Oklahoma C 3 High School Economics

Size: px
Start display at page:

Download "Oklahoma C 3 High School Economics"

Transcription

1 A Correlation of Economics 2013 To the Oklahoma C 3 High School Economics Incentives and Disincentives: Land, Labor, Capital, and Entrepreneurship

2 Table of Contents PROCESS AND LITERACY SKILLS FOR LEARNING, Grades PROCESS AND LITERACY SKILLS FOR LEARNING, Grades CONTENT SKILLS

3 High School ECONOMICS PROCESS AND LITERACY SKILLS FOR LEARNING Grades 9-10 Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. A.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. SE/TE: Case Study, 16, 42, 60, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466; Key Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-10, S-11, S-12, S-13, S-14, S-15, S-16, S-17, S-18 SE/TE: Critical Thinking Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Critical Thinking Chapter Assessment questions, 46, 186, 274; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Social Studies Skills Handbook, S-10, S-12; also see: Critical Thinking: Main Ideas, 416 3

4 A.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. SE/TE: Critical Thinking: Cause and effect, 156, 398, 407, 454, 470; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484 B. Craft and Structure B.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. B.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. B.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. SE/TE: Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Section Assessment: Key Terms, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Visual Glossary, p. 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Vocabulary definitions throughout text (examples), 27, 64, 92, 109, 117, 153, 165, 181, 249, 293, 310, 320, 340, 356, 366, 385, 426; TE only: Differentiate: Vocabulary, 60, 66, 137, 151, 167, 170, 210, 218, 231, 285, 294, 295, 382, 458 SE/TE: 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10; Document- Based Assessment: Main Points, 47, 157, 215, 245, 333 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-11 4

5 C. Integration of Knowledge and Ideas C.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Visual Glossary, 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Charts, Graphs, and Tables, 12, 14, 16, 17, 21, 24, 31, 38, 40, 41, 42, 46, 54, 57, 66, 70, 74, 76 81, 87, 89, 90, 92, 93, 98, 103, 104, 105, 112, 113, 115, 117, 120, 121, 125, 129, 131, 134, 136, 138, 139, 140, 142, 143, 147, 150, 155, 156, 162, 165, 166, 169, 170, 171, 175, 177, 181, 185, 192, 197, 203, 206, 210, 213, 214, 215, 218, 219, 220, 221, 225, 227, 229, 230, 231, 232, 236, 238, 239, 242, 244, 245, 258, 265, 269, 270, 273, 279, 280, 285, 288, 289, 294, 297, 301, 309, 310, 311, 312, 313, 316, 320, 323, 324, 325, 329, 331, 332, 333, 339, 341, 345, 346, 350, 353, 357, 358, 359, 366, 370, 375, 383, 385, 387, 392, 396, 398, 400, 402, 403, 404, 407, 409, 410, 411, 416, 422, 423, 426, 430, 431, 433, 437, 441, 448, 449, 455, 461, 464, 466, 469, 472, , 482, 483, 488, 489, 493, 597, 500, 509, 510; TE only: Essential Questions Videos: developed by students to explore evolving economic issues. See page 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Economics Online: all print resources are available on CD-ROM and online. See pages 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Differentiate: Graphic Organizer, 10, 63, 143, 165, 366, 373, 379, 484; Extend: Graphic Organizer, 11, 17 5

6 C.8. Assess the extent to which the reasoning and evidence in a text support the author s claims. C.9. Compare and contrast treatments of the same topic in several primary and secondary sources. SE/TE: Quick Write, 424; Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 D. Range of Reading and Level of Text Complexity D.10. By the end of grade 10, read and comprehend history/ social studies texts in the grades 9 10 text complexity band independently and proficiently. SE/TE: Case Study, 16, 42, 60, 93,127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452, 499 Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1. Write arguments focused on disciplinespecific content. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5, S-6, S-7; Quick Write, 67, 184, 234, 330, 380, 407, 440, 462, 494; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; TE only: Differentiate: Advertisement, 94, 287; Extend: Write a Critique, 37; Write an Editorial, 206; Write a Letter Editor, 413; Write a Persuasive Essay, 328; Write a Position, 367 6

7 A.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. A.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. A.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. A.1.d Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. A.1.e Provide a concluding statement or section that follows from or supports the argument presented. A.2. Write informative/explanatory texts, including the narration of historic events, scientific procedures/ experiments, or technical processes. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5; Quick Write, 407; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 SE/TE: 21st Century Skills: Writing Skills Handbook, S-5 - S-7; Quick Write, 407, 440 SE/TE: 21st Century Skills: Writing Skills Handbook, S-7 SE/TE: 21st Century Skills: Writing Skills Handbook, S-5 S-7; Quick Write, 330 SE/TE: 21st Century Skills: Writing Skills Handbook, S-6; Quick Write, 407 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 44, 55, 96, 128, 212, 283, 356; TE only: Differentiate: Write an Essay, 15; Write Explanatory Paragraph, 5, 118, 271; Write a Summary, 497; Extend: Write a Blog, 153, 453; Write a Brochure, 271; Write a Critique, 37; Write a Description, 241; Write an , 282; Write an Essay, 59, 373, 379; Write an Explanation, 427; Write a Report, 299, 321; Write a Summary, 27, 28, 146, 224, 233, 261, 433; Write Explanatory Paragraph, 33 7

8 A.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. A.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate audience s knowledge of the topic. A.2.c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. A.2.d Use precise language and domainspecific vocabulary to manage the complexity of the topic and convey a style appropriate discipline and context as well as expertise of likely readers. A.2.e Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. A.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). A.3. (See note; not applicable as a separate requirement) SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 55 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 55; Quick Write, 7, 55, 283 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 356 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 Not applicable according to Common Core State Standards 8

9 B. Production and Distribution of Writing B.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. B.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. B.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8; TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 SE/TE: Essential Question Activity, 46, 156, 274, 472; Quick Write, 7, 55, 508; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S- 7, S-8 SE/TE: Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-4, S- 5; Digital Literacy, S-20, S-21; TE only: Economics Online, 2, 22, 48, 84, 108, 132, 158, 190, 216, 248, 276, 306, 334, 362, 390, 418, 446, 480; WebQuest Online, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510 9

10 C. Research to Build and Present Knowledge C.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. C.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. C.9. Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299, 321 SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-5; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299, 321 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Critical Thinking Section Assessment questions, 322; Quick Write, 7, 96, 154, 162, 184, 255, 283, 300, 440; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299,

11 D. Range of Writing D.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8; TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 PROCESS AND LITERACY SKILLS FOR LEARNING Grades Process and Literacy Standard 1: Reading Skills. The student will develop and demonstrate social studies Common Core reading literacy skills. A. Key Ideas and Details A.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. SE/TE: Case Study, 16, 42, 60, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466; Key Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-10, S-11, S-12, S-13, S-14, S-15, S-16, S-17, S-18 11

12 A.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. A.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. SE/TE: Critical Thinking Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Critical Thinking Chapter Assessment questions, 46, 186, 274; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Social Studies Skills Handbook, S-10, S-12; also see: Critical Thinking: Main Ideas, 416 SE/TE: Critical Thinking Section Assessment questions, 414, 424, 428; Critical Thinking Chapter Assessment questions, 46, 274, 302, 416, 510; 21st Century Skills, Social Studies Skills Handbook, S-14, S-15; also see: Critical Thinking: Make Decisions, 12, 20, 61, 72, 122, 242, 244, 472, 494, 510; Take a Position, 462, 494, 508,

13 B. Craft and Structure B.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). B.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute whole. B.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. SE/TE: Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Section Assessment: Key Terms, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Visual Glossary, p. 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Vocabulary definitions throughout text (examples), 27, 64, 92, 109, 117, 153, 165, 181, 249, 293, 310, 320, 340, 356, 366, 385, 426 TE only: Differentiate: Vocabulary, 60, 66, 137, 151, 167, 170, 210, 218, 231, 285, 294, 295, 382, 403, 458, 465 SE/TE: Document-Based Assessment, 47, 157, 215, 245, 333; 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 13

14 C. Integration of Knowledge and Ideas C.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Visual Glossary, 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Charts, Graphs, and Tables, 12, 14, 16, 17, 21, 24, 31, 38, 40, 41, 42, 46, 54, 57, 66, 70, 74, 76 81, 87, 89, 90, 92, 93, 98, 103, 104, 105, 112, 113, 115, 117, 120, 121, 125, 129, 131, 134, 136, 138, 139, 140, 142, 143, 147, 150, 155, 156, 162, 165, 166, 169, 170, 171, 175, 177, 181, 185, 192, 197, 203, 206, 210, 213, 214, 215, 218, 219, 220, 221, 225, 227, 229, 230, 231, 232, 236, 238, 239, 242, 244, 245, 258, 265, 269, 270, 273, 279, 280, 285, 288, 289, 294, 297, 301, 309, 310, 311, 312, 313, 316, 320, 323, 324, 325, 329, 331, 332, 333, 339, 341, 345, 346, 350, 353, 357, 358, 359, 366, 370, 375, 383, 385, 387, 392, 396, 398, 400, 402, 403, 404, 407, 409, 410, 411, 416, 422, 423, 426, 430, 431, 433, 437, 441, 448, 449, 455, 461, 464, 466, 469, 472, , 482, 483, 488, 489, 493, 597, 500, 509, 510 TE only: Essential Questions Videos: developed by students to explore evolving economic issues. See page 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Economics Online: all print resources are available on CD-ROM and online. See pages 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Differentiate: Graphic Organizer, 10, 63, 143, 165, 366, 373, 379, 484; Extend: Graphic Organizer, 11, 17 14

15 C.8. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. C.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. SE/TE: Quick Write, 424; Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10; Compare Viewpoints, S- 11 D. Range of Reading and Level of Text Complexity D.10. By the end of grade 12, read and SE/TE: Case Study, 16, 42, 60, 93,127, comprehend history/social studies texts in 150, 169, 210, 223, 262, 281, 329, 352, the grades text complexity band 371, 402, 432, 466, 490; Document-Based independently and proficiently. Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452,

16 Process and Literacy Standard 2: Writing Skills. The student will develop and demonstrate Common Core social studies writing literacy skills. A. Text Types and Purposes 1. Write arguments focused on disciplinespecific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5, S-6, S-7; Quick Write, 44, 67, 184, 234, 263, 283, 330, 341, 374, 380, 407, 440, 462, 494; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 46, 442, 472, 510; Critical Thinking Section Assessment questions, 140, 462, 494, 508; Critical Thinking Chapter Assessment questions, 186, 358, 510 TE only: Differentiate: Advertisement, 94, 287; Extend: Write a Critique, 37; Write an Editorial, 206; Write a Letter Editor, 413; Write a Persuasive Essay, 328; Write a Position,

17 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds discipline and context as well as expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 3. (See note; not applicable as a separate requirement) SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 44, 55, 96, 128, 212, 283, 356, 494 TE only: Differentiate: Write an Essay, 15; Write Explanatory Paragraph, 5, 118, 271; Write a Summary, 497; Extend: Write a Blog, 153, 453; Write a Brochure, 271; Write a Critique, 37; Write a Description, 241; Write an , 282; Write an Essay, 59, 373, 379; Write an Explanation, 427; Write a Report, 299, 321; Write a Summary, 27, 28, 146, 224, 233, 261, 433; Write Explanatory Paragraph, 33 Not applicable according to Common Core State Standards 17

18 B. Production and Distribution of Writing B.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 B.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. B.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SE/TE: Essential Question Activity, 46, 156, 274, 472; Quick Write, 7, 55, 508; 21st Century Skills, Writing Skills Handbook, 5-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 SE/TE: Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-4, S- 5; Digital Literacy, S-20, S-21 TE only: Economics Online, 2, 22, 48, 84, 108, 132, 158, 190, 216, 248, 276, 306, 334, 362, 390, 418, 446, 480; WebQuest Online, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472,

19 B.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. B.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. B.9. Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299, 321 SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-5 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299, 321 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Critical Thinking Section Assessment questions, 322; Quick Write, 7, 96, 154, 162, 184, 255, 283, 300, 440 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299,

20 C. Range of Writing C.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S- 7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 CONTENT SKILLS Content Standard 1: The student will develop and apply economic reasoning and decision-making skills. 1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of economic situations. 2. Determine appropriate courses of economic actions using a variety of economic reasoning and decision-making models including the PACED Decision- Making Model by using the five step process of P = Stating the PROBLEM, A = Listing the ALTERNATIVES, C = Identifying the CRITERIA, E = EVALUATING the options, based on the criteria, and D = Making a DECISION. SE/TE: Scarcity, 3 4, 7, 9; Surplus, 133, , 145, 297; Opportunity Cost, 9 11, ; Cost/Benefit Analysis, 11 12; Risk, 280, , 295; Incentives, 23, 32, 33, 149, 183, 374; Trade-Off 8 11, 14, 24, 194, 268 SE/TE: Related content, Decision-Making Grid, 11, Figure 1.1 Decision-Making at the Margin, 12, Production Possibilities,

21 Content Standard 2: The student will evaluate how societies answer the three basic economic questions: what goods and services to produce, how to produce them, and for whom are they produced. 1. Compare the world s basic economic systems of market (free enterprise), command, and mixed market economies identifying countries that have adopted each and comparing and contrasting the results those economic systems have produced in those countries as measured by GDP, national prosperity, and individual income and wealth. 2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and technology in economic systems. SE/TE: Economic Systems, 22; Answering the Three Economic Questions, 23 28; The Free Market, 29 34; Centrally Planned Economies, 35 38; Mixed Economies, 39 45; Chapter Assessment, 46; also see: American Free Enterprise, SE/TE: Scarcity and the Factors of Production, 3 7; Technology and Education, 18 Content Standard 3: The student will explain how prices are set in a market economy using supply and demand graphs and will determine how price provides incentives to buyers and sellers. 1. Analyze how price and non-price factors affect the demand and supply of goods and services available in the marketplace. 2. Explain what causes shortages and surpluses including government imposed price floors, price ceilings, and other government regulations and the impact they have on prices and people s decisions to buy or sell. SE/TE: Combining Supply and Demand, ; Changes in Market Equilibrium, ; The Role of Prices, SE/TE: Reaching Equilibrium, ; Disequilibrium, ; Price Ceilings, ; Price Floors,

22 Content Standard 4: The student will evaluate how changes in the level of competition in different markets affect prices. 1. Explain how competition impacts the free market including the concepts that competition among sellers lowers costs and prices while encouraging increased production and competition among buyers increases prices and the allocation of goods and services to consumers willing and able to pay higher prices. 2. Explain how people s own self-interest, incentives and disincentives influence market decisions. SE/TE: Competition, 33; Imperfect Competition, 154; Market Structure, 158; Perfect Competition, ; Monopolistic Competition and Oligopoly, ; Competition in the Free Market, 33; Wages and Competition, 227; SE/TE: Self-Interest, 33; Incentives, 23, 32, 33, 149, 183, 374 Content Standard 5: The student will describe the role of economic institutions including banks, labor unions, corporations, governments, and not-for-profits in a market economy. 1. Evaluate the impact of government ensuring the protection of private property rights and the rule of law in a market economy. 2. Describe how banks match savers with borrowers and allow people to pool their incomes and provide future income through investing in stocks. 3. Identify how labor unions, corporations, and not-for-profits influence a market economy. SE/TE: Property Rights, 51, 52, 496; Legal Equality, 51 SE/TE: Banking Today, ; Saving and Investing, ; Bonds and Other Financial Assets, ; The Stock Market, SE/TE: Corporations, Mergers, and Multinationals, ; Nonprofit Organizations, ; Labor Market Trends, ; Labor and Wages, , Organized Labor,

23 Content Standard 6: The student will analyze how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. 1. Explain how individuals, businesses and the overall economy benefit from using and saving money. 2. Identify the components of the money supply, the different functions of money, and give examples of each. 3. Explain how the value of money is determined by the goods and services it can buy. SE/TE: Uses of Money, ; Saving and Investing, SE/TE: Money, ; Exchange Rate, ; Money Supply, , 345, 346, 427, 435 SE/TE: Sources of Money s Value, Content Standard 7: The student will evaluate how interest rates impact decisions in the market economy. 1. Analyze the relationship between interest rates and inflation rates. 2. Determine how changes in real interest rates impact people s decisions to borrow money and purchase goods in a market economy. SE/TE: Interest Rates and Inflation, ; Interest Rates and Recessions, 321 SE/TE: Interest Rates, 265, , 270, 272, 274, 287, 317, 321, ; Prime Rate, 435; Interest Rates and Spending, ; Buying a Car, PF32 PF33 Content Standard 8: The student will analyze the role of entrepreneurs in a market economy. 1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the financial and nonfinancial incentives that motivate them. 2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others. SE/TE: Entrepreneurs, 4 7, 162, , 192 SE/TE: Entrepreneurs, 4 7, 162, , 192; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452,

24 Content Standard 9: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with issues such as poverty, pollution, and medical research. 2. Describe the costs and benefits of government assistance programs, education, and other government funded services and projects. SE/TE: Poverty, ; Pollution, 67, 498; Medical Research, 330 SE/TE: Poverty, ; Head Start, 71; Unemployment and Education, ; Paying for Colleges, PF40 PF41 Content Standard 10: The student will examine current economic conditions in the United States. 1. Determine how interest rates, unemployment, Consumer Price Index (CPI), individual savings and debt, government debt, labor supply, and inflation impact current economic conditions in the United States. 2. Explain how these conditions have an impact on consumers, producers, and government policymakers. SE/TE: Labor Market Trends, ; Interest Rates, 265, , 270, 272, 274; Savings and Investing, ; Unemployment, ; Inflation, ; Interest Rates and Inflation, ; Consumer Price Index, 343, 345, 357; Budget Deficits and the National Debt, SE/TE: Labor Market Trends, ; Interest Rates, 265, , 270, 272, 274; Savings and Investing, ; Unemployment, ; Inflation, ; Interest Rates and Inflation, ; Consumer Price Index, 343, 345, 357; Budget Deficits and the National Debt,

25 Content Standard 11: The student will identify Gross Domestic Product (GDP) and Gross National Product (GNP) as basic measures of a nation s economic output and income. 1. Explain GDP and GNP and how they are used to describe economic output over time and compare the GDP of various countries representing free-market, command, and mixed economies. 2. Describe the impact on the economy when GDP and GNP are growing or declining. SE/TE: Gross Domestic Product, 57, , ; Gross National Product, 312 SE/TE: Economic Growth, 57; Gross Domestic Product, ; Gross National Product, 312; Business Cycles, ; Quality of Life, 324; Investments, 325; Inflation, 346; GDP and Fiscal Policy, 396; National Debt, 410 Content Standard 12: The student will explain the role of inflation and unemployment in an economic system. 1. Define inflation and determine how it is measured and the impact it has on different sectors of the United States economy. 2. Define the different types of unemployment and determine how it is measured and the impact it has on different sectors of the United States economy. SE/TE: Inflation, ; Monetary Policy and Inflation, SE/TE: Unemployment, Content Standard 13: The student will identify the potential economic impact of policy changes by the Federal Reserve and the federal government. 1. Compare and contrast fiscal and monetary policy and their impact on the economy. 2. Evaluate the conditions under which the federal government and the Federal Reserve implement expansionary or contractionary policies. SE/TE: Understanding Fiscal Policy, ; Fiscal Policy Options, ; The Federal Reserve System, ; Federal Reserve Functions, ; Monetary Policy Tools, SE/TE: Monetary Policy Tools, ; Monetary Policy and Macroeconomic Stabilization,

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

and secondary sources, attending to such features as the date and origin of the information.

and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

English 2, Grade 10 Regular, Honors Curriculum Map

English 2, Grade 10 Regular, Honors Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation

More information

Firms and Markets Saturdays Summer I 2014

Firms and Markets Saturdays Summer I 2014 PRELIMINARY DRAFT VERSION. SUBJECT TO CHANGE. Firms and Markets Saturdays Summer I 2014 Professor Thomas Pugel Office: Room 11-53 KMC E-mail: tpugel@stern.nyu.edu Tel: 212-998-0918 Fax: 212-995-4212 This

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

DEPARTMENT OF FINANCE AND ECONOMICS

DEPARTMENT OF FINANCE AND ECONOMICS Department of Finance and Economics 1 DEPARTMENT OF FINANCE AND ECONOMICS McCoy Hall Room 504 T: 512.245.2547 F: 512.245.3089 www.fin-eco.mccoy.txstate.edu (http://www.fin-eco.mccoy.txstate.edu) The mission

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

STEP 1: DESIRED RESULTS

STEP 1: DESIRED RESULTS GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Can Money Buy Happiness? EPISODE # 605

Can Money Buy Happiness? EPISODE # 605 Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Common Core Curriculum- Draft

Common Core Curriculum- Draft Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

GTPS Curriculum English Language Arts-Grade 7

GTPS Curriculum English Language Arts-Grade 7 Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text

More information

PROVIDENCE UNIVERSITY COLLEGE

PROVIDENCE UNIVERSITY COLLEGE BACHELOR OF BUSINESS ADMINISTRATION (BBA) WITH CO-OP (4 Year) Academic Staff Jeremy Funk, Ph.D., University of Manitoba, Program Coordinator Bruce Duggan, M.B.A., University of Manitoba Marcio Coelho,

More information

Global Television Manufacturing Industry : Trend, Profit, and Forecast Analysis Published September 2012

Global Television Manufacturing Industry : Trend, Profit, and Forecast Analysis Published September 2012 Industry 2012-2017: Published September 2012 Lucintel, a premier global management consulting and market research firm creates your equation for growth whether you need to understand market dynamics, identify

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content

More information

Lucintel. Publisher Sample

Lucintel.  Publisher Sample Lucintel http://www.marketresearch.com/lucintel-v2747/ Publisher Sample Phone: 800.298.5699 (US) or +1.240.747.3093 or +1.240.747.3093 (Int'l) Hours: Monday - Thursday: 5:30am - 6:30pm EST Fridays: 5:30am

More information

Grade 12 English 4 - Intensive Reading - Collection 2 Gender Roles

Grade 12 English 4 - Intensive Reading - Collection 2 Gender Roles Semester 2: 6-8 Weeks Central Text Selections Anchor Text: Narrative Poem: The Wife of Bath s Tale from Canterbury Tales by Geoffrey Chaucer p. 77 LG: Analyze the narrator and the framestory structure

More information

Economics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building

Economics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building Economics 201 Principles of Microeconomics Fall 2010 MWF 10:00 10:50am 160 Bryan Building Professor: Dr. Michelle Sheran Office: 445 Bryan Building Phone: 256-1192 E-mail: mesheran@uncg.edu Office Hours:

More information

Teaching Literacy Through Videos

Teaching Literacy Through Videos Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,

More information

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous with Comet Halley Next Generation of Science Standards Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Grade 5: Curriculum Map

Grade 5: Curriculum Map Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and

More information

Statewide Framework Document for:

Statewide Framework Document for: Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance

More information

Fears and Phobias Unit Plan

Fears and Phobias Unit Plan Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

More information

Course syllabus: World Economy

Course syllabus: World Economy Course syllabus: World Economy 2010-2011 1. Identification NAME World Economy CODE GADEMP01-1-006 DEGREE CENTRE DEPARTMENT Grado en Administración y Dirección de Empresas (ADE) Facultad de Economía y Empresa

More information

Dublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12

Dublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12 Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art

More information

University of Waterloo Department of Economics Economics 102 (Section 006) Introduction to Macroeconomics Winter 2012

University of Waterloo Department of Economics Economics 102 (Section 006) Introduction to Macroeconomics Winter 2012 University of Waterloo Department of Economics Economics 102 (Section 006) Introduction to Macroeconomics Winter 2012 Instructor: Nafeez Fatima Office: HH 221 Phone: 519-888-4567, ext.36559 E-mail Address:

More information

Text Type Purpose Structure Language Features Article

Text Type Purpose Structure Language Features Article Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

Greeley/Evans School District 6

Greeley/Evans School District 6 Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State

More information

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11 Iron Mountain Public Schools Standards (modified METS) - K-8 Checklist by Grade Levels Grades K through 2 Technology Standards and Expectations (by the end of Grade 2) 1. Basic Operations and Concepts.

More information

Should a business have the right to ban teenagers?

Should a business have the right to ban teenagers? practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business

More information

5.1 Sound & Light Unit Overview

5.1 Sound & Light Unit Overview 5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,

More information

English IV Version: Beta

English IV Version: Beta Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

More information

Northern Kentucky University Department of Accounting, Finance and Business Law Financial Statement Analysis ACC 308

Northern Kentucky University Department of Accounting, Finance and Business Law Financial Statement Analysis ACC 308 Northern Kentucky University Department of Accounting, Finance and Business Law Financial Statement Analysis ACC 308 SEMESTER: Fall 2014 INSTRUCTOR: Dr. J.C. Thompson, e-mail duke@qx.net OFFICE HOURS:

More information

Grade 6: Module 4: Unit 3: Overview

Grade 6: Module 4: Unit 3: Overview Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

More information

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop

More information

CHAPTER 4: REIMBURSEMENT STRATEGIES 24

CHAPTER 4: REIMBURSEMENT STRATEGIES 24 CHAPTER 4: REIMBURSEMENT STRATEGIES 24 INTRODUCTION Once state level policymakers have decided to implement and pay for CSR, one issue they face is simply how to calculate the reimbursements to districts

More information

Degree Qualification Profiles Intellectual Skills

Degree Qualification Profiles Intellectual Skills Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire

More information

ECO 2013-Principles of Macroeconomics

ECO 2013-Principles of Macroeconomics ECO 2013-Principles of Macroeconomics Fall 2017 Instructor: E-mail: Tamanna Kabir tkabi002@fiu.edu Class Details: ECO 2013-U07, Class #77416 Class Schedule: Classroom: MoWeFr 12:00 pm -12:50 pm AHC3-110

More information

ECO 210. Macroeconomics

ECO 210. Macroeconomics Technical College of the Lowcountry Arts & Sciences Division 921 Ribaut Road Building 9, Room 102 Beaufort, SC 29901 843-525-8281 ECO 210 Macroeconomics Course Description This course includes the study

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 -

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 - C.E.F.R. Oral Assessment Criteria Think A F R I C A - 1 - 1. The extracts in the left hand column are taken from the official descriptors of the CEFR levels. How would you grade them on a scale of low,

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

BPS Information and Digital Literacy Goals

BPS Information and Digital Literacy Goals BPS Literacy BPS Literacy Inspiration BPS Literacy goals should lead to Active, Infused, Collaborative, Authentic, Goal Directed, Transformative Learning Experiences Critical Thinking Problem Solving Students

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

Honors 7 th Grade Language Arts Curriculum

Honors 7 th Grade Language Arts Curriculum Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,

More information

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level. The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,

More information

ELA Grade 4 Literary Heroes Technology Integration Unit

ELA Grade 4 Literary Heroes Technology Integration Unit ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

TUESDAYS/THURSDAYS, NOV. 11, 2014-FEB. 12, 2015 x COURSE NUMBER 6520 (1)

TUESDAYS/THURSDAYS, NOV. 11, 2014-FEB. 12, 2015 x COURSE NUMBER 6520 (1) MANAGERIAL ECONOMICS David.surdam@uni.edu PROFESSOR SURDAM 204 CBB TUESDAYS/THURSDAYS, NOV. 11, 2014-FEB. 12, 2015 x3-2957 COURSE NUMBER 6520 (1) This course is designed to help MBA students become familiar

More information

San Francisco County Weekly Wages

San Francisco County Weekly Wages San Francisco County Weekly Wages Focus on Post-Recession Recovery Q 3 205 Update Produced by: Marin Economic Consulting March 6, 206 Jon Haveman, Principal 45-336-5705 or Jon@MarinEconomicConsulting.com

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

Learning Microsoft Publisher , (Weixel et al)

Learning Microsoft Publisher , (Weixel et al) Prentice Hall Learning Microsoft Publisher 2007 2008, (Weixel et al) C O R R E L A T E D T O Mississippi Curriculum Framework for Business and Computer Technology I and II BUSINESS AND COMPUTER TECHNOLOGY

More information

Alabama A&M University School of Business Department of Economics, Finance & Office Systems Management Normal, AL Fall 2004

Alabama A&M University School of Business Department of Economics, Finance & Office Systems Management Normal, AL Fall 2004 Alabama A&M University School of Business Department of Economics, Finance & Office Systems Management Normal, AL 35762 Fall 2004 Course Number ECO 232 01 Call # 3860 ECO 232 03 Call # 3870 Course Title

More information

Economics 100: Introduction to Macroeconomics Spring 2012, Tuesdays and Thursdays Kenyon 134

Economics 100: Introduction to Macroeconomics Spring 2012, Tuesdays and Thursdays Kenyon 134 Economics 100: Introduction to Macroeconomics Spring 2012, Tuesdays and Thursdays Kenyon 134 Instructor: Sarah Pearlman Office: Blodgett 134A E-mail: sapearlman@vassar.edu Office Hours: Tues & Wed 4:45-5:45pm

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

5.7 Course Descriptions

5.7 Course Descriptions CATALOG 2013/2014 726 BINUS UNIVERSITY 5.7 Course Descriptions 5.7.1 MM Young Professional Business Management AY002 ESSENTIAL OF BUSINESS MANAGEMENT (3 SCU) Learning Outcomes: Upon successful completion

More information

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Learning Disability Functional Capacity Evaluation. Dear Doctor, Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can

More information