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Ethics and Film: Messages, Themes, and Techniques Module 3: Mississippi Burning by Magaret Haun, PhD Benchmarks Miami-Dade County Competency-Based Curriculum Standards Language Arts-English I (Grade 9) Component: Literature Competencies: A & B Objectives: 1. Reads and discusses culturally diverse literature and identifies their universal themes 2. Recognizes the connection between written works and other art forms and the cultures which produced them 3. distinguishes among the major literary genres (e.g., short story, poetry, novel, drama, essay and biography) and understands why certain literary works are considered classics 5. Uses appropriate literary terminology to analyze literary selections (to include foreshadowing, tone, main idea, symbolism, and irony) 6. Identifies elements of literary work, including plot, setting, characterization, point of view, and theme 7. identifies and analyzes he feelings, traits, and motives of characters 8. Interprets a literary selection and supports the interpretation with examples from the text. 9. Relates text to real life experiences. 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. 6. Writes formally and informally in a variety of modes to include narrative (personal experience), expository (essay, biographical incident), persuasive (editorial), and imaginative (story, poem) 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). 15. Uses computers and related technology as available for the writing process Component: Language/Word Study Competency: A Objectives: 1. Expands the understanding of a variety of cultural vocabularies and dialects 2. Increased personal vocabulary through the study of word parts, context clues, and/or etymologies 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 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 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) 3. Uses appropriate skills and resources to access, analyze, and synthesize information: -completes independent reading, writing, and research outside of class -uses multiple culturally diverse reference resources inclusive of primary and secondary sources beyond general encyclopedia work, and documents them properly -uses the computer as an aid to learning -understands that laws control the delivery and use of media to protect the rights of authors and the rights of media owners Language Arts-English II (Grade 10) Component: Literature Competencies: A & B Objectives: 1. Reads and discusses genres from a variety of world cultures 2. Learns to appreciate and compare and contrast literature and other art forms from various cultures, religions, countries and philosophies 3. Identifies universal themes and multicultural concerns in world literature 4. compares and contrasts a variety of genres, and recognizes distinguishing underlying patterns, including the characteristics of major types of drama 5. Reads selections written for a variety of purposes (e.g., narrative, persuasive, expository, imaginative, and informative) 6. Understands the figurative language employed in literature (terms to include simile, metaphor, personification, oxymoron, hyperbole, and apostrophe) 7. Recognizes the use of literary devices such as tone, mood, symbolism, irony, satire imagery, allusion, foreshadowing, flashback, and uses the terms appropriately in oral and written analysis. 8. Analyzes fictional works in terms of plot, conflict, setting, characterization, point of view and theme. 9. Identifies dynamic characters in a selection, and traces their changes in the story 11. Compares personal culture to the cultures represented in selected works Component: Composition Competency: A, B, and 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). 13. Uses computers and related technology as available for the writing process Component: Language/Word Study Competency: A Objectives: 2. Determines/infers word meanings by using parts, context clues, and/ or etymologies 5. Recognizes and understands idioms, puns, and euphemisms 7. Incorporates new vocabulary in written and oral work 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. 3. Analyzes and critiques in written or oral form a variety of audio-visual presentations 4. Recognizes and examines propaganda techniques in media presentations 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) 3. Uses appropriate skills and resources to access, analyze, and synthesize information: -accesses information, both textual and technological, to aid in researching, writing, and editing -selects information necessary to complete a specific task -uses information appropriately -evaluates information for relevancy, bias, and applicability -understands the nature and ramifications of plagiarism English III (Grade 11) Component: Literature Competency: A & B Objectives: 1. Reads and compares literary works in various genres which span the major periods in American literature and reflects a variety of cultures and points of view 2. Recognizes how works and/or universal themes in American Literature are reflections of and reactions to contemporaneous historical events and cultural and social settings 3. Discusses figurative language and rhetorical devices in literary selections (to include extended metaphor, personification, hyperbole, understatement, oxymoron, and apostrophe) 4. Discusses literary devices with respect to their importance in the development of a work (to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody) 5. Analyzes a variety of works in terms of plot, conflict, setting, characterization, point of view and theme 6. Discusses techniques a writer uses for developing a character, and articulates how a character changes through the course of a work 8. Identifies author's purpose/perspective in a literary work and recognizes rhetorical devices and propaganda techniques 9. Examines own values in light of those expressed in American literature and cites similarities and differences 10. Reads a variety of additional American literature selections to enrich his or her understanding Component: Composition Competency: A, B & C 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 4. Writes in a variety of modes (to include persuasion, literary analysis, personal reflection, character sketches and imaginative writing) 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 8. Demonstrates research skills such as: -restricting general subjects -using effective note-taking skills -paraphrasing and summary writing -synthesizing information -organizing and documenting outside sources in a formatted investigative paper 11. Uses computers and related technology as available for the writing process Component: Language/Word Study Competency: A Objectives: 2. Determines/infers word meanings by examining word parts, context clues and etymologies 3. Recognizes and selects appropriate language with regard to connotation and denotation 5. Recognizes sexism and cultural bias in oral and written language and literature 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. 4. Analyzes and critiques a variety of audiovisual presentations. 5. Uses critical reading an d viewing strategies by comparing written and performed versions of literature 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 2. Uses appropriate skills and resources to access, analyze, and synthesize information: -selects and limits a topic for a documented paper -understands the various formats of generally accepted style manuals for documentation -uses primary and secondary sources for research information -uses non-print as well as print resources -uses non-schools as well as school libraries -understands the nature and ramifications of plagiarism -applies available technology for storing, retrieving, and using data English IV (Grade 12) Component: Literature Objectives: 2. Understands and expresses how literature is a reflection of societal, political, and religious ideas of an age 3. Investigates literary themes and issues common to humanity in classical and modern literature 5. Identifies characteristics that distinguish literary forms and recognizes relationships between form and content 6. Recognizes how literary devices (to include figurative language, poetic devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning in literature 7. Evaluates how the literary elements of setting, characterization, point of view, and plot contribute to meaning in literature 8. Draws inferences from literary works about the ideas and attitudes of the authors who wrote them 9. Identifies, compares, and contrasts philosophies, ideas and themes of various works 10. Reads literary criticism as an aid to understanding literature 11. Reads additional literary selections to enrich understanding 12. Relates the relevance of concepts in literature to personal and cultural values and experiences Component: Composition Objectives: 1. Understands and practices the reading/writing connection 4. Writes in the mode appropriate to an audience and/or purpose: transactive (report, letter) expressive (diary, journal); imaginative (story, poem); narrative (personal experience); expository (essay, biographical incident); and persuasive (editorial) 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 6. Composes responses to questions pertaining to literary elements and devices 9. Compiles information from a variety of sources, and organizes information into a cohesive paper citing sources appropriately 12. Uses computer and related technology as available for the writing process Component: Listening/Speaking/Viewing Objective: 2. 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 2. Uses appropriate skills and resources to access, analyze, and synthesize information: -uses print, non-print, and computer-generated materials to limit a topic and gather information for an investigative paper -identifies and gathers reference sources for non-academic and personal use -understands the nature and ramifications of plagiarism Social Studies World History (Grade 9) Component: Historical Awareness Competency: A & C Objectives: 5. Understand current and historic events from the perspective of diverse cultural and national groups. 13. Identify the major causes and list eh results of World War I and World War II. 14. Analyze the global impact of World War I and World War II 18. Identify cause and effects of various changes in historical development Component: Cultural Awareness Competency: B Objectives: 1. List and discuss the steps taken by the Third Reich to destroy the European Jews and other selected groups. 2. Promote tolerance and understanding among students 3. Assess moral, ethical, and legal obligations that all human being share toward each other. Component: Global Perspective Competency: A & B Objectives: 1. Analyze the influence of selected cultures on world civilizations. 12. Discuss the need for tolerance and understanding among various religious groups through the world. American History (Grade 11) Component: Civic Responsibility Competency: A & B Objectives: 3. Identify the reasons the United States entered WWI and WWII 5. Assess the impact of political assassinations and civil unrest in the 1960s on the American public. 6. Describe the goals, methods, and achievements of various reform movements since the 1950s; e.g., Civil Rights Movement, Black Power Movement, Women's Movement, Peace Movement American Government (Grade12) Component: Global Perspective Competency: B Objectives: 6. Analyze how personal and collective decisions made in the United States have consequences for people in other parts of the world and how decisions made in other nations affect people in the United States. Miami-Dade County Curriculum Pacing Guide 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. World History: Fourth Nine Week Cycle Main Topic # 21- World War II, Holocaust American History: Fourth Nine Week Cycle Main Topic #11-Post-War America Main topic #12-Social Change American Government Second Nine Week Cycle Main Topic #10-Government and the Economy Broward County Curriculum Map Language Arts (Grade 9) December/January Essential Question What are the kinds of journeys on which people go? April/May Essential Question What kinds of events shape our lives and our belief systems? 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? December/January Essential Question What are the qualities and circumstances that make people heroes? Language Arts (Grade 11) August/September Essential Question What is there about the darker side of mankind that has appealed to writers and readers since the late 18th century? Language Arts (Grade 12) April/May Essential Question What were the devastating effects of the two world wars on people and society? American History April Essential Question What were the causes of World War II? Could the Holocaust have been prevented? May Essential Question What were the main principles of the nonviolent civil rights movement? Broward County Critical Content American History SS.A.5.4.5 - know the origins and effects of the involvement of the United States in World War II SS.A.5.4.7 - understand the development of federal civil rights and voting rights since the 1950s and the social and political implications of these even 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.910.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text; LA.910.1.6.3 - use context clues to determine meanings of unfamiliar words; LA.910.1.6.4 - categorize key vocabulary and identify salient features; LA.910.1.6.6 - distinguish denotative and connotative meanings of words; LA.910.1.6.8 - identify advanced word/phrase relationships and their meanings; LA.910.1.6.9 - determine the correct meaning of words with multiple meanings in context; 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; and Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will: LA.910.2.1.1- analyze and compare historically and culturally significant works of literature, identifying the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text; LA.910.2.1.2 - analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict); LA.910.2.1.4 - identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. LA.910.2.1.5 - develop an interpretation of a literary work by describing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explaining the literary techniques used to develop them (e.g., symbolism, allusion, omniscient, conflict, dialogue). LA.910.2.1.6 - create a complex, multi-genre response to the reading of two or more literary works, describing and analyzing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery), and analyzing an author's development of time and sequence through the use of complex literary devices such as foreshadowing and flashback; LA.910.2.1.7 - analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts; LA.910.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written; LA.910.2.1.9 - identify, analyze, and compare the differences in English language patterns and vocabulary choices of contemporary and historical texts Publishing Standard: The student will write a final product for the intended audience. The student will: LA.910.3.5.1 - prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia) LA.910.3.5.2 - include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs) 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). Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will: LA.910.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources LA.910.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations LA.910.6.2.3 - write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas LA.910.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will: LA.910.6.3.1 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles LA.910.6.3.2 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation. LA.910.6.3.3 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media; Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. The student will: LA.910.6.4.1 - use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology) LA.910.6.4.2 - routinely use digital tools for publication, communication and productivity. 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.1112.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text; 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; LA.1112.1.6.6 - distinguish denotative and connotative meanings of words; LA.1112.1.6.9 - determine the correct meaning of words with multiple meanings in context; LA.1112.1.6.10 - 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.1112.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning; LA.1112.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts; LA.1112.1.7.4 - identify cause-and-effect relationships in text; LA.1112.1.7.6 - analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections; LA.1112.1.7.7 - compare and contrast elements in multiple texts; Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will: LA.1112.2.1.1- analyze and compare historically and culturally significant works of literature, identifying the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text; LA.1112.2.1.2 - analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict); LA.1112.2.1.4 - analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme; Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will: LA.1112.2.1.5 - analyze and discuss characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial; LA.1112.2.1.6 - create a complex, multi-genre response to the reading of two or more literary works using multiple critical perspectives (e.g., historical, archetypal, social), describing and analyzing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery), and analyzing an author's development of time and sequence (e.g., through the use of complex literary devices such as foreshadowing and flashback); LA.1112.2.1.7 - analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader's emotions; LA.1112.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written; LA.1112.2.1.9 - describe changes in the English language over time, and support these descriptions with examples from literary texts Publishing Standard: The student will write a final product for the intended audience. The student will: LA.1112.3.5.1 - prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia); LA.1112.3.5.3 - 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.1112.4.2.2 - 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.1112.4.2.3 - 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 Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.1112.4.3.1 - 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.1112.4.3.2 - 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.1112.5.2.3 - use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one's own and others' oral presentations 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. Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will: LA.1112.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources; LA.1112.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations; LA.1112.6.2.3 - write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas; LA.1112.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will: LA.1112.6.3.1 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media; LA.1112.6.3.2 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles; LA.1112.6.3.3 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation. Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. The student will: LA.1112.6.4.1 - select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); LA.112.6.4.2 - routinely use digital tools for publication, communication and productivity. Social Studies Grades 9-12 Time, Continuity, and Change Standard 1: The student understands historical chronology and the historical perspective. (SS.A.1.4) 3. evaluates conflicting sources and materials in the interpretation of a historical event or episode. Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4) 5. knows the origins and effects of the involvement of the United States in World War II. 6. understands the political events that shaped the development of United States foreign policy since World War II and knows the characteristics of that policy. 7. understands the development of federal civil rights and voting rights since the 1950s and the social and political implications of these events. 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. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 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. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Social Studies (National Council for the Social Studies) Thematic Strand: Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity. Thematic Strand: Time, Continuity and Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. Thematic Strand: People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. 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: Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence.

Ethics and Film: Messages, Themes, and Techniques Module 3: Mississippi Burning

by Magaret Haun, PhD

Benchmarks

Miami-Dade County Competency-Based Curriculum Standards

Language Arts-English I (Grade 9)

Component: Literature
Competencies: A & B
Objectives:
1. Reads and discusses culturally diverse literature and identifies their universal themes
2. Recognizes the connection between written works and other art forms and the cultures which produced them
3. distinguishes among the major literary genres (e.g., short story, poetry, novel, drama, essay and biography) and understands why certain literary works are considered classics
5. Uses appropriate literary terminology to analyze literary selections (to include foreshadowing, tone, main idea, symbolism, and irony)
6. Identifies elements of literary work, including plot, setting, characterization, point of view, and theme
7. identifies and analyzes he feelings, traits, and motives of characters
8. Interprets a literary selection and supports the interpretation with examples from the text.
9. Relates text to real life experiences.

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.
6. Writes formally and informally in a variety of modes to include narrative (personal experience), expository (essay, biographical incident), persuasive (editorial), and imaginative (story, poem)
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).
15. Uses computers and related technology as available for the writing process

Component: Language/Word Study
Competency: A
Objectives:
1. Expands the understanding of a variety of cultural vocabularies and dialects
2. Increased personal vocabulary through the study of word parts, context clues, and/or etymologies
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 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

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)
3. Uses appropriate skills and resources to access, analyze, and synthesize information:
-completes independent reading, writing, and research outside of class
-uses multiple culturally diverse reference resources inclusive of primary and secondary sources beyond general encyclopedia work, and documents them properly
-uses the computer as an aid to learning
-understands that laws control the delivery and use of media to protect the rights of
authors and the rights of media owners

Language Arts-English II (Grade 10)

Component: Literature
Competencies: A & B
Objectives:
1. Reads and discusses genres from a variety of world cultures
2. Learns to appreciate and compare and contrast literature and other art forms from various cultures, religions, countries and philosophies
3. Identifies universal themes and multicultural concerns in world literature
4. compares and contrasts a variety of genres, and recognizes distinguishing underlying patterns, including the characteristics of major types of drama
5. Reads selections written for a variety of purposes (e.g., narrative, persuasive, expository, imaginative, and informative)
6. Understands the figurative language employed in literature (terms to include simile, metaphor, personification, oxymoron, hyperbole, and apostrophe)
7. Recognizes the use of literary devices such as tone, mood, symbolism, irony, satire
imagery, allusion, foreshadowing, flashback, and uses the terms appropriately
in oral and written analysis.
8. Analyzes fictional works in terms of plot, conflict, setting, characterization, point of view and
theme.
9. Identifies dynamic characters in a selection, and traces their changes in the story
11. Compares personal culture to the cultures represented in selected works

Component: Composition
Competency: A, B, and 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).
13. Uses computers and related technology as available for the writing process

Component: Language/Word Study
Competency: A
Objectives:
2. Determines/infers word meanings by using parts, context clues, and/ or etymologies
5. Recognizes and understands idioms, puns, and euphemisms
7. Incorporates new vocabulary in written and oral work

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.
3. Analyzes and critiques in written or oral form a variety of audio-visual presentations
4. Recognizes and examines propaganda techniques in media presentations

3. Uses appropriate skills and resources to access, analyze, and synthesize information:
-accesses information, both textual and technological, to aid in researching, writing, and editing
-selects information necessary to complete a specific task
-uses information appropriately
-evaluates information for relevancy, bias, and applicability
-understands the nature and ramifications of plagiarism

English III (Grade 11)
Component: Literature
Competency: A & B
Objectives:
1. Reads and compares literary works in various genres which span the major periods in
American literature and reflects a variety of cultures and points of view
2. Recognizes how works and/or universal themes in American Literature are reflections of
and reactions to contemporaneous historical events and cultural and social settings
3. Discusses figurative language and rhetorical devices in literary selections (to include
extended metaphor, personification, hyperbole, understatement, oxymoron, and
apostrophe)
4. Discusses literary devices with respect to their importance in the development of a work (to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody)
5. Analyzes a variety of works in terms of plot, conflict, setting, characterization, point of
view and theme
6. Discusses techniques a writer uses for developing a character, and articulates how a
character changes through the course of a work
8. Identifies author's purpose/perspective in a literary work and recognizes rhetorical devices
and propaganda techniques
9. Examines own values in light of those expressed in American literature and cites similarities
and differences
10. Reads a variety of additional American literature selections to enrich his or her
understanding

Component: Composition
Competency: A, B & C
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
4. Writes in a variety of modes (to include persuasion, literary analysis, personal reflection,
character sketches and imaginative writing)
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
8. Demonstrates research skills such as:
-restricting general subjects
-using effective note-taking skills
-paraphrasing and summary writing
-synthesizing information
-organizing and documenting outside sources in a formatted investigative paper
11. Uses computers and related technology as available for the writing process

Component: Language/Word Study
Competency: A
Objectives:
2. Determines/infers word meanings by examining word parts, context clues and etymologies
3. Recognizes and selects appropriate language with regard to connotation and denotation
5. Recognizes sexism and cultural bias in oral and written language and literature

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.
4. Analyzes and critiques a variety of audiovisual presentations.
5. Uses critical reading an d viewing strategies by comparing written and performed
versions of literature

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
2. Uses appropriate skills and resources to access, analyze, and synthesize information:
-selects and limits a topic for a documented paper
-understands the various formats of generally accepted style manuals for
documentation
-uses primary and secondary sources for research information
-uses non-print as well as print resources
-uses non-schools as well as school libraries
-understands the nature and ramifications of plagiarism
-applies available technology for storing, retrieving, and using data

English IV (Grade 12)
Component: Literature
Objectives:
2. Understands and expresses how literature is a reflection of societal, political, and religious
ideas of an age
3. Investigates literary themes and issues common to humanity in classical and modern
literature
5. Identifies characteristics that distinguish literary forms and recognizes relationships between
form and content
6. Recognizes how literary devices (to include figurative language, poetic devices, tone,
symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning
in literature
7. Evaluates how the literary elements of setting, characterization, point of view, and plot
contribute to meaning in literature
8. Draws inferences from literary works about the ideas and attitudes of the authors who
wrote them
9. Identifies, compares, and contrasts philosophies, ideas and themes of various works
10. Reads literary criticism as an aid to understanding literature
11. Reads additional literary selections to enrich understanding
12. Relates the relevance of concepts in literature to personal and cultural values and
experiences

Component: Composition
Objectives:
1. Understands and practices the reading/writing connection
4. Writes in the mode appropriate to an audience and/or purpose: transactive (report, letter) expressive (diary, journal); imaginative (story, poem); narrative (personal experience); expository (essay, biographical incident); and persuasive (editorial)
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
6. Composes responses to questions pertaining to literary elements and devices
9. Compiles information from a variety of sources, and organizes information into a cohesive paper citing sources appropriately
12. Uses computer and related technology as available for the writing process

Component: Listening/Speaking/Viewing
Objective:
2. 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
2. Uses appropriate skills and resources to access, analyze, and synthesize information:
-uses print, non-print, and computer-generated materials to limit a topic and gather
information for an investigative paper
-identifies and gathers reference sources for non-academic and personal use
-understands the nature and ramifications of plagiarism

Social Studies

World History (Grade 9)

Component: Historical Awareness
Competency: A & C
Objectives:
5. Understand current and historic events from the perspective of diverse cultural and national groups.
13. Identify the major causes and list eh results of World War I and World War II.
14. Analyze the global impact of World War I and World War II
18. Identify cause and effects of various changes in historical development

Component: Cultural Awareness
Competency: B
Objectives:
1. List and discuss the steps taken by the Third Reich to destroy the European Jews and other selected groups.
2. Promote tolerance and understanding among students
3. Assess moral, ethical, and legal obligations that all human being share toward each other.

Component: Global Perspective
Competency: A & B
Objectives:
1. Analyze the influence of selected cultures on world civilizations.
12. Discuss the need for tolerance and understanding among various religious groups through the world.

American History (Grade 11)

Component: Civic Responsibility
Competency: A & B
Objectives:
3. Identify the reasons the United States entered WWI and WWII
5. Assess the impact of political assassinations and civil unrest in the 1960s on the American public.
6. Describe the goals, methods, and achievements of various reform movements since the 1950s; e.g., Civil Rights Movement, Black Power Movement, Women's Movement, Peace Movement

American Government (Grade12)

Component: Global Perspective
Competency: B
Objectives:
6. Analyze how personal and collective decisions made in the United States have consequences for people in other parts of the world and how decisions made in other nations affect people in the United States.

Miami-Dade County Curriculum Pacing Guide

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.

World History:
Fourth Nine Week Cycle
Main Topic # 21- World War II, Holocaust

American History:
Fourth Nine Week Cycle
Main Topic #11-Post-War America
Main topic #12-Social Change

American Government
Second Nine Week Cycle
Main Topic #10-Government and the Economy

Broward County Curriculum Map
Language Arts (Grade 9)

December/January
Essential Question
What are the kinds of journeys on which people go?

April/May
Essential Question
What kinds of events shape our lives and our belief systems?

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?

December/January
Essential Question
What are the qualities and circumstances that make people heroes?
Language Arts (Grade 11)
August/September
Essential Question
What is there about the darker side of mankind that has appealed to writers and readers
since the late 18th century?

Language Arts (Grade 12)
April/May
Essential Question
What were the devastating effects of the two world wars on people and society?

American History
April
Essential Question
What were the causes of World War II?
Could the Holocaust have been prevented?
May
Essential Question
What were the main principles of the nonviolent civil rights movement?

Broward County Critical Content

American History

SS.A.5.4.5 - know the origins and effects of the involvement of the United States in World War II
SS.A.5.4.7 - understand the development of federal civil rights and voting rights since the 1950s and the social and political implications of these even

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.910.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text;
LA.910.1.6.3 - use context clues to determine meanings of unfamiliar words;
LA.910.1.6.4 - categorize key vocabulary and identify salient features;

LA.910.1.6.6 - distinguish denotative and connotative meanings of words;
LA.910.1.6.8 - identify advanced word/phrase relationships and their meanings;
LA.910.1.6.9 - determine the correct meaning of words with multiple meanings in context;
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; and

Fiction

Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

The student will:

LA.910.2.1.1- analyze and compare historically and culturally significant works of literature, identifying
the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text;

LA.910.2.1.2 - analyze and compare a variety of traditional, classical, and contemporary literary works,
and identify the literary elements of each (e.g., setting, plot, characterization, conflict);

LA.910.2.1.4 - identify and analyze universal themes and symbols across genres and historical periods,
and explain their significance;

Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

LA.910.2.1.5 - develop an interpretation of a literary work by describing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explaining the literary techniques used to develop them (e.g., symbolism, allusion, omniscient, conflict, dialogue).

LA.910.2.1.6 - create a complex, multi-genre response to the reading of two or more literary works,
describing and analyzing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery), and analyzing an author's development of time and sequence through the use of complex literary devices such as foreshadowing and flashback;

LA.910.2.1.7 - analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony,
mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts;

LA.910.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period
in which it was written;

LA.910.2.1.9 - identify, analyze, and compare the differences in English language patterns and vocabulary
choices of contemporary and historical texts

Publishing

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

The student will:

LA.910.3.5.1 - prepare writing using technology in a format appropriate to the purpose (e.g., for display,
multimedia)

LA.910.3.5.2 - include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and
graphics (e.g., drawings, charts, graphs)

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).

Research Process

Standard: The student uses a systematic process for the collection, processing, and presentation of information.

The student will:

LA.910.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply
evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources

LA.910.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from
multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations

LA.910.6.2.3 - write an informational report that integrates information and makes distinctions between
the relative value and significance of specific data, facts, and ideas

LA.910.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy

Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

The student will:

LA.910.6.3.1 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles

LA.910.6.3.2 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation.

LA.910.6.3.3 - distinguish between propaganda and ethical reasoning strategies in print and nonprint
media;

Technology

Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

The student will:

LA.910.6.4.1 - use appropriate available technologies to enhance communication and achieve a purpose
(e.g., video, digital technology)

LA.910.6.4.2 - routinely use digital tools for publication, communication and productivity.

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.1112.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text;
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;
LA.1112.1.6.6 - distinguish denotative and connotative meanings of words;
LA.1112.1.6.9 - determine the correct meaning of words with multiple meanings in context;
LA.1112.1.6.10 - 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.1112.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how
they affect meaning;

LA.1112.1.7.3 - determine the main idea or essential message in grade-level or higher texts through
inferring, paraphrasing, summarizing, and identifying relevant details and facts;

LA.1112.1.7.4 - identify cause-and-effect relationships in text;

LA.1112.1.7.6 - analyze and evaluate similar themes or topics by different authors across a variety of
fiction and nonfiction selections;
LA.1112.1.7.7 - compare and contrast elements in multiple texts;

Fiction

Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

The student will:

LA.1112.2.1.1- analyze and compare historically and culturally significant works of literature, identifying
the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text;

LA.1112.2.1.2 - analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict);

LA.1112.2.1.4 - analyze the way in which the theme or meaning of a selection represents a view or
comment on life, providing textual evidence for the identified theme;

Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

The student will:

LA.1112.2.1.5 - analyze and discuss characteristics of subgenres (e.g., satire, parody, allegory) that overlap
or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial;

LA.1112.2.1.6 - create a complex, multi-genre response to the reading of two or more literary works using
multiple critical perspectives (e.g., historical, archetypal, social), describing and analyzing an author's use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery), and analyzing an author's development of time and sequence (e.g., through the use of complex literary devices such as foreshadowing and flashback);

LA.1112.2.1.7 - analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader's emotions;

LA.1112.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period
in which it was written;

LA.1112.2.1.9 - describe changes in the English language over time, and support these descriptions with
examples from literary texts

Publishing

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

The student will:

LA.1112.3.5.1 - prepare writing using technology in a format appropriate to the purpose (e.g., for display,
multimedia);

LA.1112.3.5.3 - 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.1112.4.2.2 - 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.1112.4.2.3 - 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

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

The student will:

LA.1112.4.3.1 - 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.1112.4.3.2 - 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.1112.5.2.3 - use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one's own and others' oral presentations 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.

Research Process

Standard: The student uses a systematic process for the collection, processing, and presentation of information.

The student will:

LA.1112.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources;

LA.1112.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from
multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations;

LA.1112.6.2.3 - write an informational report that integrates information and makes distinctions between
the relative value and significance of specific data, facts, and ideas;

LA.1112.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

Media Literacy

Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

The student will:

LA.1112.6.3.1 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media;

LA.1112.6.3.2 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles;

LA.1112.6.3.3 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation.

Technology

Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

The student will:

LA.1112.6.4.1 - select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations);

LA.112.6.4.2 - routinely use digital tools for publication, communication and productivity.

Social Studies Grades 9-12

Time, Continuity, and Change
Standard 1: The student understands historical chronology and the historical perspective. (SS.A.1.4)

3. evaluates conflicting sources and materials in the interpretation of a historical event or episode.

Standard 5: The student understands U.S. history from 1880 to the present day. (SS.A.5.4)

5. knows the origins and effects of the involvement of the United States in World War II.
6. understands the political events that shaped the development of United States foreign policy since World War II and knows the characteristics of that policy.
7. understands the development of federal civil rights and voting rights since the 1950s and the
social and political implications of these events.

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.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

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.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Social Studies (National Council for the Social Studies)

Thematic Strand: Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity.

Thematic Strand: Time, Continuity and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.

Thematic Strand: People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.

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