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Freedom of Speech on the Internet by Anne Fiedler, Ph.D. Benchmarks Freedom of Speech on the Internet Miami-Dade County Competency-Based Curriculum Standards Language Arts-English I (Grade 9) Component: Composition Competency: A 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: Language/Word Study Competency: A Objectives: 5. Identifies slanted or biased language and its effect on the validity of information provided in a written selection and or/ an oral or visual presentation. Component: Listening/Speaking/Viewing Competency: A Objectives: 2. Demonstrates appropriate listening skills in a variety of settings. 3. Prepares and presents a speech or oral report designed to inform, persuade or entertain an audience. 5. Contributes appropriately to an oral discussion. 7. Evaluates an oral presentation 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) 2. Uses effective reading and writing strategies in a variety of informational contexts: -fills out forms appropriately -demonstrates an understanding of technical material -obtains information from maps, charts, tables, graphs, schedules, pictures, or signs -compares and contrasts reading material presenting different points of view on the same topic -writes complete letters and messages Language Arts-English II (Grade 10) Component: Composition Competencies: A, B, & C Objectives: 1. Understands and practices the reading-writing connection. 3. Writes a clear and definite thesis statement. 4. Supports the thesis with fully developed paragraphs with details which are varied, relevant, and purposeful for a selected plan of organizational development to include comparison/contrast, cause/effect, definition, order of importance, and classification. 5. Writes for a variety of audiences and purposes. 6. Writes in a variety of modes to include narrative (personal experience), expository (essay process paper, biographical incident), persuasive (editorial), and imaginative (story, poem). Component: Listening/Speaking/Viewing Competency: A Objectives: 1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 2. Designs and delivers an oral presentation for a specific purpose and audience using effective verbal and non-verbal techniques. 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) 2. Uses effective reading and writing strategies in a variety of informational contexts: -reads and analyzes reports based on technical and/or scientific information which includes statistical data and examines language and style -obtains information from maps, charts, tables, graphs, schedules, pictures, or signs -compares and contrasts information which reflect differing points of view on the same topic -writes complete letters and messages English III (Grade 11) Component: Composition Objectives: 1. Understands and practices the reading/writing connection 3. Writes a precise thesis statement that is declarative, controlling, and defensible, and supports it with fully developed paragraphs 5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting sound organization, logical development (including comparison/contrast, cause/effect, classification, order of importance, and spatial relationships), and accepted rules of written standard American English Component: Language/Word Study Objectives: 3. Recognizes and selects appropriate language with regard to connotation and denotation 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 English IV (Grade 12) Component: Composition Objectives: 1. Understands and practices the reading/writing connection 3. Generates ideas for writing about a topic for the purpose of writing, varies writing style, including vocabulary and sentence structure for different audiences and purposes, and writes standard English sentences 5. Demonstrates competence in defending a thesis in a multi-paragraph compositions to include essays of five paragraphs or more using a variety of organizational patterns to include comparison and/or contrast, cause and effect, definition, classification, argumentation, order of importance, chronological order, and/or spatial relationship Component: Listening/Speaking/Viewing Objective: 3. Presents oral reports and/or participates in group 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 in a variety of selections -determines the main idea and supporting details in a variety of written materials -analyzes and applies information from technical and/or scientific writing -evaluates the accuracy of information in a variety of selections based on the author's purpose and/or bias, audience, and sources, and recognizes this bias as different from the student's point of view or bias -recognizes how sexism, cultural bias, and the use of propaganda produce intended effects -recognizes and uses inductive and deductive reasoning, and recognizes fallacies in reasoning -evaluates conflicting information to determine which is more valid -evaluates information presented in a variety of narrative and visual formats such as charts, graphs, tables, and maps 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. 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 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-Grade 9 February/March Essential Question: How do our actions impact others or cause chain reactions? Broward County Curriculum Map for Language Arts-Grade 10 October/November Essential Questions: What is the importance of knowing the truth? In what ways or circumstances might truth be subjective? New State of Florida Sunshine State Standards Language Arts Grades 9-10 Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary The student will: LA.910.1.6.1 - use new vocabulary that is introduced and taught directly; LA.910.1.6.4 - categorize key vocabulary and identify salient features; LA.910.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. The student will: LA.910.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning; LA.910.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details; LA.910.1.7.4 - identify cause-and-effect relationships in text; LA.910.1.7.7 - compare and contrast elements in multiple texts Nonfiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. The student will: LA.1112.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details; LA.1112.2.2.3 - organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining); LA.1112.2.2.4 - identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text) Publishing Standard: The student will write a final product for the intended audience. The student will: LA.910.3.5.3 - sharing with others, or submitting for publication. Informative Writing Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks. The student will: LA.910.4.2.2 - record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information LA.910.4.2.3 - write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs Persuasive Writing Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.910.4.3.1 - write essays that state a position or viewpoint; present detailed evidence, examples, and reasoning to support effective logical and emotional appeals; and/or appropriately acknowledge and refute opposing arguments LA.910.4.3.2 - include persuasive techniques. Listening and Speaking Standard: The student effectively applies listening and speaking strategies. The student will: LA.910.5.2.1 - select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation) LA.910.5.2.2 - research and organize information for oral communication appropriate for the occasion, audience and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations) LA.910.5.2.3 - use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations LA.910.5.2.4 - use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message LA.910.5.2.5 - research and organize information that integrates appropriate media into presentations for oral communication (e.g., digital presentations, charts, photos, primary sources, webcasts). Language Arts Grades 11-12 Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. The student will: LA.1112.1.6.1 - use new vocabulary that is introduced and taught directly; LA.1112.1.6.3 - use context clues to determine meanings of unfamiliar words; LA.1112.1.6.4 - categorize key vocabulary and identify salient features; LA.1112.1.6.5 - relate new vocabulary to familiar words; Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. The student will: LA.910.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning; LA.910.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details; LA.910.1.7.4 - identify cause-and-effect relationships in text; LA.910.1.7.7 - compare and contrast elements in multiple texts Nonfiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. The student will: LA.1112.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details; LA.1112.2.2.3 - organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining); Informative Writing Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks. The student will: LA.910.4.2.3 - write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs Persuasive Writing Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.910.4.3.1 - write essays that state a position or viewpoint; present detailed evidence, examples, and reasoning to support effective logical and emotional appeals; and/or appropriately acknowledge and refute opposing arguments LA.910.4.3.2 - include persuasive techniques (e.g., logical reasoning, emotional appeal, use of facts and statistics, appeal to authority, reasonable voice ) and avoid logical fallacies (e.g., glittering generalities, card stacking, bandwagon, ad hominem, begging the question).. Listening and Speaking Standard: The student effectively applies listening and speaking strategies. The student will: LA.1112.5.2.1 - demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations; LA.1112.5.2.2 - apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria; LA.1112.5.2.4 - use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations; LA.1112.5.2.5 - research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes. 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. Thematic Strand: Science, Technology and Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Thematic Strand: Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence Thematic Strand: Civic Ideals and Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Freedom of Speech on the Internet

by Anne Fiedler, Ph.D.

Benchmarks

Freedom of Speech on the Internet
Miami-Dade County Competency-Based Curriculum Standards

Language Arts-English I (Grade 9)

Component: Composition
Competency: A
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: Language/Word Study
Competency: A
Objectives:
5. Identifies slanted or biased language and its effect on the validity of information provided in a written selection and or/ an oral or visual presentation.

Component: Listening/Speaking/Viewing
Competency: A
Objectives:
2. Demonstrates appropriate listening skills in a variety of settings.
3. Prepares and presents a speech or oral report designed to inform, persuade or entertain an
audience.
5. Contributes appropriately to an oral discussion.
7. Evaluates an oral presentation

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)
2. Uses effective reading and writing strategies in a variety of informational contexts:
-fills out forms appropriately
-demonstrates an understanding of technical material
-obtains information from maps, charts, tables, graphs, schedules, pictures, or signs
-compares and contrasts reading material presenting different points of view on the same topic
-writes complete letters and messages

Language Arts-English II (Grade 10)

Component: Composition
Competencies: A, B, & C
Objectives:
1. Understands and practices the reading-writing connection.
3. Writes a clear and definite thesis statement.
4. Supports the thesis with fully developed paragraphs with details which are varied,
relevant, and purposeful for a selected plan of organizational development to include
comparison/contrast, cause/effect, definition, order of importance, and classification.
5. Writes for a variety of audiences and purposes.
6. Writes in a variety of modes to include narrative (personal experience), expository (essay
process paper, biographical incident), persuasive (editorial), and imaginative (story, poem).

Component: Listening/Speaking/Viewing
Competency: A
Objectives:
1. Demonstrates appropriate listening, speaking, and viewing skills in a variety of cooperative
settings.
2. Designs and delivers an oral presentation for a specific purpose and audience using
effective verbal and non-verbal techniques.

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)
2. Uses effective reading and writing strategies in a variety of informational contexts:
-reads and analyzes reports based on technical and/or scientific information which includes statistical data and examines language and style
-obtains information from maps, charts, tables, graphs, schedules, pictures, or signs
-compares and contrasts information which reflect differing points of view on the same topic
-writes complete letters and messages

English III (Grade 11)

Component: Composition
Objectives:
1. Understands and practices the reading/writing connection
3. Writes a precise thesis statement that is declarative, controlling, and defensible, and
supports it with fully developed paragraphs
5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting
sound organization, logical development (including comparison/contrast, cause/effect,
classification, order of importance, and spatial relationships), and accepted rules of written
standard American English

Component: Language/Word Study
Objectives:
3. Recognizes and selects appropriate language with regard to connotation and denotation

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.

English IV (Grade 12)

Component: Composition
Objectives:
1. Understands and practices the reading/writing connection
3. Generates ideas for writing about a topic for the purpose of writing, varies writing style, including vocabulary and sentence structure for different audiences and purposes, and writes standard English sentences
5. Demonstrates competence in defending a thesis in a multi-paragraph compositions to
include essays of five paragraphs or more using a variety of organizational patterns to include comparison and/or contrast, cause and effect, definition, classification, argumentation, order of importance, chronological order, and/or spatial relationship

Component: Listening/Speaking/Viewing
Objective:
3. Presents oral reports and/or participates in group 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 in a variety of selections
-determines the main idea and supporting details in a variety of written materials
-analyzes and applies information from technical and/or scientific writing
-evaluates the accuracy of information in a variety of selections based on the author's
purpose and/or bias, audience, and sources, and recognizes this bias as different from the
student's point of view or bias
-recognizes how sexism, cultural bias, and the use of propaganda produce intended effects
-recognizes and uses inductive and deductive reasoning, and recognizes fallacies in
reasoning
-evaluates conflicting information to determine which is more valid
-evaluates information presented in a variety of narrative and visual formats such as charts,
graphs, tables, and maps

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.
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

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-Grade 9
February/March
Essential Question:
How do our actions impact others or cause chain reactions?

Broward County Curriculum Map for Language Arts-Grade 10
October/November
Essential Questions:
What is the importance of knowing the truth? In what ways or circumstances might truth be subjective?

New State of Florida Sunshine State Standards

Language Arts Grades 9-10

Vocabulary Development

Standard: The student uses multiple strategies to develop grade appropriate vocabulary

The student will:
LA.910.1.6.1 - use new vocabulary that is introduced and taught directly;
LA.910.1.6.4 - categorize key vocabulary and identify salient features;
LA.910.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

Reading Comprehension

Standard: The student uses a variety of strategies to comprehend grade level text.

The student will:
LA.910.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning;
LA.910.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.910.1.7.4 - identify cause-and-effect relationships in text;
LA.910.1.7.7 - compare and contrast elements in multiple texts

Nonfiction

Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the
information presented.

The student will:

LA.1112.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details;
LA.1112.2.2.3 - organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining);

LA.1112.2.2.4 - identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical documents,
periodicals, job-related materials, practical/functional text)

Publishing

Standard: The student will write a final product for the intended audience.

The student will:

LA.910.3.5.3 - sharing with others, or submitting for publication.

Informative Writing

Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.

The student will:

LA.910.4.2.2 - record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information

LA.910.4.2.3 - write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs

Persuasive Writing

Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.
The student will:
LA.910.4.3.1 - write essays that state a position or viewpoint; present detailed evidence, examples, and reasoning to support effective logical and emotional appeals; and/or appropriately acknowledge and refute opposing arguments

LA.910.4.3.2 - include persuasive techniques.

Listening and Speaking

Standard: The student effectively applies listening and speaking strategies.

The student will:

LA.910.5.2.1 - select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation)

LA.910.5.2.2 - research and organize information for oral communication appropriate for the occasion, audience and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations)

LA.910.5.2.3 - use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations

LA.910.5.2.4 - use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message

LA.910.5.2.5 - research and organize information that integrates appropriate media into presentations for oral communication (e.g., digital presentations, charts, photos, primary sources, webcasts).

Language Arts Grades 11-12

Vocabulary Development

Standard: The student uses multiple strategies to develop grade appropriate vocabulary.

The student will:

LA.1112.1.6.1 - use new vocabulary that is introduced and taught directly;
LA.1112.1.6.3 - use context clues to determine meanings of unfamiliar words;
LA.1112.1.6.4 - categorize key vocabulary and identify salient features;
LA.1112.1.6.5 - relate new vocabulary to familiar words;

Reading Comprehension

Standard: The student uses a variety of strategies to comprehend grade level text.

The student will:

LA.910.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning;
LA.910.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details;
LA.910.1.7.4 - identify cause-and-effect relationships in text;
LA.910.1.7.7 - compare and contrast elements in multiple texts

Nonfiction

The student will:

Informative Writing

Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.

The student will:

Persuasive Writing

Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

The student will:

LA.910.4.3.1 - write essays that state a position or viewpoint; present detailed evidence, examples, and reasoning to support effective logical and emotional appeals; and/or appropriately acknowledge and refute opposing arguments

LA.910.4.3.2 - include persuasive techniques (e.g., logical reasoning, emotional appeal, use of facts and statistics, appeal to authority, reasonable voice ) and avoid logical fallacies (e.g., glittering generalities, card stacking, bandwagon, ad hominem, begging the question)..

Listening and Speaking

Standard: The student effectively applies listening and speaking strategies.

The student will:

LA.1112.5.2.1 - demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations;

LA.1112.5.2.2 - apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria;

LA.1112.5.2.4 - use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations;

LA.1112.5.2.5 - research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes.

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.

Thematic Strand: Science, Technology and Society
Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

Thematic Strand: Global Connections
Social studies programs should include experiences that provide for the study of global connections and interdependence

Thematic Strand: Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.