Ethics Curriculum Project

Local, State, and National Standards

The Ethics of Peer-to-Peer File Sharing
Miami-Dade County Competency-Based Curriculum Standards

Language Arts English I* (Grade 9)

Component: Listening/Speaking/Viewing
Competency: A
Objectives:
3. Prepares and presents a speech or oral report designed to inform, persuade or entertain an
audience.
5. Contributes appropriately to an oral discussion.

Component: Informational Reading/Information Literacy/Study and Test-Taking
Competency: A
Objective:
1. Practices the following reading strategies both within an individual selection and among a
variety of selections:
-determines the following in a reading selection:

sequence of events or ideas
stated or implied main idea
fact/opinion
generalization
conclusion

-varies reading rate to suit purpose and subject matter (to include skimming, scanning,
and analytical reading)
-monitors comprehension of a reading selection (to include asking questions, rereading,
and paraphrasing)

Component: Listening/Speaking/Viewing
Objectives:
2. Demonstrates appropriate listening, speaking, and viewing skills in a variety of settings.
3. Prepares and presents a speech or an oral report designed to inform, persuade, or entertain
an audience.
5. Contributes appropriately to an oral discussion.
8. Observes and evaluates a variety of media materials.

*Objectives for English II (Grade 10) are similar.

English III** (Grade 11)
Component: Listening/Speaking/Viewing
Objectives:
2. Applies appropriate listening, speaking, and viewing skills in a variety of cooperative settings.
3. Designs, delivers, and evaluates classroom oral 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

**Objectives for English IV (Grade 12) are similar.

Social Studies

American Government (Grade 12)
Component: Civic Responsibility
Competency: B
Objectives:
1. Identify the constitutional guarantees to which an individual is entitled, noting that they
reflect the belief that government should protect individual right.
2. Describes the constitutional protections guaranteed to persons accused of a crime.
5. Evaluate the effects of legislative acts on civil rights and civil liberties in the United States.

Economics (Grade 12)
Component: Civic Responsibility
Competency: B
Objective:
4. Describe government regulation of economic activities and institutions.

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 Government:

First Nine Week Cycle
Main Topic #4
Business Organizations and Institutions

or

Second Nine Week Cycle
Main Topic # 7
Civil Liberties

Broward County Critical Content & Performance Indicators

American Government
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

SS.C.2.4.5 - understand how personal, political, and economic rights are secured by constitutional government and by such means as the rule of law, checks and balances, an independent judiciary, and a vigilant citizenry
• explains how social economic and political decisions made by government impact individuals and their families
• gives examples of how freedoms, rights, and responsibilities are continuously being redefined in the context of modern society

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

Broward County Curriculum Map for American Government

November
Essential Question:
How does the Supreme Court define freedom and security of the person?

Broward County Curriculum Map for Language Arts

October/November
Essential Question:
What is the importance of knowing truth? In what ways or circumstances might truth be subjective?

State of Florida-Sunshine State Standards

Language Arts Grades 9-12

Reading

Standard 1:
The student uses the reading process effectively. (LA.A.1.4)

1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations

Standard 2:
The student constructs meaning from a wide range of texts. (LA.A.2.4)

1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material
2. determines the author’s purpose and point of view and their effects on the text
4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement
7. analyzes the validity and reliability of primary source information and use the information appropriately.

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.

Language

Standard 2: The student understands the power of language. (LA.D.2.4)

6. understands that laws control the delivery and use of media to protect the rights of authors and the rights of media owners

Social Studies Grades 9-12

Government and the Citizen

Standard 2: The student understands the role of the citizen in American Democracy. (SS.C.2.4)

3. understands the issues of personal concern: the rights and responsibilities of the individual under the U.S. Constitution, the importance of civil liberties, the role of conflict resolution and compromise, and issues involving ethical behavior in politics.

Economics

Standard 2: The student understands the characteristics of different economic systems and institutions. (SS.D.2.4)

3. understands how government taxes, policies and programs affect individuals, groups, businesses, and regions.

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.

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: 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.