Commissionerís Regulation 100.5 (b)(7)(iv)

Specialized Courses

Students first entering grade nine in 2001 and thereafter shall meet the commencement level New York State learning standards by successfully completing twenty-two units of credit and five New York State assessments distributed as specified in (a) through (k) below. After passing the required New York State assessment or approved alternative in mathematics, science, and English language arts, the remaining units of credit required in that discipline may be in specialized courses. A specialized course is a course that meets the requirements of a unit of credit as defined in section 100.1 (a) of this Part and the New York State commencement learning standards as established by the commissioner. A specialized course develops the subject in greater depth and/or breadth and/or may be interdisciplinary. Successful completion of one unit of study in an interdisciplinary specialized course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. In a public high school, a teacher certified in at least one of the subjects should teach an interdisciplinary specialized course.

Language Specific to Social Studies

Social Studies, four units of credit including one unit of credit in American history, the Regents examination in United States history and government or an approved alternative pursuant to section 100.2 (f) of this part, the Regents examination in global history and geography or an approved alternative pursuant to section 100.2 (f) of this Part, and a half unit of credit in Economics and a half unit of credit in Participation in Government or their equivalent as approved by the local public school superintendent or his or her designee or by the chief administrative officer of a registered non-public high school.

Excerpts from School Executive's Bulletin October 1999

In the area of social studies, the regulations require students to attain a half-unit of credit in Economics and a half unit of credit in Participation in Government or "their equivalent as approved by the local superintendent or his or her designee or by the chief administrative officer of a registered non-public high school." In this case, an "equivalent" course is one that is based on the same areas of the commencement level standards as the required course. Therefore, a certified business teacher may teach a business economics course for economics credit if it covers the following learning standards/performance indicators:

Students will:

Define and apply basic economic concepts such as:

Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions:

Explain how economic decision making has become global as a result of an interdependent work economy.

Understand the roles in the economic system of consumers, producers, workers, investors, and voters.

Apply a problem-solving model to:

Present economic information and conclusions in different formats including: