TEKS for High School Libraries

Transcription

1 TEKS for High School Libraries English I TEKS (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified. (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.

2 Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. English II TEKS (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) examine how individual perception or bias in coverage of the same event influences the audience; and (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (A) modify the major research question as necessary to refocus the research plan;

3 (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified. (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. English III TEKS (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate the objectivity of coverage of the same event in various types of media; and (D) evaluate changes in formality and tone across various media for different audiences and purposes. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected

4 (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (A) modify the major research question as necessary to refocus the research plan; (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and (C) critique the research process at each step to implement changes as the need occurs and is identified. (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; (B) uses a variety of formats and rhetorical strategies to argue for the thesis; (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; (D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and (E) is of sufficient length and complexity to address the topic. English IV TEKS (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and

5 (D) evaluate changes in formality and tone across various media for different audiences and purposes. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source; (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources. (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (A) modify the major research question as necessary to refocus the research plan; (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and (C) critique the research process at each step to implement changes as the need occurs and is identified. (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that: (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information; (B) uses a variety of formats and rhetorical strategies to argue for the thesis; (C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments; (D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and (E) is of sufficient length and complexity to address the topic.

6 Reading I, II, III TEKS (6) The student reads critically to evaluate texts in order to determine the credibility of the sources. The student is expected (B) evaluate the credibility and relevance of informational sources; (C) analyze the presentation of information and the strength of quality of the evidence used by the author; (8) The student formulates and supports responses to a wide variety of texts. The student is expected (D) support responses with explicit textual information. (9) The student reads and responds to informational texts. The student is expected (A) generate relevant and interesting questions; (B) use text features and graphics to form an overview to determine where to locate information; (C) analyze the use of common expository text structures such as sequence, description, compare/contrast, cause/effect, and problem/solution; (D) organize and record new information in systematic ways such as outlines, charts, and graphic organizers; and (E) communicate information gained from reading. College Readiness and Study Skills TEKS (1) The student reads widely for a variety of purposes from numerous sources and cultures. The student is expected (A) read self-selected and assigned texts from varied sources such as literature, literary non-fiction, expository, electronic texts, and other media; and (B) read for various purposes such as to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models for writing. (4) The student reads critically to evaluate texts and the authority of sources. The student is expected (B) evaluate the credibility and relevance of information sources; (C) evaluate the author's motivation, stance, or position and its effect on the validity of the text; (D) analyze aspects of texts such as organizational patterns, diction, format, and tone for their effect on audiences; (E) identify explicit and implicit textual information in text; (F) support complex inferences with text evidence and experience; and (G) recognize persuasive techniques in texts such as bandwagon, glittering generalities, and testimonials. (5) The student uses study strategies to learn from a variety of texts. The student is expected

7 (A) use effective reading strategies to recall material from text such as previewing, skimming, scanning, rereading, and asking relevant questions; (B) summarize information from text such as outlines, study guides, annotating, and two-columned note taking; (C) use text features and graphics such as headings, tables, sidebars, photographs, and captions to form an overview of informational texts and to determine where to locate information; 6) The student expresses and supports responses to various types of texts. The student is expected (B) formulate and defend a position with support synthesized from multiple texts; Literary Genres TEKS (5) The student uses writing as a tool for learning and researching literary genres. The student is expected (A) use writing to discover, record, review, and learn; and (B) link related information and ideas from a variety of sources. Practical Writing Skills TEKS (3) The student reads and writes for a variety of audiences and purposes. The student is expected (A) read a variety of informational text; (C) practice effective, efficient note taking. Public Speaking (3) Invention. The student plans speeches. The student is expected (B) select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic; (D) research topics using primary and secondary sources, including electronic technology; and (E) analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion. Communication Applications (1) Communication process. The student demonstrates knowledge of various communication processes in professional and social contexts. The student is expected

8 (I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions; (J) identify and analyze ethical and social responsibilities of communicators; (4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected (C) research topics using primary and secondary sources, including electronic technology; (D) use effective strategies to organize and outline presentations; (E) use information effectively to support and clarify points in presentations; (G) prepare and use visual or auditory aids, including technology, to enhance presentations; Debate TEKS (6) Proof. The student utilizes research and proof in debate. The student is expected (A) locate and use a variety of reliable technological and print sources; (B) identify and apply standard tests of evidence for choosing appropriate logical proofs; (C) demonstrate skill in recording and organizing information; and (D) utilize ethical guidelines for debate research and use of evidence. Journalism (3) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected (C) locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for an interview or investigate a topic; (D) plan and write relevant questions for an interview or in-depth research; (E) gather information through interviews (in person or telephone); (F) evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books, and reports; (G) write copy synthesizing direct and indirect quotes and other research; Journalism Independent Study (1) The student refines and enhances journalistic skills. The student is expected (A) formulate questions, refine topics, and clarify ideas; (B) organize and support what is known and what needs to be learned about a topic; (C) compile information from primary and secondary sources using available technology;

9 (D) organize information from multiple sources, including primary and secondary sources; (E) link related information and ideas from a variety of sources; (F) evaluate product based on journalistic standards; (G) understand and apply press law and journalistic ethics, including copyright law, the fair use exemption, and the ownership of intellectual property; and (H) understand the consequences of plagiarism. (2) The student produces visual representations that communicate with others. The student is expected (A) conduct a research project(s) with instructor guidance and produce an original work in print or another medium demonstrating advanced skill; and (B) use a range of techniques in planning and creating projects. Advanced Journalism (1) The student understands individual and staff responsibilities of coverage appropriate for the publication's audience. The student is expected (D) conduct research using a variety of sources such as interviews with primary sources, databases, or published reports; and US History Since 1877 (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions; (D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence; (E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context; (F) identify bias in written, oral, and visual material; (G) identify and support with historical evidence a point of view on a social studies issue or event; and (H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected

10 (C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. (32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. World History Studies (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results; (C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. World Geography (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results; (B) use case studies and GIS to identify contemporary challenges and to answer realworld questions; and (C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

11 United States Government (19) Science, technology, and society. The student understands the impact of advances in science and technology on government and society. The student is expected (B) evaluate the impact of the Internet and other electronic information on the political process. (20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (B) create a product on a contemporary government issue or topic using critical methods of inquiry; (C) analyze and defend a point of view on a current political issue; (D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; (E) evaluate government data using charts, tables, graphs, and maps; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (22) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Psychology (14) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) create a product on a contemporary psychology-related issue or topic using critical methods of inquiry; (B) draw and evaluate conclusions from qualitative information; (C) apply evaluation rules to quantitative information; and

12 (D) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. (16) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and Sociology (19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) create a product on a contemporary sociological issue or topic using critical methods of inquiry; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; and (C) use appropriate mathematical skills to interpret sociological information. (21) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; Special Topics in Social Studies (1) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected (F) depending on the topic, use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

13 (G) depending on the topic, use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. (2) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected (A) locate, analyze, organize, synthesize, evaluate, and apply information about the selected topic, identifying, describing, and evaluating multiple points of view; (B) differentiate between valid primary and secondary sources and use them appropriately to conduct research and construct arguments; (C) read narrative texts critically and identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; (D) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (E) collect visual images (photographs, paintings, political cartoons, and other media) to enhance understanding and appreciation of multiple perspectives in a social studies topic; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs. 3) Social studies skills. The student creates written, oral, and visual presentations of social studies information. The student is expected (D) construct a thesis that is supported by evidence; (E) recognize and evaluate counter arguments; (F) use visual images (photographs, paintings, and other media) to facilitate understanding and appreciation of multiple perspectives in a social studies topic; (G) develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials; and (H) use computer software to create written, graphic, or visual products from collected data. Social Studies Research Methods (1) Social studies skills. The student understands the need for an organizing framework to identify an area of interest and collect information. The student is expected (A) select a social studies issue, topic, or area of interest; (B) write a rationale and preliminary ideas for research methods; (C) develop a literature review; and

14 (D) develop a thesis. (2) Social studies skills. The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions. The student is expected (C) collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research; (D) use current technology such as library topic catalogues, networks, online information systems, academic journals, primary sources on the Internet, interviews, and video interviews to collect information about the selected topic; (E) use information from sources that take into account multiple perspectives; (F) differentiate between primary and secondary sources and use each appropriately to conduct research and construct arguments; (G) develop and use criteria for the evaluation of qualitative and/or quantitative information; (H) describe the results of the research process; (I) generate logical conclusions from research results; (J) justify a conclusion with supporting evidence; (K) make predictions as to future actions and/or outcomes based on conclusions of research; and (L) develop a bibliography in a format appropriate to the social sciences such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials. (5) Social studies skills. The student creates a written and oral presentation of research and conclusions. The student is expected (F) create a presentation on a selected topic using word-processing, graphics, and multimedia software; (G) incorporate and present visual images (photographs, paintings, and other media) to enhance presentation; and (H) develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials. (6) Social studies skills. The student understands the principles and requirements of the scientific method. The student is expected (A) select a social studies issue, topic, or area of interest; (B) select and design a research project, including an examination of the theory and methods applicable to the research topic; (C) describe the results of the research process; and (D) justify a conclusion with supporting evidence and make predictions as to future actions and/or outcomes based on the conclusions of research.

15 Personal Financial Literacy (13) Insuring and protecting. The student understands how to identify and protect themselves from frauds, schemes, and scams. The student is expected (C) demonstrate an understanding of how to use consumer protection agencies such as the Better Business Bureau, Consumer Financial Protection Board, or the Texas State Securities Board to research and report fraud. (16) College and postsecondary education and training. The student understands various options for paying for college, postsecondary education, and training. The student is expected (B) research various sources of funds for postsecondary education and training, including student loans, grants and scholarships, and other sources such as work-study and military programs; and (C) analyze the advantages and disadvantages of various sources of funds for postsecondary education and training, including student loans, grants and scholarships, and other sources such as work-study and military programs. Fundamentals of Computer Science (3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected (A) construct appropriate electronic search strategies; and (B) use a variety of resources, including other subject areas, together with various productivity tools to gather authentic data as a basis for individual and group programming projects. (5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected (A) discuss copyright laws/issues and model ethical acquisition of digital information by citing sources using established methods; (B) demonstrate proper digital etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and on intranets; (C) investigate measures such as passwords or virus detection/prevention to protect computer systems and databases from unauthorized use and tampering; (D) understand the safety risks associated with the use of social networking sites; (E) discuss the impact of computing and computing related advancements on society; and (F) determine the reliability of information available through electronic media.

16 Computer Science I (3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected (A) use a variety of resources, including foundation and enrichment curricula, to gather authentic data as a basis for individual and group programming projects; and (B) use various productivity tools to gather authentic data as a basis for individual and group programming projects. (5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected (A) discuss intellectual property, privacy, sharing of information, copyright laws, and software licensing agreements; (B) model ethical acquisition and use of digital information; (C) demonstrate proper digital etiquette, responsible use of software, and knowledge of acceptable use policies; (D) investigate measures, including passwords and virus detection/prevention, to protect computer systems and databases from unauthorized use and tampering; and (E) investigate how technology has changed and the social and ethical ramifications of computer usage. Computer Science II (3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected (A) use local area networks (LANs) and wide area networks (WANs), including the Internet and intranets, in research, file management, and collaboration; (5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected (A) model ethical acquisition and use of digital information; (B) demonstrate proper digital etiquette, responsible use of software, and knowledge of acceptable use policies; and (C) investigate digital rights management. Computer Science III (5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected (A) model ethical acquisition and use of digital information; and

17 (B) demonstrate proper digital etiquette, responsible use of software, and knowledge of acceptable use policies. Game Programming and Design (2) Communication and collaboration. The student communicates and collaborates with peers to contribute to his or her own learning and the learning of others. The student is expected (D) use network resources to acquire, organize, maintain, and evaluate information; (E) collaborate to research the business of games, including the roles of developer, marketing, publisher, and retail sales; and (F) demonstrate an understanding of and evaluate online technology, including online interaction and massive multiplayer games. (3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected (A) play board games to research and collect game play data; (B) evaluate, analyze, and document game styles and playability; and (C) research the dramatic elements in games, including kinds of fun, player types, and nonlinear storytelling. Mobile Application Development (5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected (A) discuss copyright laws and issues; (B) model ethical acquisition and use of digital information; (C) cite sources using established methods; (D) demonstrate proper digital etiquette and knowledge of acceptable use policies; (E) investigate mobile device security measures such as passwords, virus detection, and virus prevention; (F) describe potential risks and benefits associated with the use of a mobile application; (G) identify current and emerging technologies related to mobile applications; and (H) evaluate technologies and assess their applicability to current mobile applications. Digital Design and Media Production (3) Research and information fluency. The student uses a variety of strategies to plan, obtain, evaluate, and use valid information. The student is expected (A) obtain print and digital information such as graphics, audio, and video from a variety of resources while citing the sources; (B) evaluate information for accuracy and validity; and (C) present accurate information using techniques appropriate for the intended audience.

18 Digital Art and Animation (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected (B) research the history of digital art and animation; (C) research career choices in digital art and animation; (D) use the Internet to retrieve information in an electronic format; (E) demonstrate the appropriate use of digital imaging, video integration, and sound retrieved from an electronic format; (F) import sounds from a variety of sources; and (G) create planning designs such as rough sketches, storyboards, and brainstorming materials. (5) Digital citizenship. The student understands human, cultural, and societal issues related to technology and practices legal and ethical behavior. The student is expected (A) discuss copyright laws/issues and use of digital information such as attributing ideas and citing sources using established methods; (B) define plagiarism and model respect of intellectual property; (C) demonstrate proper digital etiquette and knowledge of acceptable use policies when using technology; and (D) evaluate the validity and reliability of sources. 3-D Modeling and Animation (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected (B) research the history of 3-D modeling and 3-D animation; (C) research career choices in 3-D modeling and 3-D animation; (D) use the Internet to retrieve information in an electronic format; (E) demonstrate the appropriate use of 3-D objects, digital imaging, video integration, and sound retrieved from an electronic format; (F) import sounds from a variety of sources; and (G) create planning designs such as rough sketches, storyboards, and brainstorming materials. (5) Digital citizenship. The student understands human, cultural, and societal issues related to technology and practices legal and ethical behavior. The student is expected (A) discuss copyright laws/issues and use of digital information such as attributing ideas and citing sources using established methods; (B) define plagiarism and model respect of intellectual property;

19 (C) demonstrate proper digital etiquette and knowledge of acceptable use policies when using technology; and (D) evaluate the validity and reliability of sources. Digital Communications in the 21st Century (5) Research and information fluency. The student uses a variety of strategies to acquire and evaluate information relating to real-world issues. The student is expected (A) locate authoritative information from primary and secondary sources such as field experts, online full-text databases, or current news databases; (B) make decisions regarding the selection, acquisition, and use of information gathered, taking into consideration its quality, appropriateness, effectiveness, and level of interest to society; and (C) demonstrate fluency in the use of a variety of electronic sources such as cloud computing, emerging collaboration technologies, data mining strategies, and mobile or other technologies. (6) Research and information fluency. The student uses a variety of digital tools to synthesize information related to real-world issues in student-created materials. The student is expected (A) construct real-world informational materials that inform, persuade, or recommend reform of selected issues; (B) identify and employ a method to evaluate the design, functionality, and accuracy of the student-created materials; and (C) use effective strategies to organize and outline presentations to support and clarify points. (7) Critical thinking, problem solving, and decision making. The student uses criticalthinking skills to conduct research, manage products, solve problems, and make informed decisions for real-world local, state, national, and global issues. The student is expected (A) identify and define authentic problems and significant questions for investigation; (B) design and implement procedures to track trends, set timelines, and review and evaluate progress for project completion; (C) read and use technical documentation, including appropriate help options, to complete tasks; and (D) analyze the audience, occasion, and purpose when designing presentations. (9) Digital citizenship. The student examines ethical and legal behavior to demonstrate leadership as a digital citizen. The student is expected (A) model safe and ethical use of digital information; (B) model respect of intellectual property when manipulating, morphing, or editing graphics, video, text, and sound;

20 (C) use technology applications in a positive manner that supports productivity, collaboration, and continuing education; and (D) use professional etiquette and protocol in situations such as making introductions, offering and receiving criticism, and communicating with digital tools. (10) Digital citizenship. The student demonstrates ethical and legal behavior in the creation of student products. The student is expected (A) use collaborative tools and strategies; and (B) use digital tools to correctly document sources such as in bibliographies or works cited. Web Communications (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected (A) verify the accuracy, validity, and currency of acquired information; (B) conduct effective searches using Boolean operators; (C) acquire and use appropriate vocabulary terms; (D) cite sources appropriately using established methods; (E) model ethical and legal acquisition of digital information following guidelines in the student code of conduct, including plagiarism and copyright laws; (F) identify and discuss emerging technologies and their impact; (G) understand Internet history and structure and how they impact current use; and (H) demonstrate appropriate use of grammar, spelling, and vocabulary when creating original work. (5) Digital citizenship. The student understands human, cultural, and societal issues related to technology and practices legal and ethical behavior. The student is expected (A) engage in online activities that follow appropriate behavioral, communication, and privacy guidelines, including ethics, personal security, and verbiage determined by the intended audience; (B) understand the negative impact of inappropriate technology use, including online bullying and harassment; (C) implement online security guidelines, including identity protection, limited personal information sharing, and password protection of a secure website; and (D) advocate and practice safe, legal, and responsible use of information and technology. Web Design (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected (A) verify the accuracy, validity, and currency of acquired information; (B) conduct effective searches with Boolean operators;

21 (D) cite sources appropriately using established methods; (E) model ethical and legal acquisition of digital information following guidelines in the student code of conduct, including plagiarism and copyright laws; (F) identify and discuss emerging technologies and their impact; (G) understand Internet history and structure and how they impact current use; (J) understand, analyze, and use interactive websites; (5) Digital citizenship. The student understands human, cultural, and societal issues related to technology and practices legal and ethical behavior. The student is expected (A) engage in online activities that follow appropriate behavioral, communication, and privacy guidelines, including ethics, personal security, verbiage determined by the intended audience, and ethical use of files and file sharing; (B) understand the negative impact of inappropriate technology use, including online bullying and harassment; (C) implement online security guidelines, including identity protection, limited personal information sharing, and password protection of a secure website; (D) engage in safe, legal, and responsible use of information and technology; (E) understand and respond to local, state, national, and global issues to ensure appropriate cross-browser and cross-platform usability; (F) interpret, use, and develop a safe online shared computing environment; (G) identify legal, ethical, appropriate, and safe website marketing practices; (H) identify legal, ethical, appropriate, and safe multimedia usage, including video, audio, graphics, animation, and emerging trends; (I) analyze the impact of the World Wide Web on society through research, interviews, and personal observation; and (J) participate in relevant and meaningful activities in the larger community and society to create electronic projects.

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