 Subject : English Language Arts |
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Grade : Grade Seven |
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Area : Listening and Speaking |
Sub-Strand 1.0: Listening and Speaking Strategies
Deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. Students evaluate the content of oral
communication.
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Concept : Organization and Delivery of Oral Communication |
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Standard 1.4: Organization and Delivery of Oral Communication |
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Standard 1.5: Arrange supporting details, reasons, descriptions, and examples effectively and persua-sively
in relation to the audience. |
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Standard 1.6: Use speaking techniques, including voice modulation, inflection, tempo, enunciation,
and eye contact, for effective presentations. |
Sub-Strand 2.0: Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking demon-strates
a command of standard American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard 1.0.
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Concept : Using the speaking strategies of grade seven outlined in Listening and Speaking
Standard 1.0, students: |
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Standard 2.3: Deliver research presentations:
a. Pose relevant and concise questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence generated through the formal research process (e.g., use of a card
catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, news-papers,
dictionaries).
d. Cite reference sources appropriately. |
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Standard 2.4: Deliver persuasive presentations:
a. State a clear position or perspective in support of an argument or proposal.
b. Describe the points in support of the argument and employ well-articulated evidence. |
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Subject : History & Social Science |
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Grade : Grades Nine Through Twelve |
Area : Historical and Social Sciences Analysis Skills
The intellectual skills noted below are to be learned through, and applied to, the content
standards for grades nine through twelve. They are to be assessed only in conjunction
with the content standards in grades nine through twelve.
In addition to the standards for grades nine through twelve, students demonstrate the following
intellectual, reasoning, reflection, and research skills.
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Sub-Strand : Historical Research, Evidence, and Point of View |
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Standard 1: Students distinguish valid arguments from fallacious arguments in historical interpretations. |
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Standard 2: Students identify bias and prejudice in historical interpretations. |
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Standard 3: Students evaluate major debates among historians concerning alternative interpretations
of the past, including an analysis of authors’ use of evidence and the distinctions between
sound generalizations and misleading oversimplifications. |
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Standard 4: Students construct and test hypotheses; collect, evaluate, and employ information from
multiple primary and secondary sources; and apply it in oral and written presentations. |
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Subject : Visual Arts |
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Grade : Grade Seven |
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Area : CONNECTIONS, RELATIONSHIPS, AND APPLICATIONS |
Sub-Strand 5.0: Connecting and Applying What Is Learned in the Visual Arts to
Other Art Forms and Subject Areas and to Careers
Students apply what they learned in visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources, which contribute to lifelong learning and career skills. They also learn
about careers in and related to the visual arts.
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Concept : Career and Career-Related Skills |
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Standard 5.4: Identify professions in or related to the visual arts and some of the specific skills needed
for those professions. |
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Grade : Grade Eight |
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Area : HISTORICAL AND CULTURAL CONTEXT |
Sub-Strand 3.0: Understanding the Historical Contributions and Cultural
Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
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Concept : Role and Development of the Visual Arts |
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Standard 3.1: Examine and describe or report on the role of work of art created to make a social comment
or protest social conditions. |
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Standard 3.2: Compare, contrast, and analyze styles of art from a variety of times and places in
Western and non-Western cultures. |
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Concept : Diversity of the Visual Arts |
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Standard 3.3: Identify major works of art created by women and describe the impact of those works on
society at that time. |
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Standard 3.4: Discuss the contributions of various immigrant cultures on the art of a particular society. |
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Grade : Grades Nine
Through Twelve —
Proficient |
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Area : CONNECTIONS, RELATIONSHIPS, AND APPLICATIONS |
Sub-Strand 5.0: Connecting and Applying What Is Learned in the Visual Arts to
Other Art Forms and Subject Areas and to Careers
Students apply what they learned in visual arts across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources, which contribute to lifelong learning and career skills. They also learn
about careers in and related to the visual arts.
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Concept : Connections and Applications |
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Standard 5.1: Design an advertising campaign for a theatre or dance production held at a school,
creating images that represent characters and major events in the production. |
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Standard 5.2: Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history. |
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Concept : Visual Literacy |
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Standard 5.3: Compare and contrast the ways in which different media (television, newspapers,
magazines) cover the same art exhibition. |
