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Local, State, and National Standards Miami-Dade County Competency-Based Curriculum Standards Language Arts-English I* (Grade 9) Component: Composition Competencies: A & B Objectives: 1. Understands and practices the reading-writing connection. 3. Uses personal experiences, discussions, visual stimuli, observation, reading research, and media to generate ideas for writing. 4. Formulates a thesis statement and writes to it. 7. Applies appropriate logical thought patterns in multi-paragraph compositions to include essays of three paragraphs or more (comparison and/or contrast, cause and effect, analysis, classification, order of importance, definition, and/or chronological order). 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 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) *Objectives for English II (Grade 10) are similar. English III and IV** (Grades 11-12) Component: Informational Reading/Information Literacy/Study and Test-Taking 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 **The English I and II components are basically the same for English III and IV (Grades 11-12). This last one differs considerably and needed to be referenced. Social Studies American Government (Grade 12) Component: Civic Responsibility Competency: B Objectives: 3. Discuss the importance of maintaining a balance between law and order and the need to protect individual rights. 5. Evaluate the effects of legislative acts on civil rights and civil liberties in the United States. 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: 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 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 uses the information appropriately. Writing Standard 1: The student uses writing processes effectively. (LA.B.1.4) 2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4) 1. writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. 2. organizes information using appropriate systems. 3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. 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. 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. 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: 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.