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Local, State, and National Standards The Ancient Greeks and Their Ideas on Human Values Miami-Dade County Competency-Based Curriculum Standards Language Arts-English I (Grade 9) Component: Literature Competencies: A & B Objectives: 8. Interprets a literary selection and supports the interpretation with examples from the text. 9. Relates text to real life experiences. Component: Listening/Speaking/Viewing Competency: A Objectives: 2. Demonstrates appropriate listening skills in a variety of settings. 5. Contributes appropriately to an oral discussion. Social Studies World History (Grade 9) Component: Historical Awareness Competency: B Objectives: 3. Identify/Describe people and events of time periods in history. Component: Cultural Awareness Competency: C Objectives: 2. Identify the major contributions of classical Greece and their effects on the development of Western Civilization. Component: Global Perspective Competency: A Objectives: 1. Analyze the influence of selected cultures on world civilizations 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 World History: First Nine Week Cycle Main Topic # 5- Ancient Greece Broward County Critical Content & Performance Indicators World History Strand A: History SS.A.2.4.4 - understand significant aspects of the economic, political, and social systems of ancient Greece and the cultural contributions of that civilization • gives examples of how culture influences human interaction in social, political, and economic settings Broward County Curriculum Map for World History September Essential Question: What developments occurred in ancient Greece that had a lasting influence in the formation of the modern world? Broward County Curriculum Map for Language Arts April/May Essential Question: What kinds of events shape our lives and our belief systems? State of Florida-Sunshine State Standards Language Arts Grades 9-12 Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Literature Standard 1: The student understands the common features of a variety of literary forms. (LA.E.1.4) 2. understands why certain literary works are considered classics. Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4) 6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and cause of conflicts in texts 7. examines a literary text from several critical perspectives Social Studies Grades 9-12 Time, continuity, and Change Standard 2: The student understands the world from its beginnings to the time of the Renaissance. (SS.A.2.4) 4. understands significant aspects of the economic, political, and social systems of ancient Greece and the cultural contributions of that civilization. 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. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 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. 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.