Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

2. explain the impact of industrialization and urbanization with emphasis on reform movements such as muckraking literature, the Progressive movement, women’s suffrage and temperance, child labor, and organized labor, significant inventors and their inventions (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright); and laissez-faire policies toward big business and the rise of entrepreneurs and industrialists in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller).

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Students will read at increasing levels of complexity for a variety of purposes.

Indicator 1: Students will use various reading cues/strategies to comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.

1. construct meaning from text using context and semantic clues, e.g., situation, word order.
2. recognize direct and implied meaning to extend understanding of materials read.
3. ask questions and make predictions about information or the message found in text.
4. explain how the meaning of words may be changed by the use of non-standard English, dialect, and idioms.
5. use background knowledge and experience to comprehend text.
6. connect main ideas and concepts to other sources and related topics.

1. infer word meanings through the use of context clues, e.g., antonyms, homonyms, analogies.
2. use direct and implied meaning to interpret materials read.
3. make predictions about the information or message that may be found in various texts.
4. recognize the origins and meanings of foreign words frequently used in English.
5. describe how prior knowledge may affect understanding of new knowledge.
6. connect the content and ideas in a specific text to other topics and related content areas.

1. use context clues to determine the meaning of unfamiliar words, e.g., antonyms, homonyms.
2. recognize and use direct meaning, implied meaning, and inferential meaning to extend understanding of materials read, e.g., denotation, connotation, reasoning.
3. make complex predictions about the content or message of various materials before reading.
4. apply knowledge of word origins and derivations to extend vocabulary development.
5. use prior knowledge and experience to confirm, revise, or reject predictions made about materials being read.
6. relate the content and ideas in a selection to other concepts, topics, or sources.

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

1. use words that are expressive, appropriate, and precise to provide clarity and focus for the reader.
2. apply rules of grammar in written communication, e.g., perfect verb tenses, subject-verb agreement; and indefinite pronouns.
3. edit final copies for correct spelling, capitalization, and punctuation, e.g., their, they’re, there; proper nouns, names, titles, nationalities; colons, semi-colons.
4. use available technology in editing and revising, e.g., spell check, grammar check, margins, tabs, fonts, spacing.
5. revise manuscripts to improve effectiveness, e.g., simple, compound, compound-complex sentences.

1. choose vocabulary that is expressive, content appropriate, and precise to clarify, exemplify, and define ideas.
2. apply rules of grammar in written communication, e.g., pronoun-antecedent agreement, infinitives, participles, and verb tense consistency.
3. edit final copies for correct spelling, capitalization, and punctuation, e.g., prefixes and suffixes, hyphens, dashes, brackets, and semi-colons.
4. use available technology in editing, e.g., spell check, grammar check, columns, page orientation.
5. revise manuscripts for accuracy and effectiveness, e.g., active voice, proper documentation.

1. choose appropriate vocabulary to clarify and enhance ideas.
2. apply rules of grammar in written communication, e.g., correct tense, case, agreement, comparisons, sentence structure, parallel structure.
3. edit final copies for correct spelling, capitalization, and punctuation, e.g., south vs. the South, comma splices.
4. use available technology in the editing process.
5. revise manuscripts for accuracy and effectiveness, e.g., documentation form, transitional devices, active voice.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

2. use simple figurative language in writing, e.g., similes, metaphors, idioms, personification, hyperbole.
3. use technology to share written work with others.
5. implement various stages of the writing process, e.g., brainstorming, outlining, clustering, drafting, revising, editing, publishing.

1. use specific techniques authors employ to enhance the effectiveness of writing, e.g., anecdotes, analogies, metaphors, quotations, dialogue, suspense, narrative action.
3. use technology to share written work with others and to receive feedback.
5. use an established process in preparing written text, e.g., prewriting, drafting, revising, editing, and publishing.

3. consider the effects authors achieve through imagery and figurative language.
4. use available technology to publish and receive feedback about written work.
6. use a variety of techniques to generate, draft, revise, edit, and publish texts.

Indicator 4: Students will write to clarify and enhance understanding of information.

1. use writing as a means to paraphrase/summarize what is read/heard.
2. write to connect knowledge within and across disciplines. e.g., ecosystems in geography and science.

2. write to transfer learning from one context to another, e.g., finding similarities between history and literature.
4. support interpretations or judgments with information from a variety of sources, e.g., electronic databases, interviews.

2. write to transfer learning from one context to another, e.g., practical application of ideas and theories.
3. write to record observations, communicate hypothesis, and analyze information collected.

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources.

2. determine the effect of images, text, and sound in electronic journalism.
3. distinguish between fact and fiction in various communication sources.
4. recognize the use of subliminal messages in various aspects of communication.
5. identify false and misleading information in oral and electronic presentations.

2. consider the influence of images, text, and sound in print/electronic journalism.
3. identify persuasive and propaganda techniques used in television and other media.
4. identify the use of subliminal messages in various forms of communication.
5. recognize how interpretation of literal and figurative meaning can be misleading within electronic communication, e.g., illusion, advertisement, dramatic action.

1. evaluate the credibility of the speaker, e.g., hidden agendas, slanted or biased material.
2. analyze the way visual imagemakers represent meaning, e.g., graphic artists, illustrators, news photographers.
3. compare how different information sources cover the same situation or event, e.g., newspaper, journal, television.
4. determine the use of subliminal messages in various aspects of communication.
5. analyze how electronic media uses literal and figurative meanings to influence audience interpretation, e.g., illusion, dramatic action.

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Goal 2 - ACCESSING INFORMATION
Students will access and evaluate health information, products, and services.

Indicator 1: Students will evaluate the impact of culture, media, and technology on personal health decisions and practices. Students will access and evaluate health information, products, and services.

2. examine why people often select health products on the basis of family habits and advertising claims.

2. determine why people often select health products on the basis of family habits, impulse, and advertising claims.

2. evaluate reasons why people often select health products on the basis of personal preferences, family habits, impulse, and advertising claims.

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Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

3. demonstrate an understanding of domestic history from World War II through the 1900’s by explaining current patterns of Supreme Court nominations and decisions and evaluate their impact, such as the Warren Court and the Thomas/Bork nominations; comparing the positions of the political parties and interest groups on major issues; and analyzing the causes and manifestation of social change, such as feminism, counter culture, and the youth movement.

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Students will read at increasing levels of complexity for a variety of purposes.

Indicator 2: Students will evaluate patterns of organization, literary elements, and literary devices within various texts.

9. analyze the effect of figurative language in various genres, e.g., personification, simile, metaphor.

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

5. locate, synthesize, and use information from multiple sources to solve problems and make decisions, e.g., newspapers, magazines, electronic media, public documents.
6. analyze the effect of bias, stereotyping, unsupported inferences, fallacious reasoning, and propaganda techniques in expository text.
7. use the media center for study and research, e.g., computerized data, cataloging systems, Reader’s Guide, reference books.

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

2. use correct spelling, language, punctuation, and capitalization in final copy.
3. use available technology for editing and revising.
4. employ precise language and technical vocabulary to communicate ideas clearly and concisely.
7. revise for ideas, paragraph structure, sentence structure, and word choice.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

4. consider how language and visuals enliven characters, enhance plot development, or evoke response, e.g., rhythm, rhyme, repetition, sensory imagery, dialect, and figurative language.
6. revise writing to improve logic of organization and controlling idea, level of detail, style, word choice, and sentence variety.
7. use available tools/resources to revise and edit personal work, e.g., Franklin speller, grammar checker, thesaurus.
8. use technology to share written work with other writers and review feedback.
9. incorporate suggestions from others for revisions and editing into rewrites.

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 2: Students will interpret and evaluate ideas/information from various oral and visual sources.

1. analyze the varying effects of different modes of media coverage, e.g., nightly news, news magazines, documentaries, Internet.
2. evaluate the credibility of a speaker and the plausibility of the message, e.g., hidden agenda, slanted material, biased opinion.
3. analyze strategies used by the media to inform, persuade, entertain and represent culture, e.g., advertising, perpetuation of stereotypes, visual representations, special effects, language.
4. evaluate types of evidence speakers use for credibility, validity, and relevance, e.g., statistics, testimonies, specific instances.
5. analyze types of arguments used by various speakers, e.g., argument by causation, analogy, authority, emotion, logic.
6. analyze how various techniques used to create aesthetic effects in media presentations may alter the message, e.g., Shakespeare’s Henry V to Kenneth Branagh’s 1990 version.
7. distinguish between various forms of logical and critical thinking used in persuasion/debate, e.g., inductive and deductive reasoning, reasoning from syllogisms and analogies.
8. understand use of language techniques such as labeling, ambiguity, vagueness, hedging, assigning arbitrary definitions, and unsupported arguments.

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Goal 2 - ACCESSING INFORMATION
Students will access and evaluate health information, products, and services.

Indicator 1: Students will evaluate the impact of culture, media, and technology on personal health decisions and practices. Students will access and evaluate health information, products, and services.

2. evaluate the influence of media/advertising on health-related behavior of consumers, e.g., alcohol consumption, tobacco use, sexual activity.

Comprehensive Standard:

Analyze factors that impact human growth and development.

Content Standard 2.2: Examine personal and social forces that impact human growth and development across the life span.

2.2.2 Analyze the impact of social, economic, and technological forces on human growth and development.

2.2.2 Analyze the impact of social, economic, and technological forces on human growth and development.

2.2.3 Explain the effect of gender, ethnicity, and culture on individual development.

Comprehensive Standard:

Evaluate the impact of parenting roles and responsibilities on strengthening the well being of families and individuals.

Content Standard 5.2: Analyze societal conditions that impact parenting.

5.2.2 Examine society’s influence on the behavior of care givers and family members.

Comprehensive Standard:

Evaluate management practices related to human, economic, and environmental resources.

Content Standard 7.4: Evaluate the impact of technology on resource management for individuals.

7.4.2 Examine how media and technological advancement impact consumer decisions.

7.4.2 Examine how media and technological advancement impact consumer decisions.

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