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Local, State, and National Standards CORPORATE SOCIAL RESPONSIBILITY Miami-Dade County Competency-Based Curriculum Standards English IV (Grade 12) Component:    Composition Objectives: 1. Understands and practices the reading/writing connection 3. Generates ideas for writing about a topic for the purpose of writing, varies writing style, including vocabulary and sentence structure for different audiences and purposes, and writes standard English sentences 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 9. Compiles information from a variety of sources, and organizes information into a cohesive paper citing sources appropriately Component:    Listening/Speaking/Viewing Objective: 3. 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’s       purpose 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 Economics Component:    Geographic Understanding Competency:   B Objectives: 3. Cite examples of ways in which economics and environment are interrelated. 5. Define, clarify and offer solutions to problems. 6. Judge information related to a problem. 7. Build skills in decision-making and critical thinking. Component:    Historical Awareness Competency:   B            Objectives: 2. Explain how wages are determined and why wage differentials exist. Component:    Civic Responsibility Competency:   B Objectives: 2. Understand how US citizens can participate in political and economic processes and decision-making. 4. Describe government regulation of economic activities and institutions. Component:    Global Perspective Competency:   B Objectives: 5. Examine the positive and negative aspects of international business activities; e.g.; environmental concerns, quality of life.   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 Economics: First Nine Week Cycle Main Topic # 1- Introduction to Economics-Economic Choices or Second Nine Week Cycle Main Topic #8-Measuring Economic Performance-Economic Growth, Economic Challenges   Broward County Critical Content & Performance Indicators Economics Strand B: Geography  SS.B.2.4.1 - understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions • describes how humans developed cultures based on economic factors and significant environmental factors   Strand D: Economics SS.D.2.4.1 - understand how wages and prices are determined in market, command, tradition-based, and mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth • describes how various societies have organized to answer the basic economic questions • gives examples of how economic systems reflect and direct decisions about how resources are used • describes the role of money, resources, labor, and entrepreneurs in a free enterprise system Broward County Curriculum Map for Economics October Essential Question: What is the relationship between government activity on business?   New State of Florida-Sunshine State Standards Corporate Social Responsibility Language Arts Grades 11-12 Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. The student will: LA.1112.1.6.1 - use new vocabulary that is introduced and taught directly 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; LA.1112.1.7.6 - analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections; LA.1112.1.7.7 - compare and contrast elements in multiple texts; 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) Informative Writing Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks. The student will: LA.910.4.2.3 - 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.1112.5.2.3 - use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one’s own and others’ oral presentations 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. Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will: LA.1112.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources; LA.1112.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations; LA.1112.6.2.3 - write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas; LA.1112.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will: LA.1112.6.3.1 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media; LA.1112.6.3.2 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles; LA.1112.6.3.3 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation. Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. The student will: LA.1112.6.4.1 - select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); LA.112.6.4.2 - routinely use digital tools for publication, communication and productivity.   National Standards 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: People, Places and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. 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: Production, Distribution and Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services Thematic Strand: Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence. Thematic Strand: Civic Ideals and Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.