines 2. Algebraic equations involving trigonometric functions V. Differential Calculus A. Basic Limits and Continuity 1. Finite 2. Infinite 3. L'Hopital's rule B. First Derivatives, Second Derivatives, and Antiderivatives and their Graphical Interpretation C. Equation of a Tangent Line D. Rates of Change 1. Single variable 2. Two-variable related rates of change E. Maxima and Minima F. Inflection Points and Concavity
	K-12 TLC Guide to Composers. K-12 TLC Guide to Music. I. Basic Elements of Music Theory A. Acoustical Properties of Music 1. Pitch 2. Duration 3. Volume (dynamics) 4. Timbre (tone color) B. Formal Properties of Music 1. Rhythm and meter 2. Melody 3. Harmony 4. Texture 5. Form a) Binary form (AB) b) Ternary form (ABA) C. Voices and Instruments 1. The four voice parts 2. Brass instruments 3. Woodwind instruments 4. Stringed instruments 5. Percussion instruments 6. The piano II. Introduction A. Tripartite Musical Culture: Indigenous, European, and African 1. Pre-Columbian music 2. Church music 3. Music of African slaves 4. Nineteenth- and twentieth-century immigration: introduction of new musical traditions III. Latin American Music in Historical Context A. Independent Research Topic: Aztec Society 1. Use of term "Aztec" 2. Tenochtitlán 3. Role of religion in Aztec society 4. Role of war in Aztec society 5. Role of music in Aztec society B. Independent Research Topic: Spanish Colonialism 1. Everyday life in the Spanish colonies 2. Colonial government 3. Social structure and demographics 4. Role of Church 5. Religious conversion of indigenous population 6. Use of music in conversion C. Independent Research Topic: Independence Movements 1. Independence movements in Latin America a) Impetuses for these movements b) Agents of change 2. Concept of nationhood in Latin America 3. Connection between music and nationalism D. Contemporary Latin America 1. Population and demographics 2. The Church in Latin America after independence IV. The Music of Mexico A. Pre-Columbian Music 1. Aztec music a) Music and society b) Musical instruments c) Listening selection: "Copal Offering to the Four Directions" – Xavier Quijas Yxayotl 2. Maya music a) Music and society b) Musical instruments B. Colonial Music 1. Renaissance music: representative composers and works a) Hernando Franco (1532–85) 2. Baroque music: representative composers and works a) Ignacio Jerusalem (1707–69) i) Listening selection: "Kyrie" from Mass in D Major – Ignacio Jerusalem b) Manuel de Zumaya (c.1678–1755) i) Listening selection: "Sol-fa de Pedro" – Manuel de Zumaya c) Classical music: representative composers and works C. Nationalism and Twentieth-Century Mexican Music 1. Mexican independence and the formation of a national music a) Music associated with Mexican independence b) Approaches to establishing a Mexican national music 2. Representative composers and works a) Manuel Ponce (1882–1948) i) Listening selection: "Campo" from Sonatina Meridional – Manuel Ponce b) Carlos Chávez (1899–1978) i) Listening selection: Sinfonía India – Carlos Chávez c) Silvestre Revueltas (1899–1940) i) Listening selection: "Sensemayá" – Silvestre Revueltas D. Traditional and Popular Mexican Music 1. Representative genres a) Mariachi i) History of mariachi ii) Instruments of the mariachi iii) Genres of mariachi music iv) Listening selection: "Las Mañanitas" – Mariachi Aguilas de Chapala v) Mariachi and society b) Norteño: borderland music c) Corrido: popular song V. Music of Central America A. Art Music 1. Sacred music a) Genres b) Representative composers and works c) Role of sacred music in Central American society 2. Secular Music a) Genres b) Representative composers and works c) Role of music in society B. Traditional and Popular Central American Music 1. Guatemala a) Marimba i) Origin and history of the Guatemalan marimba ii) The instrument iii) Music of the Guatemalan marimba iv) Listening selection: "Small Marimba" – Tzutuzil Indians 2. Nicaragua: Son nica VI. The Music of South America A. Pre-Columbian Music 1. Inca music a) Music and society b) Musical instruments B. Colonial Music 1. Sacred music a) Genres b) Representative composers and works c) Role of music in society 2. Secular music a) Genres b) Representative composers and works c) Role of music in society C. Nationalism and Twentieth-Century South American Music 1. Music and nationalism a) Independence movements in Latin America and the formation of national identities b) Role of music in national movements 2. Twentieth-century developments in music a) International compositional techniques of Europe and North America b) Latin American contributions to New Music 3. Representative composers and works a) Heitor Villa-Lobos (1887–1959) i) Listening selection: "Aria" from Bachianas Brasileiras No. 5 – Heitor Villa-Lobos b) Alberto Ginastera (1916–83) i) Listening selection: "Scherzo" from Sonata Op. 47 – Alberto Ginastera c) Astor Piazzolla (1921–92) i) Listening selection: "Verano Porteño" – Astor Piazolla D. Traditional and Popular Music 1. Argentina a) Tango: The development of the Argentine social dance b) Cuarteto: Musical genre of Córdoba, Argentina 2. Brazil a) Samba: Popular music of Brazil b) Bossa nova: Origin and history i) Antonio Carlos Jobim (1927–94) c) Capoeira: Brazilian fight-dance d) Choro: Brazilian popular music and music revival i) Listening selection: "Samba Urbano" – Songs and Dances of Brazil 3. Colombia and Venezuela a) Cumbia: Colombian national dance b) Llanero music: Venezuelan "cowboy music" 4. Peru and Bolivia a) Huayno: Andean music of Peru and Bolivia b) Panpipes of the Andes i) Listening selection: "Los Jilacatas" – Panpipes from Chimo 5. Chile a) Nueva canción: Political music VII. Music of Caribbean Latin America A. Caribbean Art Music 1. Sacred Caribbean Art Music a) Genres b) Representative composers and works c) Role of music in society 2. Secular Caribbean Art Music a) Genres b) Representative composers and works c) Role of music in society B. Traditional and Popular Caribbean Music 1. Cuba a) Son (Son Cubano) b) Rumba: Afro-Cuban music of Cuba c) Cha-cha-chá: Latin dance music i) Listening selection: "Brand New Cha Cha" – Xavier Cugat 2. Puerto Rico a) Bomba: Afro-Puerto Rican dance b) Plena: Puerto Rican folkloric music c) Seis: Puerto Rican dance music
Social Science	K-12 TLC Guide to History and Social Studies. K-12 TLC Guide to Timelines and Chronologies. K-12 TLC Guide to World Government. K-12 TLC Guide to World History. I. Mexico Prior to Independence A. Pre-Columbian Civilizations 1. Olmec, Teotihuacán, and Toltec Civilizations a) Olmec, the mother culture of Mesoamerica, c. 1200 b.c. b) Development of a calendar and a hieroglyphic form of writing c) Main sites of San Lorenzo, La Venta, and Tres Zapotes d) What is known about the Olmec e) Teotihuacán, c. 100–750 a.d. f) Architecture g) Trade, commerce, and manufacturing h) Destruction and population dispersal i) Toltec, the successors to Teotihuacán j) The city of Tula established c. 968 as a focal point of culture k) Religious additions and refinements l) A militarized society and its impact across the region m) Decline, fall to barbarians (chichimecas), and dispersal 2. Independent Research Topic: Mayan civilization a) The Classic Period (c. 250–900) b) Science and mathematics c) Ceremonial cities and architecture d) Political organization and major sites e) Postclassical Period (10th to 16th centuries) and the move to Yucatán f) Trade with Central America and Mesoamerica g) Independent city-states h) Major sites of the postclassical Maya 3. Mexica-Nahua (Aztec) civilization and its tribute empire a) The Mexica and the founding of Tenochtitlán (1325 a.d.) b) Rise to military power and assumption of the Toltec mantle c) Religious beliefs, the central role of war, and human sacrifice d) Social and political organization, schools, and the oral tradition e) Conflict between status conferred by merit and by wealth f) Deification of the paramount ruler g) Military organization and capabilities on the eve of the conquest B. The Spanish Conquest 1. The Cortés expedition of 1519 a) Consolidation of a Spanish presence in the Antilles after 1492 b) Preliminary institutional organization in the islands c) The Church declares Indians to be human and pagans worthy of conversion d) Initial probing of the mainland before Cortés e) Confusion of the Mexica over the nature of the threat f) Role of indigenous allies in Cortés' success 2. The destruction of Tenochtitlán a) Seizure of Moctezuma and the consequences b) Retreat, regrouping, and the siege of Tenochtitlán c) Mexico City arises on the ruins of a destroyed Tenochtitlán C. The Colonial Period (New Spain) 1. The religious conquest a) The arrival of the first missionaries and their expectations b) Different approach of Indians to Christianity c) Arrival of Juan de Zumarraga, the bishop elect of Mexico City d) Methods used to convert in the early decades e) Indian education f) Disillusionment of the friars g) Role of Our Lady of Guadalupe h) Conflict between the regular orders and the secular clergy 2. Introduction of Spanish institutions a) Philosophical foundations of the state b) Political organization following the destruction of Tenochtitlán c) Distrust between the Crown and the Conquistadores d) Mission of Antonio Mendoza, first viceroy of New Spain e) Mixton War—a threat to the supremacy of royal authority f) Municipalities, merchant guilds, taxes g) Educational institutions h) Eighteenth-century administrative reforms 3. Colonial society and economy a) Emergence of mestizos b) Deadly epidemics drastically reduce the indigenous population c) African slaves and mulattoes in multiracial cities d) Domestic economy, merchants, manufacturers, and artisans e) Silver mining as the economic engine of New Spain f) The Church as a credit institution g) Trade with Spain h) Women in a patriarchic society i) Religious life, convents II. Independence to the Revolution of 1910 A. Armed Insurgency and Independence 1. Independent Research Topic: The Hidalgo and Morelos Revolts a) Colonial maturity and weakening ties to Spain b) Napoleonic invasion of Spain as the immediate cause c) Popular sovereignty and the Spanish Constitution of 1812 d) Drive for political autonomy e) Class interests in conflict between Royalists and Autonomists f) The Hidalgo Revolt and the move to protracted civil war g) José María Morelos as a template for independence h) The Plan of Iguala crystallizes a consensus for independence 2. The Constitution of 1812 3. Spanish Counterinsurgency 4. Independence and the first empire a) The Army of the Three Guarantees secures independence b) Agustín Iturbide as emperor and his failure 5. The early federal republic a) Role of federal states vs. Federal government b) Weak notion of a center of union c) Influence of the U.S. Constitution and experience d) Constitution of 1824 e) Absence of political parties and substitute role of Masonic lodges f) Question of national identity and right to govern g) Role of the Indians in the new nation h) Liberalism defined and perceived enemies identified i) The rising importance of Santa Anna j) Centralization of the government by Santa Anna k) The disastrous centralized Constitution of 1836 B. The Mexican-American War, 1846–48: Origins, Process, and Implications 1. Independent Research Topic: revolt in Texas a) Northern Mexico as a population vacuum b) Territorial threats after the Louisiana Purchase c) American settlers in Texas d) Early efforts to restrict American immigration e) Reaction of Tejanos and immigrants to centralization f) Santa Anna's military battles in Texas g) The Lone Star Republic (1836–45) h) Manifest Destiny and the annexation of Texas (1845) 2. Independent Research Topic: The Mexican-American War, 1846–48—war, invasion, and defeat a) Election of President James K. Polk and American expansionism b) Failed effort to buy territory c) Searching for a pretext for war d) Mexico on the eve of war e) American army at war, seizure of California and New Mexico f) Generals Taylor and Scott in Mexico g) Capture and occupation of Mexico City h) Differing reaction of Liberals and Conservatives to defeat i) Opposition to the war in the United States 3. Independent Research Topic: The Treaty of Guadalupe Hidalgo and the aftermath of defeat (1848) a) Terms of the treaty b) Differing explanations of defeat by Conservatives and Liberals c) Differing solutions to the problem of an expansionist United States d) Consequences of the new border e) The North under American rule C. The War of the Reform and the Constitution of 1857 1. The ideological struggle between Conservatives and Liberals a) Imposed reform derived from the eighteenth-century Enlightenment b) Struggle over land held by the Church and Indian communal land c) Role of anti-clericalism 2. War of the Reform and the Constitution of 1857 a) Enshrining Liberal principles within a constitution b) Clergy and bureaucrats forced to accept the constitution c) Reaction of Pope Pius IX d) Outbreak of the War of the Reform (1858–61) e) Desperate funding measures f) Atrocities and senseless destruction g) Mexico and the United States on the eve of disaster D. The French Intervention and the Reign of Emperor Maximilian 1. Independent Research Topic: French troops in Mexico a) Mexican debt as a pretext for intervention b) Emperor Napoleon's grand scheme to revitalize monarchies c) Mexican Conservatives in Europe d) Veracruz customhouse blockade by Britain, Spain, and France e) Temporary defeat at Puebla followed by occupation of Mexico City f) Influence of the U.S. Civil War on events in Mexico 2. Maximilian's government and the Mexican people a) Expectations of the clergy and Conservatives b) A Liberal in monarchist robes c) Refusal to reverse Liberal reforms angers the Vatican d) Withdrawal of the French and the capture and execution of Maximilian E. The Restored Republic and the Rise of Porfirio Díaz 1. Development of a Liberal-Conservative consensus a) Benito Juárez and respect for discredited Conservatives b) Ideas of Auguste Comte fuse with Liberalism c) Founding of the National Preparatory School d) Influence of Comtian positivism on Mexican history e) Dissatisfaction with permanent reelection of Juárez f) General Porfirio Díaz' unsuccessful revolt of La Noria g) Death of Juárez and the presidency of Sebastián Lerdo de Tejada h) Porfirio Díaz' Tuxtepec Revolt succeeds 2. Independent Research Topic: Consolidation of the Porfiriato a) Background, patriotism, and image b) The economic importance of appearing stable and orderly c) An accommodation with the Church d) Dealing with old debt and encouraging foreign investors e) Commercialization of export agriculture f) The Porfirian social structure g) Relations with the United States h) The illusion of strength, the army, and the Rurales i) Bi-national border region becomes a reality j) Assessing the importance of the Porfiriato in Mexican history III. The Mexican Revolution to the Present A. The Mexican Revolution 1. The problems of the Porfiriato and the road to revolution a) The poverty of progress b) Food shortfall c) Critics within and radical opposition d) The dilemma of the exporting oligarchy 2. President Madero and the failed Conservative revolution a) The unresolved problem of a successor to President Díaz b) Background of President MaderoFrancisco I. Madero, wealth and family c) The Creelman interview causes political uncertainty d) Madero misreads lower-class complaints e) 1910, the independence centennial, election, and the Madero revolt f) Rebels take the border city of Juárez, followed by Torreón g) Federal army in confusion, Díaz negotiates and goes into exile h) An elected President Madero preserves the Porfirian structure i) Expectations of the oligarchy, Church, and foreign investors j) Expectations of Emiliano Zapata as a bellwether of coming violence k) Madero offers political democracy as the panacea l) The "Tragic Ten Days" (Feb. 9–19, 1913) and the murder of Madero 3. Independent Research Topic: Huerta, Wilson, and the Unfolding of the Revolution a) General Victoriano Huerta faces opposition from Woodrow Wilson b) Supporters of Madero, the Constitutionalists attack the Huerta regime c) U.S. President Wilson reacts to arms shipments by invading port of Veracruz d) Anti-American reaction in Mexico e) Wilson forces out Huerta f) Opposition of Pancho Villa g) Lower middle-class and rural peasantry in revolutionary armies h) Carranza opposed to popular social and economic demands i) Revolutionary generals as the presidential hopefuls 4. Carranza government and the Constitution of 1917 a) Distribution of land as the key to control b) Redistribution of Porfirian prosperity c) Radicals control the writing of a new constitution d) Social and economic implications of the most radical articles 5. The revolutionary generals in the presidency a) Revolt of General Alvaro Obregón b) Assassination of Carranza (1920) c) President Obregón and relations with the United States d) Agrarian Regulatory Law of 1922 e) Integration of revolutionary soldiers into the federal army and reducing the number of generals f) Calculated violence as a political tool g) President Calles and successors until 1934—The Maximato h) The Cristero Rebellion i) The creation of the PNR j) President Lázaro Cárdenas re-radicalizes the revolution k) Expropriation of foreign oil companies l) Manuel Avila Camacho succeeds, ending the revolution m) Assessing the importance of the revolution in Mexican history B. The Origins and Purpose of the Official Party 1. Partido Revolucionario Institucional, PRI (1946) a) The idea of an official party b) Predecessors of the PRI c) How the PRI functioned prior to the 1990s d) Industrialization and urban growth after 1940 e) Corruption and a mature corporate state f) Nationalism fuses with a rhetorical revolutionary state g) Importance of form, but not substance of political democracy C. The End of PRI Hegemony 1. Disillusionment with the government a) Economic growth unable to keep up with population b) Urban poverty and makeshift settlements c) Tlalteloco Massacre; government's inability to respond to 1985 earthquake d) The Zapatista revolt in Chiapas (1994) 2. Shift to the opposition Partido Accíon Nacional (PAN) a) Origins of the PAN and relationship with the PRI b) Attraction to the middle class c) Connection with the United States d) PRI desperation and NAFTA (1994) 3. PAN wins presidency in 2000 and the consequences a) End of the strong presidency b) Inexperienced congress takes over c) Disappointment in effectiveness of President Vicente Fox d) PAN wins narrow presidential victory in 2006 e) Andres López Obrador challenges the new democratic system D. Current Issues and Challenges 1. Illegal drug industry's threat to political authority a) Origins of the problem in the 1920s b) WWII and demand for Mexican opium cultivation c) Postwar demand for drugs in the United States d) Early Mexican involvement in the illegal industry e) Drug lords emerge who are able to challenge the state f) Corruption of police, army, and border violence 2. The extent of cultural integration with the United States a) Nineteenth-century debate between Conservative and Liberal views b) Postwar cultural impact of mass tourism c) Technology from railways to television, Internet to prepaid phone cards d) Mexican-Americans as a cultural bridge e) Returning workers, attitudes, NASCAR, NFL f) Consequences of allowing Mexicans abroad to vote in national elections 3. Independent Research Topic: Dispute with the United States on the nature of the border and illegal immigration a) History of the border after the Treaty of Guadalupe b) Differing perceptions of the modern border c) The border as an outlet for worker surplus resulting from poor economic development d) Potential impacts of a closed border for both countries
	I. What is Evolution? The History and Development of a Unifying Discipline A. The Meaning and Significance of Evolutionary Biology B. A Brief History of Evolutionary Biology 1. Origins and early development of evolution as a discipline a) Evolutionary philosophy before Charles Darwin b) The important works and contributions of Charles Darwin c) Other important figures in early evolutionary philosophy 2. The Modern Synthesis a) The importance of the modern synthesis to the development of evolutionary theory b) Main tenets of the modern synthesis c) Influence of the modern synthesis on the unification of disciplines that characterize contemporary biology 3. The Evolution of Populations a) The genetics of populations b) Microevolution occurring within populations c) Natural selection as a mechanism for adaptive evolution II. Latin America and Evolutionary Biology -- Darwin and the Galapagos A. Charles Darwin and the H.M.S. Beagle in South America B. The Role of Latin America in the Development of Evolutionary Thought 1. Case Study: Darwin's Finches III. Taxonomy, Classification and Species A. Linnaeus and the Binomial Nomenclature System B. The Classification Hierarchy C. Rules for Naming and Classifying Organisms D. Methods of Classification 1. Phenetics 2. Cladistics 3. Evolutionary taxonomy 4. The five-kingdom system 5. The three-kingdom system IV. Mechanisms of Genetic Variation and Earth's Diversity A.Selection and Variation 1. The theory of natural selection 2. Other types of selection 3. Mutation 4. Recombination 5. Gene flow B. Speciation as a Mechanism of Macroevolution 1. Modes of speciation that increase diversity a) Sympatry b) Allopatry 2. Extinction as a mechanism that decreases diversity C. The Pace of Evolution 1. Gradualism 2. Punctuated equilibrium D. A Brief History of Life on Earth E. Fossil Evidence V. Select Topics in Evolutionary Biology A. Natural Selection and Genome Size 1. The fossil record 2. Genome sizes in living species B. Evolutionary Developmental Biology ("evo devo") 1. Hox genes 2. Non-coding DNA 3. Criticisms of evo devo C. Biochemical and Molecular Similarities among Organisms D. Evolution as "Tinkering"

This guide last edited 08/05/2008
This guide created 06/06/2008