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Local,
State, and National Standards
The
Ethical Revolution: Civics and Virtue in
The Autobiography of Benjamin Franklin
Miami-Dade County Competency-Based Curriculum Standards
Language
Arts
English
III
(Grade 11)
Component: Literature
Objectives:
2. Recognizes how works and/or universal themes in American
Literature are reflections of and reactions to contemporaneous
historical events and cultural and social settings
6. Discusses techniques a writer uses for developing
a character, and articulates how a character changes
through the course of a work
9. Examines own values in light of those expressed in
American literature and cites similaritiesand differences
10. Reads a variety of additional American literature
selections to enrich his or her
understanding
Component:
Composition
Objectives:
1. Understands and practices the reading/writing connection
3. Writes a precise thesis statement that is declarative,
controlling, and defensible, andsupports it with fully
developed paragraphs
5. Writes multi-paragraph compositions to include essays
of five paragraphs or more reflecting sound organization,
logical development (including comparison/contrast,
cause/effect,classification, order of importance, and
spatial relationships), and accepted rules of writtenstandard
American english
Component:
Listening/Speaking/Viewing
Objectives:
2. Applies appropriate listening, speaking, and viewing
skills in a variety of settings.
3. Designs, delivers, and evaluates classroom oral presentations.
4. Analyzes and critiques a variety of audiovisual presentations.
Component:
Informational Reading/Information Literacy/Study and
Test-Taking
Objective:
1. Uses effective reading strategies in a variety of
informational contexts:
-previews and identifies organizational patterns, analyzes
and evaluates information
-determines the main idea and supporting details in
a variety of written material
-evaluates the accuracy of information in a variety
of selections based on the author’s
purpose and/or bias, audience, and sources
-evaluates conflicting information to determine which
is more valid
English IV (Grade 12)
Component: Literature
Objectives:
2. Understands and expresses how literature is a reflection
of societal, political, and religiousideas of an age
8. Draws inferences from literary works about the ideas
and attitudes of the authors who wrote them
11. Reads additional literary selections to enrich understanding
12. Relates the relevance of concepts in literature
to personal and cultural values and
experiences
Component:
Composition
Objectives:
1. Understands and practices the reading/writing connection
5. Demonstrates competence in defending a thesis in
a multi-paragraph compositions to include essays of
five paragraphs or more using a variety of organizational
patterns to include comparison and/or contrast, cause
and effect, definition, classification, argumentation,
order of importance, chronological order, and/or spatial
relationship
Component:
Listening/Speaking/Viewing
Objective:
2. Presents oral reports and/or participates in group
presentations
Component:
Informational Reading/Information Literacy/Study and
Test-Taking
Objective:
1. Uses effective reading strategies in a variety of
informational contexts:
-previews and identifies organizational patterns in
a variety of selections
-determines the main idea and supporting details in
a variety of written materials
-analyzes and applies information from technical and/or
scientific writing
-evaluates the accuracy of information in a variety
of selections based on the author’spurpose and/or
bias, audience, and sources, and recognizes this bias
as different from the student’s point of view
or bias
-recognizes how sexism, cultural bias, and the use of
propaganda produce intended effects
-recognizes and uses inductive and deductive reasoning,
and recognizes fallacies in reasoning
-evaluates conflicting information to determine which
is more valid
-evaluates information presented in a variety of narrative
and visual formats such as charts, graphs, tables, and
maps
Social
Studies
American
History
(Grade 11)
Component: Historical Awareness
Competency B
Objectives:
2. Summarize the political conditions following the
American Revolution which led to theConstitutional Convention
11. Understand how contemporary American society depends
on the contributions of pastsocieties
Competency C
Objective:
6. Recognize that personal experience and frame of reference
influence the interpretation of historical events
American Government (Grade 12)
Component: Historical Awareness
Competency: A
Objectives:
2. Describe the various philosophies that influenced
the development of the government of theUnited States
4. Understand the historical origins of basic constitutional
concepts; i.e., representative government, separation
of powers, federalism
Component:
Civic Responsibility
Competency: A
Objectives:
1. Demonstrate the importance of participation in community
service, civic improvement,and involvement in political
activity
2. Describe the responsibilities of citizens in a democracy
Component:
Global Perspective
Competency: A
Objective:
3. Compare the structure and functions of American democracy
with other forms of
government
Miami-Dade
County Curriculum Pacing Guide for Language Arts/Reading:
This
module may be used during any of the four nine-week
periods because the skills taught fall into the category
of Ongoing Objectives. Teachers may use discretion
based on area emphasized in lesson activities.
Miami-Dade
County Scope and Sequence Planning Outline for American
History:
First
Nine Week Cycle
Main Topic #3
Revolutionary Era
Miami-Dade
County Scope and Sequence Planning Outline for American
Government:
First
Nine Week Cycle
Main Topic #1
Foundations and Principles of Government
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Broward County Critical Content & Performance Indicators
American
Government
Strand C: Civics and Government
SS.C.1.4.1
- understand the nature of political authority and the
nature of the relationship between government and civil
society in limited governments (e.g., constitutional
democracies) and unlimited governments (e.g., totalitarian
regimes)
• lists the advantages and disadvantages of federal,
confederate, and unitary systems of government
• gives examples of how different philosophies
and goals may result in conflicts among countries
SS.C.1.4.2 - understand the ideas that led to the creation
of limited government in the United States (e.g., ideas
of natural rights philosophy, and the concept of popular
sovereignty)
• compares and contrasts various forms of democratic
systems of government (direct, indirect, representative,
republic, parliamentary, presidential, etc.)
SS.C.2.4.6
- understand the argument that personal, political,
and economic rights reinforce each other
• describes the common threads of individual rights
and responsibilities (freedom of choice, private property,
individual effort, civic responsibility, volunteerism,
etc.) that hold together the American social, economic,
and political institutions
American
History
Strand A: History
SS.A.4.4.3
- understand the significant military and political
events that took place during the American Revolution
• reconstructs the chronological succession of
events associated with a particular historical theme
or period
• identifies events associated with a particular
historical period as being social, political, or economic
events
• gives examples how change results from both
peaceful and violent interactions between cultures,
civilizations, and nations
• describes the contributions of African Americans
(slaves and free) during the American Revolutionary
period
SS.A.4.4.4 - understand the political events that defined
the Constitutional period
• describes the social, political, and economic
factors that resulted in the writing of the US Constitution,
the establishment of the US government, and the growth
of American nationalism
• describes the impact of slavery on the construction
of the US Constitution, the establishment of the US
government, and the growth of American nationalism
Strand
C: Civics and Government
SS.C.2.4.3 - understand issues of personal concern:
the rights and responsibilities of the individual under
the US Constitution; the importance of civil liberties;
the role of conflict resolution and compromise; and
issues involving ethical behavior in politics
• explains how crime and its consequences squander
a nation’s human and economic resources
• explains how ethical and moral standards reflect
the values of a society
• explains the balance in America between personal
gain and civic responsibility
Broward
County Curriculum Map for American Government
August
Essential Question:
Does the form a government takes, the way in which it
is structured, have any importance?
Broward
County Curriculum Map for American History
August
Essential Question:
Was the Revolution truly a radical overturning of government
and society--the usual definition of a “revolution?”
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New State of Florida Sunshine State Standards
Benjamin Franklin
Language
Arts Grades 11
Vocabulary
Development
Standard:
The student uses multiple strategies to develop grade
appropriate vocabulary.
The
student will:
LA.1112.1.6.2
- listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.6.3 - use context clues to determine meanings
of unfamiliar words;
LA.1112.1.6.4 - categorize key vocabulary and identify
salient features;
LA.1112.1.6.5 - relate new vocabulary to familiar words;
LA.1112.1.6.6 - distinguish denotative and connotative
meanings of words;
LA.1112.1.6.9 - determine the correct meaning of words
with multiple meanings in context;
LA.1112.1.6.10 - determine meanings of words, pronunciation,
parts of speech, etymologies, and alternate word choices
by using a dictionary, thesaurus, and digital tools
Reading
Comprehension
Standard:
The student uses a variety of strategies to comprehend
grade level text.
The
student will:
LA.1112.1.7.2
- analyze the author’s purpose and/or perspective
in a variety of text and understand how they affect
meaning;
LA.1112.1.7.3
- determine the main idea or essential message in grade-level
or higher texts through inferring, paraphrasing, summarizing,
and identifying relevant details and facts;
LA.1112.1.7.4
- identify cause-and-effect relationships in text;
Nonfiction
Standard:
The student identifies, analyzes, and applies knowledge
of the elements of a variety of nonfiction, informational,
and expository texts to demonstrate an understanding
of the
information presented.
The
student will:
LA.1112.2.2.2
- use information from the text to answer questions
or to state the main idea or provide relevant details;
LA.1112.2.2.3- organize information to show understanding
or relationships among facts, ideas, and events (e.g.,
representing key points within text through charting,
mapping, paraphrasing,
summarizing, comparing, contrasting, outlining);
LA.1112.2.2.5
- select a variety of age and ability appropriate nonfiction
materials (e.g., biographies and
topical areas, such as science, music, art, history,
sports, current events) to expand the
core knowledge necessary to connect topics and function
as a fully literate member of a
shared culture.
Informative
Writing
Standard:
The student develops and demonstrates expository writing
that provides information related to real-world tasks.
The
student will:
LA.1112.4.2.3
- write informational/expository essays that speculate
on the causes and effects of a situation, establish
the connection between the postulated causes or effects,
offer evidence supporting the validity of the proposed
causes or effects, and include introductory, body, and
concluding paragraphs;
Listening
and Speaking
Standard:
The student effectively applies listening and speaking
strategies.
The
student will:
LA.1112.5.2.1
- demonstrate effective listening skills and behaviors
for a variety of purposes, and demonstrate understanding
by critically evaluating and analyzing oral presentations;
LA.1112.5.2.2
- apply oral communication skills in interviews, formal
presentations, and impromptu situations according to
designed rubric criteria;
LA.1112.5.2.4
- use appropriate eye contact, body movements, and voice
register for audience engagement in formal and informal
speaking situations;
LA.1112.5.2.5
- research and organize information and demonstrate
effective speaking skills and behaviors for a variety
of formal and informal purposes.
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English
(National Council of Teachers of English & International
Reading Association)
1. Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
3. Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. They draw
on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and
visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences
and for different purposes.
5. Students employ a wide range of strategies as they
write and use different writing process elements appropriately
to communicate with different audiences for a variety
of purposes.
6. Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
Social Studies (National Council for the Social
Studies)
Thematic Strand: Time, Continuity and Change
Social studies programs should include experiences
that provide for the study of the ways human beings
view themselves in and over time.
Thematic Strand: Individual Development and Identity
Social studies programs should include experiences
that provide for the study of individual development
and identity.
Thematic Strand: Individuals, Groups and Institutions
Social studies programs should include experiences
that provide for the study of interactions among individuals,
groups, and institutions.
Thematic Strand: Power, Authority and Governance
Social studies programs should include experiences
that provide for the study of how people create and
change structures of power, authority, and governance.
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