Course Description Core Standards of the CourseStandard 1 Students will demonstrate the ability to use knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others.Objective 1 Develop strategies for a healthy self-concept.Identify ways to build self-esteem including recognizing strengths and weaknesses.Identify goal-setting strategies and use them to create a plan for reaching a health-related goal.Explain the influence of personal values on individual health practices.Analyze how self-esteem affects risk and protective factors.Use decision making skills to solve personal problems.Objective 2 Identify strategies that enhance mental and emotional health.Identify positive ways to express emotions.Identify ways to build resiliency.Determine how societal norms, cultural differences, personal beliefs, and media impact choices, behavior, and relationships.Demonstrate stress management techniques.Explore strategies for suicide prevention.Objective 3 Examine mental illness.Identify the prevalence of mental illness and the importance of early intervention and treatment.Distinguish types of mental disorders and explain their effects on individuals and society.Analyze the stigma associated with mental illness.Investigate school and community mental health resources.Objective 4 Develop and maintain healthy relationships.Examine components of healthy relationships.Determine healthy ways to accept, manage, and adapt to changes in relationships (e.g., loss, grief, coping).Develop strategies to manage inappropriate or harmful comments and advances from others (e.g. bullying, cyber-bullying, sexual harassment).Demonstrate refusal skills for managing peer pressure.Demonstrate effective communication skills.Standard 2 Students will use nutrition and fitness information, skills, and strategies to enhance health.Objective 1 Describe the components and benefits of proper nutrition.Identify the primary nutrients and describe their functions.Explain how the United States Department of Agriculture’s Seven Dietary Guidelines and the most recent Food Pyramid can enhance proper nutrition.Recognize ways to make healthy food choices (e.g., reading food labels, calculating calorie intake).List school and community nutritional resources.Objective 2 Analyze how physical activity benefits overall health.List the elements of physical fitness (e.g., muscular strength and endurance, cardio- vascular endurance, flexibility, body composition).Examine the benefits of maintaining life-long fitness and the consequences of inactivity.Identify and investigate available fitness resources.Create individual fitness goals.Objective 3 Recognize the importance of a healthy body image and develop appropriate weight management behaviors.Explain how weight control is affected by caloric intake and energy expenditure.Explore the short and long term effects of poor nutrition and inactivity (e.g., obesity, chronic diseases).Describe the strengths and weaknesses of various body-weight indicators (e.g., Body Mass Index [B.M.I.], waist circumference, body fat percentage calculators).Examine the causes, symptoms, and the short and long-term consequences of eating disorders.Analyze the influence of media on body image.Standard 3 Students will demonstrate health-promoting and risk-reducing behaviors to prevent substance abuse.Objective 1 Examine the consequences of drug use, misuse, and abuse.Define the short and long term effects of alcohol, tobacco, and other drugs (e.g., steroids, inhalants, stimulants, depressants, prescription painkillers).List guidelines for the safe use of medicine (e.g., over the counter drugs, prescription drugs, herbal supplements).Recognize the legal consequences of alcohol, tobacco, and other drug abuse.Identify ways to recognize, respect, and communicate personal boundaries.Examine the impact of alcohol, tobacco and other drug abuse on individuals, families, and communities.Objective 2 Analyze the risk and protective factors that influence the use and abuse of alcohol, tobacco, and other drugs.List risk and protective factors associated with the use and abuse of alcohol, tobacco, and other drugs.Examine the impact of peer pressure on alcohol, tobacco, and other drug use/abuse.Identify practices that help to support a drug-free lifestyle.Analyze media and marketing tactics used to promote alcohol, tobacco, and other drug products.Practice interpersonal and communication skills (e.g., assertiveness, refusal skills, negotiation, conflict management).Objective 3 Access information for treatment of addictive behaviors.Recognize the signs of addiction.Explain the need for professional intervention for those affected by addictions.Identify community resources available to support individuals impacted by substance abuse.Standard 4 Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safety in the home, school, and community.Objective 1 Identify personal behaviors that contribute to a safe or unsafe environment.Recognize unhealthy or potentially dangerous situations and their consequences.Identify ways to avoid dangerous situations.Discuss safety guidelines for a variety of activities at home, school, and in the community. (e.g., indoor and outdoor sports activities, recreational outings in various seasons, technology).Develop strategies to enhance personal safety (e.g., use of helmets, protective gear, seatbelts).Objective 2 Recognize emergencies and respond appropriately.Explain how immediate response increases a victim’s chance for survival.Demonstrate proficiency in basic first-aid, practice Cardiopulmonary Resuscitation (CPR) as outlined in national standards, and describe the purpose and use of an Automated External Defibrillator (AED).Create personal disaster safety plans (e.g., fire, earthquakes, floods, terrorism).Objective 3 Identify and respond appropriately to harassment and violent behaviors.Identify abusive behaviors (e.g., threats, harassment, bullying, assault, domestic abuse).Recognize sexual harassment and identify methods to stop it.Describe ways to prevent and report violence at home, in school, and in the community.Investigate resources to assist those affected by abusive behaviors.Objective 4 Examine the dangers of inappropriate use of current technology.Identify the use and misuse of current technology (e.g., Internet, email, websites, instant messaging, cell phones).Discuss the short and long term dangers of sharing private information using current technology devices.Investigate personal and legal consequences for the inappropriate use of technology and discuss school and LEA policies.Analyze violence in the media and how it impacts behavior.Standard 5 Students will understand and summarize concepts related to health promotion and the prevention of communicable and non-communicable diseases.Objective 1 Explain the transmission and prevention of communicable diseases.Identify pathogens and how they are transmitted.Discuss symptoms of common communicable diseases.Describe methods of prevention and treatment for communicable diseases (e.g., personal hygiene, immunization, balanced diet, exercise, rest, natural body defenses, abstinence from high risk behaviors).Objective 2 Identify the effects of non-communicable diseases.Recognize common non-communicable diseases (e.g., arthritis, cancer, cardiovascular disease, diabetes, asthma, allergies).Identify risk factors for common non-communicable diseases (e.g., environment, age, gender, family history, diet, body mass, risky behaviors).List signs and symptoms of common non-communicable diseases.Describe risk reduction and prevention methods, including breast and testicular self exams, for common non-communicable diseases.Objective 3 Analyze the impact of sexually transmitted diseases including human immuno-deficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) on self and others.Identify common sexually transmitted diseases (STDs) (e.g., HIV/AIDS, chlamydia, gonorrhea, herpes, syphilis).Recognize symptoms, modes of transmission, including the absence of symptoms, and associated pathogens for common sexually transmitted diseases. Terms of a sensitive or explicit nature may be used in discussions.Determine risk-reducing behaviors in the prevention of STDs while discussing the advantages of abstinence over other methods of preventing sexually transmitted diseases.Recognize the importance of early detection and testing for sexually transmitted diseases.Objective 4 Examine the impact of disease on self and society.Determine the economic, physical, mental, social, and emotional impact of communicable diseases.Identify the economic, physical, mental, social, and emotional impact of non-communicable diseases.Identify preventive measures for communicable and non-communicable diseases.Standard 6 Students will demonstrate knowledge of human development, social skills, and strategies to encourage healthy relationships and healthy growth and development throughout life.Objective 1 Describe physical, mental, social, and emotional changes that occur throughout the life cycle.Explain the anatomy and physiology of the male and female reproductive systems.Recognize the impact of heredity and environment on growth and development.Describe the development and maturation of the brain and its impact on behavior.Identify the mental, social, and emotional developmental changes that occur from infancy through adolescence.Objective 2 Describe the interrelationship of mental, emotional, social, and physical health during adolescence.Identify qualities and strategies for developing healthy relationships including healthy ways to manage or adapt to changes.Analyze how self-image, social norms (e.g., age, gender, culture, ethnicity), and personal beliefs may influence choices, behaviors, and relationships.Identify ways to recognize, respect, and communicate personal boundaries for self and others.Develop and use effective communication skills including being able to discuss questions on sexuality with parents and/or guardians.Develop strategies to manage inappropriate comments or advances from others.Objective 3 Explain the processes of conception, prenatal development, birth, and the challenges created by teen and unwanted pregnancies.Identify appropriate ways to show interest and express affection for others.Describe the benefits of sexual abstinence before marriage (e.g., personal and relationship growth, preventing early or unintentional pregnancy and/or sexually transmitted diseases), and strategies that support the practice.Predict the impact of adolescent parenting (e.g., relationships, finances, education).Identify adoption as an option for unintended pregnancy and discuss the Newborn Safe Haven Law.Core Standards of the CourseStandard 1 Students will learn and use safe practices, learn basic design skills, and be introduced to related careers through activity-based education.Objective 1 Learn and use basic safety rules for the tools, the equipment, and the facilities that will be used in the course.Objective 2 Learn and use measuring skills.Objective 3 Learn basic design skills: i.e. sketching orthographic drawings, sketching pictorial drawings, creating a materials list.Objective 4 Explore related careers.Standard 2 Students will explore medical technologies in our world through activity-based education.Objective 1 Explore the nature of medical technologies.Objective 2 Explore how medical technologies affect our society.Objective 3 Use basic design concepts in a medical technologies activity.Objective 4 Participate in activity based learning activity to explore medical technologies. Some examples are:Participate in a basic first aid activity.Participate in a MSDS activity.Participate in a sterile versus nonsterile activity.Standard 3 Students will explore agricultural and related biotechnologies technologies in our world through activity-based education.Objective 1 Explore the nature of agricultural and related biotechnologies.Objective 2 Explore how agricultural and related biotechnologies affect our society.Objective 3 Use basic design concepts in an agricultural and related biotechnologies activity.Objective 4 Participate in activity based learning activity to explore agricultural and related biotechnologies. Some examples are:Participate in a biotechnology activity.Participate in an environmental/water purification activity.Participate in a GPS/GIS activity.Participate in a greenhouse activity.Participate in a hydroponics activity.Participate in a recycling activity.Participate in a sim farm activity.Standard 4 Students will explore energy and power technologies in our world through activity-based education.Objective 1 Explore the nature of energy and power technologies.Objective 2 Explore how energy and power technologies affect our society.Objective 3 Use basic design concepts in an energy and power technologies activity.Objective 4 Participate in activity based learning activity to explore energy and power technologies. Some examples are:Participate in an electronics/electricity activity.Participate in an energy conversion and storage activity.Participate in a fluid power activity.Participate in an internal combustions engines activity.Participate in a solar power activity.Participate in a steam power activity.Participate in a water power activity.Participate in a wind power activity.Standard 5 Students will explore information and communication technologies in our world through activitybased education.Objective 1 Explore the nature of information and communication technologies.Objective 2 Explore how information and communication technologies affect our society.Objective 3 Use basic design concepts in an information and communication technologies activity.Objective 4 Participate in activity based learning activity to explore information and communication technologies. Some examples are:Participate in an animation activity.Participate in an architecture design activity.Participate in a CAD/drafting activity.Participate in a Desk Top Publishing activity.Participate in a digital activity.AudioStill photographyVideoParticipate in a film photography activity.Participate in a printing activity.Participate in a silk screening activity.Participate in a telecommunication activity.Participate in a web design and exploration activity.Participate in a 3D modeling activity.Standard 6 Students will explore transportation technologies in our world through activity-based education.Objective 1 Explore the nature of transportation technologies.Objective 2 Explore how transportation technologies affect our society.Objective 3 Use basic design concepts in a transportation technologies activity.Objective 4 Participate in activity based learning activity to explore transportation technologies. Some examples are:Participate in an aviation / aerospace activity.Participate in a boat hull (hydroplane or hydrofoil) activity.Participate in a CO2 cars activity.Participate in a hover craft activity.Participate in a mouse trap cars activity.Participate in a restraint systems (crash) activity.Participate in a rockery activity.Participate in a wind tunnel activity.Standard 7 Students will explore manufacturing technologies in our world through activity-based education.Objective 1 Explore the nature of manufacturing technologies.Objective 2 Explore how manufacturing technologies affect our society.Objective 3 Use basic design concepts in a manufacturing technologies activity.Objective 4 Participate in activity based learning activity to explore manufacturing technologies. Some examples are:Participate in a copyright and patent activity.Participate in a CNC activity.Participate in a custom production activity.Participate in a material processes activity.Participate in a mass production/sheet metal car / quality control activity.Participate in a robotics / work cell activity.Standard 8 Students will explore construction technologies in our world through activity-based education.Objective 1 Explore the nature of construction technologies.Objective 2 Explore how construction technologies affect our society.Objective 3 Use basic design concepts in a construction technologies activity.Objective 4 Participate in activity based learning activity to explore construction technologies. Some examples are:Participate in an architectural modeling activity.Participate in a basic interior design activity.Participate in a bridge design and construction/truss design and construction activity.Participate in a materials testing activity.Participate in a tower design activity.Participate in an urban planning activity.Standard 9 Students will explore how math and science are used in engineering and engineering technologies in our world through activity-based education.Objective 1 Explore the nature of engineering technologies.Objective 2 Explore how engineering technologies affect our society.Objective 3 Use basic design concepts in an engineering activity to explore engineering technologies.Objective 4 Participate in activity based learning activity to explore engineering technologies. Some examples are listed below. (Note: All activities must have strong math and science applications.)Participate in a 3D modeling activity.Participate in an architectural modeling activity.Participate in an aviation/aerospace activity.Participate in a biotechnology activity.Participate in a boat hull (hydroplane or hydrofoil) activity.Participate in a bridge design and construction activity.Participate in an energy conversion and storage activity.Participate in an environmental/water purification activity.Participate in a materials testing activity.Participate in a mouse trap cars activity.Participate in a power systems activity.Participate in a restraint systems (crash) activity.Participate in a rocketry activity.Participate in a tower design activity.Participate in a truss design and construction activity.Participate in a wind tunnel activity.Core Standards of the CourseCollege and Career Readiness Anchor Standards for 6-12 ReadingThe following Reading standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Literature Standard 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Literature Standard 2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Reading: Literature Standard 3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.Reading: Literature Standard 5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.Reading: Literature Standard 6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.Integration of Knowledge and IdeasReading: Literature Standard 7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Informational Text Standard 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Informational Text Standard 2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.Reading: Informational Text Standard 3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Craft and StructureReading: Informational Text Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.Reading: Informational Text Standard 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.Reading: Informational Text Standard 6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).Reading: Informational Text Standard 8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.Reading: Informational Text Standard 9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.College and Career Readiness Anchor Standards for 6-12 WritingThe following Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Writing Standard 6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.Research to Build and Present KnowledgeWriting Standard 7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.Writing Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.College and Career Readiness Anchor Standards for 6-12 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications.Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.Speaking and Listening Standard 2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.Speaking and Listening Standard 3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.Speaking and Listening Standard 5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.College and Career Readiness Anchor Standards for 6-12 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).b. Spell correctly.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB) Course Description Core Standards of the CourseStandard 1 Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)Standard 2 Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)Standard 3 Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)Standard 4 Use content-specific tools, software and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)Standard 5 Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)Standard 6 Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)Standard 7 Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)Standard 8 Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)Standard 9 Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and practical applications to learning and problem solving. (1, 6)Standard 10 Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Core Standards of the CourseScience Benchmark All matter is made up of atoms that are far too small to see. Atoms are in perpetual motion and the more energy they contain the faster they move. Atoms combine to form molecules. Matter is made up of atoms and molecules that have measurable mass, volume, and density. Density is a measure of the compactness of matter. Density determines the way materials in a mixture are sorted. This property of matter results in the layering and structure of Earth’s atmosphere, water, crust, and interior.Models are used to describe the structure of Earth.Standard 1 Students will understand the structure of matter.Objective 1 Describe the structure of matter in terms of atoms and molecules.Recognize that atoms are too small to see.Relate atoms to molecules (e.g., atoms combine to make molecules).Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).Describe the limitations of using models to represent atoms (e.g., distance between particles in atoms cannot be represented to scale in models, the motion of electrons cannot be described in most models).Investigate and report how our knowledge of the structure of matter has been developed over time.Objective 2 Accurately measure the characteristics of matter in different states.Use appropriate instruments to determine mass and volume of solids and liquids and record data.Use observations to predict the relative density of various solids and liquids.Calculate the density of various solids and liquids.Describe the relationship between mass and volume as it relates to density.Design a procedure to measure mass and volume of gases.Objective 3 Investigate the motion of particles.Identify evidence that particles are in constant motion.Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.Design and conduct an experiment investigating the diffusion of particles.Formulate and test a hypothesis on the relationship between temperature and motion.Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.Standard 2 Students will understand the relationship between properties of matter and Earth’s structure.Objective 1 Examine the effects of density and particle size on the behavior of materials in mixtures.Compare the density of various objects to the density of known earth materials.Calculate the density of earth materials (e.g., rocks, water, air).Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities).Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.Design and conduct an experiment that provides data on the natural sorting of various earth materials.Objective 2 Analyze how density affects Earth's structure.Compare the densities of Earth's atmosphere, water, crust, and interior layers.Relate density to the relative positioning of Earth’s atmosphere, water, crust, and interior.Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.Distinguish between models of Earth with accurate and inaccurate attributes.Language science students should use: atmosphere, atom, crust, density, diffusion, gas, liquid, models, mass, matter, molecule, particle, solid, temperature, heat energy, volumeScience Benchmark Living things are made of smaller structures whose functions enable the organisms to survive. The basic unit of structure in all living things is the cell. Cells combine to form tissues that combine to form organs. While all cells have common structures, there are differences between plant and animal cells. Cell details are usually visible only through a microscope.Reproduction passes information from parent to offspring. Asexual reproduction requires one parent and produces nearly identical offspring. Sexual reproduction requires two parents, and provides variety in a species. This variety may allow the species to adapt to changes in the environment and help the species survive. A species may change due to the passing of traits naturally or by techniques used and developed by science. Genetic information is passed on in a predictable manner.Standard 3 Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.Objective 1 Observe and describe cellular structures and functions.Use appropriate instruments to observe, describe, and compare various types of cells (e.g., onion, diatoms). Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.Differentiate between plant and animal cells based on cell wall and cell membrane.Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food).Objective 2 Identify and describe the function and interdependence of various organs and tissues.Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).Match a particular structure to the appropriate level (e.g., heart to organ, cactus to organism, muscle to tissue). Relate the structure of an organ to its component parts and the larger system of which it is a part.Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g., lungs provide oxygen to cells, kidneys remove wastes from cells).Standard 4 Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.Objective 1 Compare how sexual and asexual reproduction passes genetic information from parent to offspring.Distinguish between inherited and acquired traits.Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).Compare inherited structural traits of offspring and their parents.Objective 2 Relate the adaptability of organisms in an environment to their inherited traits and structures.Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.Cite examples of traits that provide an advantage for survival in one environment but not other environments.Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk).Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).Language science students should use: acquired trait, asexual reproduction, genetics, nucleus, organ, organism, osmosis, system, tissue, inherited trait, offspring, sexual reproduction, cytoplasm, diffusion, membrane, chloroplast, cell, cell wallScience BenchmarkClassification schemes reflect orderly patterns and observable distinctions among objects and organisms. One of the most general distinctions among organisms is between plants and animals.Biologists consider an organism's structural features more important for classifying organisms than behavior or general appearance. Geologists classify earth materials based upon structure. Chemists classify matter based upon structure. Classification systems may change as science develops new knowledge.Standard 5 Students will understand that structure is used to develop classification systems.Objective 1 Classify based on observable properties.Categorize nonliving objects based on external structures (e.g., hard, soft).Compare living, once living, and nonliving things.Defend the importance of observation in scientific classification.Demonstrate that there are many ways to classify things.Objective 2 Use and develop a simple classification system.Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).Develop a classification system based on observed structural characteristics.Generalize rules for classification.Relate the importance of classification systems to the development of science knowledge.Recognize that classification is a tool made by science to describe perceived patterns in nature.Objective 3 Classify organisms using an orderly pattern based upon structure.Identify types of organisms that are not classified as either plant or animal.Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist).Use a classification key or field guide to identify organisms.Report on changes in classification systems as a result of new information or technology.Language science students should use: classification, classification key, kingdom, organism, speciesCore Standards of the CourseText Types and PurposesWriting for Literacy Standard 1 Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing for Literacy Standard 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Writing for Literacy Standard 3 Note: (Not applicable as a separate requirement.) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.Production and Distribution of WritingWriting for Literacy Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Writing for Literacy Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Writing for Literacy Standard 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.Research to Build and Present KnowledgeWriting for Literacy Standard 7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Writing for Literacy Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Writing for Literacy Standard 9 Draw evidence from informational texts to support analysis reflection, and research.Range of WritingWriting for Literacy Standard 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 discipline-specific tasks, purposes, and audiences.Core Standards of the CourseKey Ideas and DetailsReading for Literacy Standard 1 Cite specific textual evidence to support analysis of science and technical texts.Reading for Literacy Standard 2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.Reading for Literacy Standard 3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Craft and StructureReading for Literacy Standard 4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.Reading for Literacy Standard 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.Reading for Literacy Standard 6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.Integration of Knowledge and IdeasReading for Literacy Standard 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Reading for Literacy Standard 8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.Reading for Literacy Standard 9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.Range of Reading and Level of Text ComplexityReading for Literacy Standard 10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Course Description Core Standards of the CourseDomain: Ratios & Proportional RelationshipsAnalyze proportional relationships and use them to solve real-world and mathematical problems. 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.2. Recognize and represent proportional relationships between quantities.Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.Domain: The Number SystemApply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.Understand p + q as the number located a distance |q | from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.Apply properties of operations as strategies to add and subtract rational numbers.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.Apply properties of operations as strategies to multiply and divide rational numbers.Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.3. Solve real-world and mathematical problems involving the four operations with rational numbers.1Domain: Expressions & EquationsUse properties of operations to generate equivalent expressions. 1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.Domain: GeometryDraw construct, and describe geometrical figures and describe the relationships between them. 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.3. Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.Domain: Statistics & ProbabilityUse random sampling to draw inferences about a population. 1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.Draw informal comparative inferences about two populations. 3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.Investigate chance processes and develop, use, and evaluate probability models. 5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?1 Computations with rational numbers extend the rules for manipulating fractions to complex fractions. Core Standards of the CourseStandard 1 Students will expand number sense to understand, perform operations, and solve problems with rational numbers.Objective 1 Compute fluently with understanding and make reasonable estimates with rational numbers.Compute fluently using all four operations with integers, and explain why the corresponding algorithms work.Compute fluently using all four operations with rational numbers, including negative fractions and decimals, and explain why the corresponding algorithms work.Check the reasonableness of results using estimation.Objective 2 Analyze relationships among rational numbers, including negative rational numbers, and operations involving these numbers.Order rational numbers in various forms, including scientific notation (positive and negative exponents), and place numbers on a number line.Predict the effect of operating with fractions, decimals, percents, and integers as an increase or a decrease of the original value.Recognize and use the identity properties of addition and multiplication, the multiplicative property of zero, the commutative and associative properties of addition and multiplication, and the distributive property of multiplication over addition.Recognize and use the inverse operations of adding and subtracting a fixed number, multiplying and dividing by a fixed number, and computing squares of whole numbers and taking square roots of perfect squares.Objective 3 Solve problems involving rational numbers using addition, subtraction, multiplication, and division.Recognize the absolute value of a rational number as its distance from zero.Simplify numerical expressions, including those with whole number exponents and absolute values, using the order of operations.Solve problems involving rational numbers, percents, and proportions.Mathematical Language and Symbols Students Should Use: integer, rational, scientific notation, identity, commutative, associative, distributive, square, square root, absolute value, order of operations, abStandard 2 Students will use proportion and similarity to solve problems.Objective 1 Model and illustrate meanings of ratios, percents, and decimals.Compare ratios to determine if they are equivalent.Compare ratios using the unit rate.Represent percents as ratios based on 100 and decimals as ratios based on powers of ten.Graph proportional relationships and identify the unit rate as the slope of the related line.Objective 2 Solve a wide variety of problems using ratios and proportional reasoning.Set up and solve problems involving proportional reasoning using variables.Solve percent problems, including problems involving discounts, interest, taxes, tips, and percent increase or decrease.Solve ratio and rate problems using informal methods.Objective 3 Recognize similar polygons and use properties of similar triangles to solve problems and define the slope of a line.Define similar polygons as polygons with corresponding angles congruent and corresponding sides that are proportional.Identify pairs of similar triangles using two pairs of congruent angles, or two pairs of proportional sides with congruent included angles.Find missing lengths of similar triangles, including inaccessible lengths, using proportions.Define the slope of a line as the ratio of the vertical change to the horizontal change between two points, and show that the slope is constant using similarity of right triangles.Mathematical Language and Symbols Students Should Use: ratio, proportion, variable, similar polygon, similar triangle, congruent, slopeStandard 3 Students will develop fluency with the language and operations of algebra to analyze and represent relationships.Objective 1 Generalize and express patterns using algebraic expressions.Compare representations of a relation using tables, graphs, algebraic symbols, and mathematical rules.Describe simple patterns using a mathematical rule or algebraic expression.Create and extend simple numerical and visual patterns.Objective 2 Evaluate, simplify, and solve algebraic expressions, equations, and inequalities.Evaluate algebraic expressions, including those with whole number exponents, when given values for the variable(s).Simplify algebraic expressions using the order of operations, algebraic properties, and exponent rules.Solve single-variable linear equations and inequalities, including those that must be simplified on one side or those with variables on both sides of an equation.Objective 3 Represent relationships using graphs, tables, and other models.Identify approximate rational coordinates when given the graph of a point on a rectangular coordinate system.Graph ordered pairs of rational numbers on a rectangular coordinate system.Graph linear equations using ordered pairs or tables.Recognize that all first order equations produce linear graphs.Model real-world problems using graphs, tables, equations, manipulatives, and pictures, and identify extraneous information.Mathematical Language and Symbols Students Should Use: table, algebraic expression, equation, linear, ordered pair, extraneous informationStandard 4 Students will use algebraic, spatial, and logical reasoning to solve geometry and measurement problems.Objective 1 Apply the properties of proportionality of different units of measure.Convert units of measure within the same system.Create and interpret scale drawings and approximate distance on maps using scale factors.Solve problems using scale factors.Objective 2 Derive formulas for surface areas and volume of three-dimensional figures.Derive formulas for and calculate surface area and volume of right prisms and cylinders using appropriate units.Explain that if a scale factor describes how corresponding lengths in two similar objects are related, then the square of the scale factor describes how corresponding areas are related and the cube of the scale factor describes how corresponding volumes are related.Find lengths, areas, and volumes of similar figures, using the scale factor.Select appropriate two- and three-dimensional figures to model real-world objects, and solve a variety of problems involving surface areas and volumes of cylinders and prisms.Mathematical Language and Symbols Students Should Use: unit of measure, scale, scale factor, surface area, volume, prism, cylinderStandard 5 Students will understand concepts from probability and statistics and apply statistical methods to solve problems.Objective 1 Calculate probabilities of events and compare theoretical and experimental probability.Solve counting problems using the Fundamental Counting Principle.Calculate the probability of an event or sequence of events with and without replacement using models.Recognize that the sum of the probability of an event and the probability of its complement is equal to one.Make approximate predictions using theoretical probability and proportions.Collect and interpret data to show that as the number of trials increases, experimental probability approaches the theoretical probability.Objective 2 Formulate questions and answer the questions by organizing and analyzing data.Formulate questions that can be answered through data collection and analysis.Determine the 25th and 75th percentiles (first and third quartiles) to obtain information about the spread of data.Graphically summarize data of a single variable using histograms and box-and whisker plots.Compute the mean and median of a numerical characteristic and relate these values to the histogram of the data.Use graphical representations and numerical summaries to answer questions and interpret data.Mathematical Language and Symbols Students Should Use: Fundamental Counting Principle, complement, theoretical probability, experiment, data, percentile, histogram, box-and-whisker plot, spread Core Standards of the CourseStandard 1 Students will expand number sense to understand, perform operations, and solve problems with rational numbers.Objective 1 Represent rational numbers in a variety of ways.Demonstrate multiple ways to represent whole numbers, decimals, fractions, percents, and integers using models and real-life examples.Simplify numerical expressions with whole number exponents using order of operations, and recognize that any positive number to the 0 power is 1.Represent numbers greater than one using scientific notation.Select the most appropriate form of a rational number for a given context.Objective 2 Compare and order rational numbers, including positive and negative fractions, positive and negative mixed numbers, and positive and negative decimals.Identify, read, and locate rational numbers on a number line.Compare pairs of rational numbers in different forms.Order rational numbers with and without a number line.Objective 3 Explain relationships and equivalencies among rational numbers.Find equivalent forms for common fractions, decimals, percents, and ratios, including repeating or terminating decimals.Predict the effect of operating with fractions, decimals, percents, and integers as an increase or a decrease of the original value.Recognize and use the identity properties of addition and multiplication, the multiplicative property of zero, and the commutative and associative properties of addition and multiplication, and the distributive property of multiplication over addition.Recognize and use the inverse operations of adding and subtracting a fixed number, multiplying and dividing by a fixed number, and computing squares of whole numbers and taking square roots of perfect squares.Objective 4 Model meanings of ratios and operations with rational numbers.Demonstrate that the fraction a/b represents a divided by b.Recognize percents as ratios based on 100 and decimals as ratios based on powers of 10.Extend the multiplication of whole numbers to multiplication of fractions using area models, measurement models, and the number line.Compare the division of whole numbers to the division of fractions using area or set models, the number line, and missing factors.Objective 5 Solve problems involving rational numbers.Compute fluently using all four operations with integers and positive fractions and decimals.Solve problems using factors, multiples, prime factorization, relatively prime numbers, and common divisibility rules.Solve application problems involving rational numbers.Determine if an answer is reasonable using estimation.Mathematical Language and Symbols Students Should Use: whole number, decimal, fraction, percent, integer, exponent, scientific notation, rational number, identity, commutative, associative, distributive, factor, multiple, prime, relatively prime, additive inverse, multiplicative inverseStandard 2 Students will use proportional reasoning to solve problems.Objective 1 Solve problems involving ratios, rates, proportions and percentages.Solve ratio and rate problems using informal methods involving multiplication and division.Solve percent problems using ratio and proportion, including problems involving discounts, interest, taxes, tips, and percent increase or decrease.Solve problems involving proportions, rates, and measures.Objective 2 Apply the properties of proportionality to different units of measurement.Convert from one unit of measurement to an equivalent unit of measurement in the same system using a given conversion factor.Understand that in a proportional relationship, all dimensions change by the same scale factor.Create and interpret scale drawings and approximate distance on maps using proportions.Mathematical Language and Symbols Students Should Use: ratio, rate, proportion, scale drawing, conversion factorStandard 3 Students will develop fluency with the language and operations of algebra to analyze and represent relationshipsObjective 1 Evaluate, simplify, and solve algebraic expressions and equations.Write a variable expression to identify pattern relationships, and use those expressions to make predictions.Translate verbal expressions into algebraic expressions.Simplify and evaluate algebraic expressions.Show that performing the same operation on both sides of an equation will produce an equivalent equation.Solve single-variable linear equations and inequalities of the form ax + b = c, ax + b < c, or ax + b > c.Objective 2 Represent relationships using graphs, tables, and other models.Identify integer coordinates when given the graph of a point on a rectangular coordinate system.Graph ordered pairs of integers on a rectangular coordinate system.Model real-world problems using graphs, tables, equations, manipulatives, and pictures.Mathematical Language and Symbols Students Should Use: variable expression, algebraic expression, equivalent, linear equation, linear inequality, rectangular coordinate system, ordered pairStandard 4 Students will use algebraic, spatial, and logical reasoning to solve geometry and measurement problems.Objective 1 Draw, label, and describe attributes of geometric shapes to determine geometric relationships.Draw, label, and describe relationships among line segments, rays, lines, parallel lines, and perpendicular lines, including midpoint of a line segment.Draw, label, and describe relationships among vertical, adjacent, complementary, and supplementary angles.Draw, label, and describe attributes of angles, triangles, and quadrilaterals.Objective 2 Determine measurements in metric and customary units using appropriate tools and formulas.Estimate metric and customary measures using everyday objects and comparisons.Measure length, area, volume, and angles to appropriate levels of precision.Calculate the measurement of everyday objects using formulas for perimeters and areas of triangles and quadrilaterals, and circumferences and areas of circles.Calculate the measurement of everyday objects using formulas for surface area and volume of prisms and cylinders.Mathematical Language and Symbols Students Should Use: line segment, ray, line, parallel, perpendicular, complementary angles, supplementary anglesStandard 5 Students will understand concepts from probability and statistics and apply statistical methods to solve problems.Objective 1 Use basic concepts of probability to determine the likelihood of an event and compare the results of various experiments.Write the results of a probability experiment as a fraction, ratio, or decimal, between zero and one, or as a percent between zero and one hundred, inclusive.Compare experimental results with theoretical probability. Compare individual, small group, and large group results of a probability experiment.Objective 2 Display and compare data to make predictions and formulate conclusions.Display data using tables, scatter plots, and circle graphs.Compare two similar sets of data on the same graph.Compare two different kinds of graphs representing the same set of data.Propose and justify inferences and predictions based on data.Mathematical Language and Symbols Students Should Use: experimental result, theoretical probability, scatter plot, circle graph, inferenceCore Standards of the CourseStandard 1 Students will expand number sense to understand, perform operations, and solve problems with real numbers.Objective 1 Represent real numbers as points on the number line and distinguish rational numbers from irrational numbers.Define a rational number as a point on the number line that can be expressed as the ratio of two integers, and points that cannot be so expressed as irrational.Classify numbers as rational or irrational, knowing that rational numbers can be expressed as terminating or repeating decimals and irrational numbers can be expressed as non-terminating, non-repeating decimals.Classify pi and square roots of non-perfect square numbers as irrational.Place rational and irrational numbers on a number line between two integers.Objective 2 Compute fluently and make reasonable estimates with rational and irrational numbers.Simplify, add, subtract, multiply, and divide expressions with square roots.Evaluate and simplify numerical expressions containing rational numbers and square roots using the order of operations.Compute solutions to problems, represent answers in exact form, and determine the reasonableness of answers.Calculate the measures of the sides of a right triangle using the Pythagorean Theorem.Mathematical Language and Symbols Students Should Use: square root, , radical, rational, irrational, Pythagorean TheoremStandard 2 Students will extend concepts of proportion to represent and analyze linear relations.Objective 1 Represent and analyze the slope of a line.Identify the slope of a line when given points, a graph, or an equation.Identify horizontal and vertical lines given the equations or slopes.Determine the effect of changes in slope or y-intercept in y = mx + b .Determine and explain the meaning of slopes and intercepts using real-world examples.Objective 2 Model and interpret problems having a constant rate of change using linear functions.Write algebraic expressions or equations to generalize visual patterns, numerical patterns, relations, data sets, or scatter plots.Represent linear equations in slope-intercept form, y = mx + b, and standard form, Ax+ By =C.Distinguish between linear and non-linear functions by examining a table, equation, or graph.Interpret the slope of a linear function as a rate of change in real-world situations.Objective 3 Represent and analyze linear relationships using algebraic equations, expressions, and graphs.Write the equation of a line when given two points or the slope and a point on the line.Approximate the equation of a line given the graph of a line.Identify the x- and y-intercepts from an equation or graph of a line or a table of values.Graph linear relations and inequalities by plotting points, by finding x- and y-intercepts, or by using the slope and any point on the line.Mathematical Language and Symbols Students Should Use: Slope, x-intercept, y-intercept, y = mx + b, Ax+ By =C, undefined slopeStandard 3 Students will develop fluency with the language and operations of algebra to analyze and represent relationships.Objective 1 Simplify polynomials and the quotient of monomials.Simplify and evaluate monomial expressions and formulas.Add and subtract polynomials.Multiply monomials by a polynomial.Multiply binomials.Simplify the quotient of monomials using positive exponents.Objective 2 Solve and interpret linear equations and inequalities in various situations including real-world problems.Solve single-variable linear equations and inequalities algebraically and graphically.Solve real-world problems involving constant rates of change.Solve equations for a specified variable.Solve proportions that include algebraic first-degree expressions.Objective 3 Solve and interpret pairs of linear equations and inequalities.Solve systems of two linear equations graphically and algebraically with and without technology.Determine the number of possible solutions for a system of two linear equations.Graph a system of linear inequalities and identify the solution.Objective 4 Factor polynomials with common monomial factors and factor simple quadratic expressions.Find the greatest common monomial factor of a polynomial.Factor trinomials with integer coefficients of the form x2 + bx + c .Factor the difference of two squares and perfect square trinomials.Objective 5 Solve quadratic equations using factoring or by taking square roots.Solve quadratic equations that can be simplified to the form x2 = a where a ≥ 0 by taking square roots.Solve quadratic equations using factoring.Write a quadratic equation when given the solutions.Mathematical Language and Symbols Students Should Use: monomial, binomial, trinomial, polynomial, literal equation, factor, difference of two squares, perfect square, quadraticStandard 4 Students will understand concepts from statistics and apply statistical methods to solve problems.Objective 1 Summarize, display, and analyze bivariate data.Collect, record, organize, and display a set of data with at least two variables.Determine whether the relationship between two variables is approximately linear or non-linear by examination of a scatter plot.Characterize the relationship between two linear related variables as having positive, negative, or approximately zero correlation.Objective 2 Estimate, interpret, and use lines fit to bivariate data.Estimate the equation of a line of best fit to make and test conjectures.Interpret the slope and y-intercept of a line through data.Predict y-values for given x-values when appropriate using a line fitted to bivariate numerical data.Mathematical Language and Symbols Students Should Use: scatter plot, positive correlation, negative correlation, no correlation, line of best fit, bivariateCore Standards of the CourseTask Definition: What needs to be done?Standard 1 Students will define a task and identify information needed.Objective 1 Define an information problem.Analyze task in terms of what is required.Seek clarification from teachers and others through a variety of all communications media; e.g., in-person, electronic mail,written, fax.Select and narrow or broaden topics into a manageable focus.Formulate a topic sentence or thesis statement.Identify audience.Conceptualize form of final product based on personal learning style, assignment constraints, and/or nature of information to be presented.Formulate criteria for evaluation of the process for efficiency and effectiveness and the product for effectiveness.Build a reasonable timeline for completion of tasks.Objective 2 Identify the information needed.Analyze task in terms of information already known.Analyze task in terms of information needed, considering amount, format, location, and type; e.g., numerical, text, pictorial information.Formulate primary research questions.Select and narrow or broaden keyword search terms.Information Seeking Strategies: Which resources can I use?Standard 2 Students will identify, evaluate, and select resources.Objective 1 Determine a wide range of resources.Develop an information search strategy based on a personal information search style, beginning with the resources available in or through the school library media center.Identify potential information resources in such formats as CD-ROM, video, network, virtual reality, print, and videodisk, including:General references; e.g., encyclopedias, almanacs, newspapers, periodicals, dictionaries, atlases, thesauruses.Subject-specific references; e.g., geographical dictionaries, art encyclopedias, automotive manuals, computer handbooks.General collection resources, both nonfiction and fiction, including literature.Human resources; e.g., interviews, in person, or on radio, on television.Community resources; e.g., other libraries, art galleries, museums, chambers of commerce, historical organizations, private and governmental agencies.Databases on local and global networks; e.g., news and weather services, stock market reports, library catalogs, full-text services.Information and resources available through electronic bulletin boards, discussion groups, e.g., mailing lists, newsgroups.Recognize recreational uses of literature in print and nonprint resources.Objective 2 Select the best resources.Evaluate for relevance, accuracy, availability, timeliness, cost, authority, and ease of use.Evaluate for differing points of view and absence of bias and prejudice.Apply an understanding of the difference between primary and secondary resources.Determine if resource can be obtained within the defined timeline of the task.Select only materials meeting above criteria.Location and Access: Where can I find these resources?Standard 3 Students will locate resources and access information within resources.Objective 1 Locate identified resources.Locate potential resources in electronic, print, media, and/or human form.Locate service areas and collections in the school library media center.Understand and use circulation and distribution systems.Understand and use the Dewey Decimal System and other classification systems.Search automated or card catalogs.Obtain resources through interlibrary loan.Search local and global networks; e.g., electronic databases, bulletin boards, mailing lists, newsgroups, and other discussion groups.Use appropriate indexes and abstracts.Use location skills including:alphabetizing skills.searching with keyword search terms.narrowing or broadening keywords based on search success.truncation.Boolean and proximity searching.Use distance learning education technologies.Objective 2 Access information within resources.Recognize and apply the handling and use requirements of print, media, and electronic resources.Use features of print, media, electronic, and human resources; e.g., indexes, glossaries, tables of contents, appendixes, menus, and interview techniques.Apply information access skills; e.g., alphabetizing, keyword search terms, interview techniques.Use of Information: What can I use from these resources?Standard 4 Students will engage and extract information.Objective 1 Engage information.Understand and use circulation and distribution systems.Develop skills to formulate questions that most effectively elicit information.Develop skills for interactive listening to enhance the connection between new information and personal knowledge base.Survey and interview others.Choose appropriate comprehension level.Read, listen, and view critically for significant concepts and details, using appropriate skills; e.g., skimming, highlighting.Read and interpret maps, graphs, charts, illustrations, cartoons, art, and other visual information.Read a variety of literature to:Share common experiences.Appreciate classic and contemporary themes and genres.Understand United States and world cultures and traditions.Respect the principle of intellectual freedom.Respect the rights of others regarding the use and handling of information resources.Recognize the need for equal access to materials and resources.Follow guidelines and etiquette using electronic information sources.Recognize and apply handling and use requirements of print, media, and electronic resources.Maintain the physical integrity of information resources and facilities.Follow policies and procedures for use of facilities, systems, and resources.Objective 2 Extract information.Evaluate and select information in terms of authority, completeness, relevance, format, point of view, reliability, and timeliness.Apply an understanding of the difference between primary and secondary sources.Distinguish between fact and opinion.Recognize propaganda and the presence of bias or prejudice.Recognize gratuitous violence in forms of popular culture.Use a variety of note-taking methods; e.g., notecards, photocopy and highlighting, cut-and-paste, downloading and uploading.Recognize copyright as protection for the copyright holder.Paraphrase instead of plagiarize.Abstract and summarize.Credit appropriate sources using accepted citation format.Use remembering, encoding, and recalling skills.Use word-, image-, and sound-processing tools individually or in combination.Synthesis: How can I share what I learned?Standard 5 Students will organize, synthesize, and present information.Objective 1 Organize information from multiple resources.Establish a clear purpose for product.Select a product format based on personal learning style, assignment constraints, and/or nature of information to be presented.Practice ethical use of information and information technologies.Evaluate critically how selected information integrates to complete the task.Use webbing and outlining.Use word-processing programs to organize textual information.Use electronic spreadsheets to organize numerical information.Use electronic presentation programs or other techniques to organize pictorial information.Relate literature to classroom curricula; e.g., folk tales and mythology to explanations of scientific phenomena, biography to mathematics, natural history writing to science.Understand the qualities inherent in various genre of literature and consider use of literary genres in reporting information.Create, revise, and refine drafts; e.g., script, manuscript, storyboard, scientific abstract, as necessary.Apply criteria for quality and craftsmanship based on existing models and personal criteria.Objective 2 Present the result.Present information using appropriate formats; e.g., electronic, print, media, and hypermedia.Use word-processing programs to present textual information.Use electronic spreadsheets to present numerical information and graphs.Tell stories and give booktalks in all forms; e.g., skits, mime, puppet shows, games.Cite sources in notes and bibliographies according to accepted citation and bibliographic format standards.Use remembering, encoding, and recalling skills in tests and other presentations.Use facilities and equipment responsibly for production and presentation.Evaluation: How will I know I did my job well?Standard 6 Students will evaluate the process and the product.Objective 1 Judge the process for efficiency and effectiveness.Reflect upon personal information problem-solving skills (the Big Six©) as a means of ongoing self-evaluation throughout the assignment.Develop and complete a checklist.Keep a journal.Assess learning style(s).Solicit and reflect upon peer reviews and teacher comments about process performance.Conference with peers and teachers.Read and respond to written evaluation from peers and teachers.Objective 2 Judge the product for effectiveness.Reflect on level of personal satisfaction.Compare product with criteria from the original task definition.Solicit and reflect upon peer reviews and teacher comments about the product.Conference with peers and teachers.Read and respond to written evaluation from peers and teachers.Objective 3 Judge use of time in the library media center.Evaluate use of on-task time for personal satisfaction and intellectual and aesthetic growth.Evaluate use of leisure time for personal satisfaction and intellectual and aesthetic growth. Core Standards of the CourseStandard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.Identify common prefixes and suffixes to determine meanings of words (see chart, Appendix A).Identify the literal meanings and shades of meaning of words.Determine word meaning through definition or explanation context clues.Distinguish between commonly confused words (i.e., a lot/allot; board/bored; brake/break; desert/ dessert; hear/here; its/it's; led/lead; lie/lay; right/write/rite; to/too/two; your/you're).Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., textbooks, advertisements, posters).Identify external text features to enhance comprehension (i.e., headings, subheadings, pictures, captions, bolded words, graphs, charts, and tables of contents).Comprehend text using internal text structures and their appropriate cue words and phrases (i.e., chronological, sequence, and description).Retell, paraphrase and summarize from informational text.Distinguish main idea and supporting details in text.Objective 3 (Comprehension of Literary Text): Comprehend literature using elements of narrative and poetic text.Identify narrative plot structure (e.g., exposition, rising action, climax, falling action, resolution).Describe a character’s traits as revealed by the narrator (e.g., thoughts, words, speech patterns, and actions).Distinguish topic from theme in literature.Identify descriptive details and imagery that establish setting.Identify figurative language (i.e., simile and metaphor).Identify main ideas and/or emotions in a wide range of poetry.Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.Objective 1 (Writing to Learn): Retell or summarize and make connections to clarify thinking through writing.Retell significant events in sequence.Summarize essential information from literary or informational text.Connect text to self.Objective 2 (Extended Writing): Write to identify and reflect on feelings to recreate experiences. (Emphasize autobiographical or narrative essays. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade level.)Determine audience and purpose for extended writing.Relate a clear, coherent, chronologically-sequenced incident, event, or situation with simple reflectionUse sensory details.Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.Evaluate and revise for:Use of a unifying idea or topic.A clear beginning, middle, and end, with sequential transitions.Appropriate tone and voice.Appropriate word choice for topic.Varied sentence beginnings and sentence length.Edit for:Correct grade level spelling.Correct use of commas in a series.Correct subject-verb agreement.Correct use of possessives.Correct capitalization of sentence beginnings and proper nouns.Correct end punctuation on simple and compound sentences.Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.Objective 1 (Processes of Inquiry): Use the process of inquiry to formulate questions and engage in gathering information.Establish a purpose for inquiry.Gather relevant information to answer questions.Validate the accuracy and relevance of information, discriminating between fact and opinion.Distinguish paraphrasing and summarizing from plagiarizing.Objective 2 (Written Communication of Inquiry): Write to report information gathered from the process of inquiry.Select an appropriate format to report information.Gather information on an idea or concept.Report information using summarization.Use informal contextual citation. (Example: “Gary Paulsen says he gets his ideas from…”)Objective 3 (Oral Communication of Inquiry): Communicate ideas and information appropriately in classroom settings.Determine the purpose for communication (e.g., to respond to writing, to obtain a result, to convey ideas or information, to seek validation).Use appropriate protocol for asking questions (e.g., turn taking, staying on topic, projecting adequately).Use appropriate protocol for responding to questions (e.g., respecting others’ contributions, staying on topic, projecting adequately).Contribute constructively in classroom settings.
李守貞Born in Luoyang to military commander Zhao Hongyin, Zhao Kuangyin grew up excelling inmounted archery. Once, riding an untamed horse without a bridle, he knocked his forehead on the wall above the city gate and fell off, but got right back up and chased the horse, eventually subduing it while going unharmed. In the mid-940s, he married Lady He on his father'sarrangement.[3] After wandering around for a few years, in 949[4] he joined the army of Later Hanmilitary governor Guo Wei, helping Guo quell Li Shouzhen's (李守貞) rebellion.[1]Zhao Kuangyin (趙匡胤) (21 March 927[1] – 14 November 976[2]), also known by his temple nameTaizu (太祖), was the founding emperor of imperial China's Song Dynasty, reigning from 960 until his death. A distinguished military general under the Later Zhou Dynasty, he came to power by staging a coup d'état and forcing the young Emperor Gong of Later Zhou to abdicate power.During his reign, he conquered the states of Southern Tang, Later Shu, Southern Han andJingnan, thus reunifying most of China proper and effectively ending the tumultuous Five Dynasties and Ten Kingdoms period. To strengthen his control, he lessened the power of military generals and relied on civilian officials in administration. He was succeeded by Emperor Taizong, his younger brother who possibly murdered him for the throne.Emperor Taizu of Song (r. 960–976) unified China by conquering other lands during his reign, ending the upheaval of the Five Dynasties and Ten Kingdoms period. In Kaifeng, he established a strong central government over the empire. He ensured administrative stability by promoting thecivil service examination system of drafting state bureaucrats by skill and merit (instead ofaristocratic or military position) and promoted projects that ensured efficiency in communication throughout the empire. In one such project, cartographers created detailed maps of each province and city that were then collected in a large atlas.[7] Emperor Taizu also promoted groundbreaking science and technological innovations by supporting such works as theastronomical clock tower designed and built by the engineer Zhang Sixun.[8]The Song Dynasty (Chinese: 宋朝; pinyin: Sòng Cháo; Wade-Giles: Sung Ch'ao; CantoneseJyutping: sung3 ciu4; IPA: [sʊ̂ŋ tʂʰɑ̌ʊ̯]) was a ruling dynasty in China between 960 and 1279; it succeeded the Five Dynasties and Ten Kingdoms period, and was followed by the Yuan Dynasty. It was the first government in world history to nationally issue banknotes or true paper money, and the first Chinese government to establish a permanent standing navy. This dynasty also saw the first known use of gunpowder, as well as the first discernment of true north using a compass.The Song Dynasty is divided into two distinct periods: the Northern Song and Southern Song. During the Northern Song (Chinese: 北宋, 960–1127), the Song capital was in the northern city of Bianjing (now Kaifeng), and the dynasty controlled most of inner China. The Southern Song(Chinese: 南宋, 1127–1279) refers to the period after the Song lost control of northern China to the Jin Dynasty. During this time, the Song court retreated south of the Yangtze River and established their capital at Lin'an (now Hangzhou). Although the Song Dynasty had lost control of the traditional birthplace of Chinese civilization along the Yellow River, the Song economy was not in ruins, as the Southern Song Empire contained 60 percent of China's population and a majority of the most productive agricultural land.[1] The Southern Song Dynasty considerably bolstered its naval strength to defend its waters and land borders and to conduct maritimemissions abroad.The mouth of the Pearl River forms a large bay in the southeast of the delta, the Zhujiang Kou. This bay separates Macau and Zhuhai from Hong Kong and Shenzhen.The Pearl River or Zhu Jiang (Chinese: 珠江; Mandarin Pinyin: Zhū Jiāng; Jyutping: zyu1 gong1, literally "Pearl River", pronounced [ʈʂú tɕjɑ́ŋ]) or less commonly, the "Guangdong River" or"Canton River" etc., (Chinese: 粤江), is an extensive river system in southern China. The name Pearl River is usually used as a catchment term to refer to the watersheds of the Xi Jiang ("West River"), the Bei Jiang ("North River"), and the Dong Jiang ("East River"). These rivers are all considered tributaries of the Pearl River because they share a common delta, the Pearl River Delta. Measured from the farthest reaches of the Xi Jiang, the Pearl River system is China's third longest river (2,400 km, after the Yangtze River and the Yellow River), and second largest by volume (after the Yangtze). The 409,480 km² Pearl River Basin (珠江流域) drains the majority ofSouth Central (Guangdong and Guangxi provinces), as well as parts of Southwest (Yunnan,Guizhou, Hunan and Jiangxi provinces) in China,Because of its strategic location as a naval gateway to Guangzhou, the strait was traditionally fortified and some major battles in the First Opium War were fought here.
However, the psychological effects of the crash reverberated across the nation as business became aware of the difficulties in securing capital markets investments for new projects and expansions. Business uncertainty naturally affects job security for employees, and as the American worker (the consumer) faced uncertainty with regards to income, naturally the propensity to consume declined. The decline in stock prices caused bankruptcies and severemacroeconomic difficulties including contraction of credit, business closures, firing of workers, bank failures, decline of the money supply, and other economic depressing events.The resultant rise of mass unemployment is seen as a result of the crash, although the crash is by no means the sole event that contributed to the depression. The Wall Street Crash is usually seen as having the greatest impact on the events that followed and therefore is widely regarded as signaling the downward economic slide that initiated the Great Depression. True or not, the consequences were dire for almost everybody. Most academic experts agree on one aspect of the crash: It wiped out billions of dollars of wealth in one day, and this immediately depressed consumer buying.[35]The failure set off a worldwide run on US gold deposits (i.e., the dollar), and forced the Federal Reserve to raise interest rates into the slump. Some 4,000 banks and other lenders ultimately failed. Also, the uptick rule,[36] which allowed short selling only when the last tick in a stock's price was positive, was implemented after the 1929 market crash to prevent short sellers from driving the price of a stock down in a bear raid.[37]Economists and historians disagree as to what role the crash played in subsequent economic, social, and political events. The Economist argued in a 1998 article that the Depression did not start with the stock market crash.[38] Nor was it clear at the time of the crash that a depression was starting. They asked, "Can a very serious Stock Exchange collapse produce a serious setback to industry when industrial production is for the most part in a healthy and balanced condition?" They argued that there must be some setback, but there was not yet sufficient evidence to prove that it will be long or that it need go to the length of producing a general industrial depression.[39]But The Economist also cautioned that some bank failures are also to be expected and some banks may not have any reserves left for financing commercial and industrial enterprises. They concluded that the position of the banks is the key to the situation, but what was going to happen could not have been foreseen."[39]Academics see the Wall Street Crash of 1929 as part of a historical process that was a part of the new theories of boom and bust. According to economists such as Joseph Schumpeter andNikolai Kondratieff and Charles E. Mitchell the crash was merely a historical event in the continuing process known as economic cycles. The impact of the crash was merely to increase the speed at which the cycle proceeded to its next level.Milton Friedman's A Monetary History of the United States, co-written with Anna Schwartz, advances the argument that what made the "great contraction" so severe was not the downturn in the business cycle, protectionism, or the 1929 stock market crash in themselves - but instead, according to Friedman, what plunged the country into a deep depression was the collapse of the banking system during three waves of panics over the 1930-33 period.[40]Together, the 1929 stock market crash and the Great Depression formed the largest financial crisis of the 20th century.[29] The panic of October 1929 has come to serve as a symbol of the economic contraction that gripped the world during the next decade.[30] The falls in share prices on October 24 and 29, 1929 were practically instantaneous in all financial markets, except Japan.[31]The Wall Street Crash had a major impact on the U.S. and world economy, and it has been the source of intense academic debate—historical, economic and political—from its aftermath until the present day. Some people believed that abuses by utility holding companies contributed to the Wall Street Crash of 1929 and the Depression that followed.[32] Many people blamed the crash on commercial banks that were too eager to put deposits at risk on the stock market.[33]The 1929 crash brought the Roaring Twenties to a shuddering halt.[34] As tentatively expressed by economic historian Charles Kindleberger, in 1929 there was no lender of last resort effectively present, which, if it had existed and were properly exercised, would have been key in shortening the business slowdown[s] that normally follows financial crises.[31] The crash marked the beginning of widespread and long-lasting consequences for the United States. Historians still debate the question: did the 1929 Crash spark The Depression,[35] or did it merely coincide with the bursting of a loose credit-inspired economic bubble? Only 16% of American households were invested in the stock market within the United States during the period leading up to the depression, suggesting that the crash carried somewhat less of a weight in causing the depression.Over the weekend, the events were covered by the newspapers across the United States. On October 28, "Black Monday",[10] more investors decided to get out of the market, and the slide continued with a record loss in the Dow for the day of 38.33 points, or 13%.The next day, "Black Tuesday", October 29, 1929, about sixteen million shares were traded, and the Dow lost an additional 30 points, or 12%,[11][12][13] amid rumors that U.S. President Herbert Hoover would not veto the pending Smoot–Hawley Tariff Act.[14] The volume of stocks traded on October 29, 1929 was a record that was not broken for nearly 40 years.[12]On October 29, William C. Durant joined with members of the Rockefeller family and other financial giants to buy large quantities of stocks in order to demonstrate to the public their confidence in the market, but their efforts failed to stop the large decline in prices. Due to the massive volume of stocks traded that day, the ticker did not stop running until about 7:45 p.m. that evening. The market had lost over $30 billion in the space of two days which included $14 billion on October 29 alone.[15]Dow Jones Industrial Average on Black Monday and Black Tuesday[16]DateChange% ChangeCloseOctober 28, 1929−38.33−12.82260.64October 29, 1929−30.57−11.73230.07After a one-day recovery on October 30, where the Dow regained an additional 28.40 points, or 12%, to close at 258.47, the market continued to fall, arriving at an interim bottom on November 13, 1929, with the Dow closing at 198.60. The market then recovered for several months, starting on November 14, with the Dow gaining 18.59 points to close at 217.28, and reaching a secondary closing peak (i.e., bear market rally) of 294.07 on April 17, 1930. After the Smoot–Hawley Tariff Act was enacted in mid-June, the Dow dropped again, stabilizing above 200. The following year, the Dow embarked on another, much longer, steady slide from April 1931 to July 8, 1932 when it closed at 41.22—its lowest level of the 20th century, concluding an 89% loss rate for all of the market's stocks. For most of the 1930s, the Dow began slowly to regain the ground it lost during the 1929 crash and the three years following it, beginning on March 15, 1933, with the largest percentage increase of 15.34%, with the Dow Jones closing at 62.10, with a 8.26 point increase. The largest percentage increases of the Dow Jones occurred during the early and mid-1930s, but it would not return to the peak closing of September 3, 1929 until November 23, 1954.[17][18]The Roaring Twenties, the decade that led to the Crash,[4] was a time of wealth and excess. Despite the dangers of speculation, many believed that the stock market would continue to rise indefinitely. On March 25, 1929, however, a mini crash occurred after investors started to sell stocks at a rapid pace, exposing the market's shaky foundation.[5] Two days later, banker Charles E. Mitchell announced his company the National City Bank would provide $25 million in credit to stop the market’s slide.[5] Mitchell's move brought a temporary halt to the financial crisis and call money declined from 20 to eight percent.[5] However, the American economy was now showing ominous signs of trouble.[5] Steel production was declining, construction was sluggish, car sales were down, and consumers were building up high debts because of easy credit.[5]The market had been on a nine-year run that saw the Dow Jones Industrial Average increase in value tenfold, peaking at 381.17 on September 3, 1929.[5] Shortly before the crash, economistIrving Fisher famously proclaimed, "Stock prices have reached what looks like a permanently high plateau."[6] The optimism and financial gains of the great bull market were shaken on September 18, 1929, when share prices on the New York Stock Exchange (NYSE) abruptly fell.On September 20, the London Stock Exchange (LSE) officially crashed when top British investorClarence Hatry and many of his associates were jailed for fraud and forgery.[7] The LSE's crash greatly weakened the optimism of American investment in markets overseas.[7] In the days leading up to the crash, the market was severely unstable. Periods of selling and high volumes oftrading were interspersed with brief periods of rising prices and recovery. Economist and authorJude Wanniski later correlated these swings with the prospects for passage of the Smoot–Hawley Tariff Act, which was then being debated in Congress.[8]On October 24 ("Black Thursday"), the market lost 11% of its value at the opening bell on very heavy trading. Several leading Wall Street bankers met to find a solution to the panic and chaos on the trading floor.[9] The meeting included Thomas W. Lamont, acting head of Morgan Bank;Albert Wiggin, head of the Chase National Bank; and Charles E. Mitchell, president of the National City Bank of New York. They chose Richard Whitney, vice president of the Exchange, to act on their behalf.With the bankers' financial resources behind him, Whitney placed a bid to purchase a large block of shares in U.S. Steel at a price well above the current market. As traders watched, Whitney then placed similar bids on other "blue chip" stocks. This tactic was similar to one that ended thePanic of 1907. It succeeded in halting the slide. The Dow Jones Industrial Average recovered, closing with it down only 6.38 points for the day; however, unlike 1907, the respite was only temporary.The Wall Street Crash of 1929, also known as Black Tuesday[1] and the Stock Market Crash of 1929, began in late October 1929 and was the most devastating stock market crash in the history of the United States, when taking into consideration the full extent and duration of its fallout.[2]The crash signaled the beginning of the 10-year Great Depression that affected all Western industrialized countries.[3]The Golden Gate Bridge and Highway District, authorized by an act of the California Legislature, was incorporated in 1928 as the official entity to design, construct, and finance the Golden Gate Bridge.[13] However, after the Wall Street Crash of 1929, the District was unable to raise the construction funds, so it lobbied for a $30 million bond measure. The bonds were approved in November 1930,[16] by votes in the counties affected by the bridge.[27] The construction budget at the time of approval was $27 million. However, the District was unable to sell the bonds until 1932, when Amadeo Giannini, the founder of San Francisco–based Bank of America, agreed on behalf of his bank to buy the entire issue in order to help the local economy.[9], the Pearl River (Zhu Jiang) name is also applied to a specific branch within the system. This Pearl River is the widest distributary within the delta, although considerably short. The waters that converge east of the Bei Jiang are first referred to as the Pearl River just north of Guangzhou. The Pearl River is famed as the river that flows through Guangzhou. The Pearl River's estuary, Bocca Tigris, is regularly dredged so as to keep it open for ocean vessels. The mouth of the Pearl River forms a large bay in the southeast of the delta, the Zhujiang Kou. This bay separates Macau and Zhuhai from Hong Kong and Shenzhen.The Pearl River or Zhu Jiang (Chinese: 珠江; Mandarin Pinyin: Zhū Jiāng; Jyutping: zyu1 gong1, literally "Pearl River", pronounced [ʈʂú tɕjɑ́ŋ]) or less commonly, the "Guangdong River" or"Canton River" etc., (Chinese: 粤江), is an extensive river system in southern China. The name Pearl River is usually used as a catchment term to refer to the watersheds of the Xi Jiang ("West River"), the Bei Jiang ("North River"), and the Dong Jiang ("East River"). These rivers are all considered tributaries of the Pearl River because they share a common delta, the Pearl River Delta. Measured from the farthest reaches of the Xi Jiang, the Pearl River system is China's third longest river (2,400 km, after the Yangtze River and the Yellow River), and second largest by volume (after the Yangtze). The Liao River (simplified Chinese: 辽河; traditional Chinese: 遼河; Mandarin Pinyin: Liáo Hé;Jyutping: liu4 ho4) is the principal river in northeast China (1,345 km). The province of Liaoningand the Liaodong Peninsula derive their names from the river.[1] The river is also popularly known as 'mother river'.[2]famous Jesuit Matteo Ricci (1552–1610) show that Ricci mentioned the Great Wall once in his diary, noting the existence of “a tremendous wall four hundred and five miles long” that formed part of the northern defenses of the Ming Empire.[28] In yet another case, Ivan Petlin’s 1619 deposition for his Russian embassy mission offers an early account based on a firsthand encounter with the Great Wall, and mentions that in the course of his journey his embassy travelled alongside the Great Wall for ten days.[28] One of the earliest records of a Western traveler entering China via a Great Wall pass (Jiayuguan, in this case) may be that of the Portuguese Jesuit brother Bento de Góis, who had reached China's north-western gate from India in 1605.[29]Soon after Europeans reached the Ming China in the early 16th century, accounts of the Great Wall started to circulate in Europe, even though no European was to see it with his own eyes for another century. Possibly one of the earliest descriptions of the wall, and its significance for the defense of the country against the "Tartars" (i.e. Mongols), may be the one contained in the ThirdDécada of João de Barros' Asia (published 1563).[26] Interestingly, Barros himself did not travel to Asia, but was able to use Chinese books brought to Lisbon by Portuguese traders.[2Ibn Battuta has confused the Great Wall of China with that built by Dhul-Qarnayn.[25] This indicated that Arabs may have heard about China's Great Wall during earlier periods of China's history, and associated it with the Gog and Magog wall of the Qur'an.[16] But, in any event, no one of Ibn Battuta's Guangzhou interlocutors had seen the wall or knew anyone who had seen it, which implies that by the late Yuan the existence of the Great Wall was not in the people's living memory, at least not in the Muslim communities in Guangzhou.[16]
About French-speaking diaspora;
(Seph-Italian/Acadian FrenchJew-Amsterdam,Netherland-Freemason,Scott-Celtic-Normans)
About French-speaking diaspora;
(Seph-Italian/Acadian FrenchJew-Amsterdam,Netherland-Freemason,Scott-Celtic-Normans)
(Ingrid Bergman; Swedish-JewGerman)
My grandfathers name was Wilfred Nault born 1914 in Lowell, Massachusetts. His father was Telesphore Nault born 1859 in St-Pierre-les-Becquets, Québec and was married to Emelina Nault (Christman.) Wilfreds brother was George and sister was Lillianne. They all lived in Lowell, MA. Telesphore was married a first time to Georgianna Larose. Telesphore and Georgianna had Telesphore Nault Jr. , Clara, and Virginia Nault.
http://en.wikipedia.org/wiki/Dunlop,_East_Ayrshire
Dunlop Cattle are said to have originated within the parish, bred by Dunlop of that Ilk from improved stock from Holland in around 1550 to 1700 or later. The breed, also known as Cunninghame or Ayrshire cattle, are pied, white and brown, short in leg, long in the horn, straight in the back: the bulls are fiery in temper. The cows are peculiarly placid and docile, producing milk which is very high in butterfat.[30]
Freemasonry[edit]
Freemasonry started in Dunlop in the early 19th century. On May 4, 1824, a charter was granted to the brethren of Dunlop to practice Freemasonry and this continued for many years as Lodge Dunlop Caledonian No. 311. It was declared dormant in 1881 since no communications had been received by Grand Lodge for more than seven years. The only known record from Lodge Caledonian No. 311 is that the first master was a John Gemmell, the first secretary was Robert Fulton and the lodge colours were crimson with a tartan trim.
On October 19, 1944, a meeting was held in the public school by the local school master Mr Peter Calderwood,who was a member of Lodge St John Maybole no. 11 and 38 others who were members of various Lodges within and out with Ayrshire.
Several letters were exchanged between Grand Lodge and Peter calderwood until on March 29th 1945 a meeting was held in the public hall chaired by Bro. Joseph Johnston who was a past master of Stewarton Thistle,to elect the office bearers for the new lodge. A letter was sent to Edinburgh (Grand Lodge of Scotland) along with a list of 110 petitioners on April 20th and a charter was granted. Unfortunately because of the number of lapsed years they could not get the original number or colours. The colours today are green with gilt trim.
The Erection and Consecration of the new Lodge, Lodge Dunlop Caledonia No. 1408 took place in Dunlop Public hall on November 3, 1945. There was a large assembly of brethren including many deputations from 48 lodges within and out with Ayrshire. A total of 341 brethren signed the attendance book to witness Bro Joseph Johnston installed as the first Master of Lodge Dunlop Caledonia No. 1408 by Lieut. Col. Wallace Cunningham of Ayrshire.
--------------------------------
Given one's past; modern day freedom to
choose good and stopping the past oppressions
thru literacy-education-empowerment gained
from understanding and deciphering one's ancestry/one's history...
Non-compromising Fundamental Key Values ;
1. Loyal to one partner;
so there is h o m o s e x u al relative like
Grace Kelly's uncle; note Grace Kelly's uncle
kept loyal to one partner for fifty years; such
is admirable and is not a problem.
Yet, it becomes a problem when h o m o se xuality
and b i s e xu als cross boundaries and
abuse / m o les t children - prac tice
in ce st ; such debilitates
all abused -
Therefore, one taking responsiblity
and being loyal/responsible/accountable
to one chosen partner for life is the basis
regardless of gender.
2. no secrets
*Having the courage and selflessness to offer
a better opportunity for one's offspring;
not hindering another.
Rather, wishing the very best for another.
Being able to offer to another what
wasn't available when one was young.
Striving to 'grow up'; to make
daily efforts to better one's self;
constantly striving to maximize
one's potential; constantly
educating one's self to find
one's potential.
Finding inspirations thru education-literacy.
Preoccupying one's mind and
channeling one's energy
toward 'achievements'.
To be honest and accepting.
To be truthful and live sinlessly.
To face one's faults and openly work
at reprograming the faults into goods.
Rewarding one's self and
acknowledging one's values.
Being rid of 'ignorance' and
'childhood abuses' that were
not one's choice.
Choosing to be 'responsible adults'
free from 'ignorant mistakes'
one endured growing up.
Choosing to be empowered and
overcoming childhood
helplessness from adult eyes.
Putting closure to past abuses
and striving daily to reach one's potential.
3. no deceptions
4. lay it out and coexist-talk it out-grow together
5. literacy
6. basic fundamental establishments
a. protect the young.
b. intolerance of incest
c. boundaries
d. talking thru all challenges
e. daily lesson of one's heritage
f. study history
g. continue good/stop the past oppressions.
h. overcome past oppressions thru education and
self-acceptance/accept self-worth.
i. strive to be the best without selling one's morals.
j. be priceless/ be valuable without a pricetag.
feb2011-arleen demers,NH
july2011-Norman w.Naut,NH;dob1928
SISTER THERESA VIOLA DE NAULT dob1919
Sister Theresa went peacefully to God on 30th September 2013, the actual day on which Saint Therese died. She will be buried on 4th October, the same burial date of Saint Therese. Sister Theresa was 94 years of age and from Canada. She originally entered the Community in the 1960's from the Congregation of the Grey Nuns.
*(french-scot-celtic)-1843 free church at beith.
Amsterdam-jew of netherlands after exiled from france
(Netherland-Dutch french)
Lucien Nault
Rose Dubois-Nault
Norman's two sisters;
Donna Binette and her husband Allen of Derry, NH
Therese Truelson and her husband Curtis of Londonderry, NH,
Norm's brotherinlaws;
brothers-in-law, William and his wife Marjorie Powell of Salem, NH
Hartley and his wife Angie Powell of Windham, NH,
Norm's sisterinlaw;
sisters-in-law, Hazel Rutherford of Methuen,
Evelyn and her husband Edward Libby of Illinois
Eleanor and her husband James O’Hearn of N. Andover,
Norman is predeceased by his
loving wife Grace E. Nault.
. He leaves his children;
1 David Nault and his wife Beth of Methuen, MA,
2Daniel Nault of South Lawrence
3Deborah Croteau of Atkinson, NH,
lesbian4Diane Frechette and her partner Karen Festa of Methuen
DIANE FRECHETTE
5. Denise Nault and her partner Glenn Erps of Londonderry, NH
http://mediagallery.usatoday.com/Diane+Frechette
2007 Methuen
Norm's soninlaw;
a son-in-law, Donald Croteau Jr. of Salem, NH,
daughter-in-law, Phyllis Nault of Lawrence
grandchildren, Michele Roy, David, Emily and Zachary Croteau, Ashley and Jason Nault, Courtney Lyn, Derek Nault, Jennifer LaChance, Melissa Sharpe and Tara Jean and Donald Croteau, III, great-grandchildren, Nicholas, Tyler, Donald IV, Brenna, Cameron, Ethan, Amelia, Jordan, Alex, Shawna, Tori and Jordan and several nieces and nephews. He is predeceased by his siblings, Roland, Robert, Theresa and Annette Nault and brother-in-law, Donald Rutherford.
A Memorial Service will be held on July 31st at 10:30 a.m. at the United Riverside Congregational Church, 290 Water Street, Lawrence,MA
( One must accept the hardship
faced by one's ancestors;
yet, right the wrong;
accept self-value
-be proud of one's heritage;
Accept the good.
stop the oppression of the past.
Strive for Education.
Heritage Pride.
choose poverty and Education
versus past oppression of
incest-human trafficking of the past.
Start practicing self-value
given knowledge of the past oppressions.
Empower one's self
to stop past oppressions.
be proud to live
poor but literate.
Be proud to live morally
without enslavement of the past.
Embrace freedom
with poverty rather
than slavement with dirty cash.
passed July16,2011; dob 1928
Norman W. Nault, 83, of Windham, NH, passed away on Saturday, July 16, 2011 at the Salem Haven Nursing Home in Salem, NH, following a long battle with Alzheimer’s Disease.
Norman was born in Lawrence to the late Lucien and Rose (Dubois) Nault. He raised and educated in Lawrence. He was a graduate of Essex County Agricultural School and Pullman College in Pullman, Washington. He also served with the United States Army. Norman worked as a carpenter for many years as well as a bartender at the former Holiday Inn in North Andover and the Merrimack Club, Lawrence. He was the proprietor of Norm’s White Horse in Methuen and owned and operated the establishment until 1985. In his free time he enjoyed bowling, playing horseshoes, spending time with his beloved dog, Jasmine. For 30 years he was a seasonal resident at Seabrook Beach where he enjoyed entertaining friends and family. He was also an avid sports fan. For 17 years he spent his winters in Pompano Beach, FL. While there he was a member of the Elks.
Due to Massachusetts Irish Oppression-lack of work
in Massachusetts; hom o se xuality-incest.
Italian-French Jew,Quebec
Italian-French Acadian-Cajun Vietnamese;Methuen,Ma
French Acadian-Vietnamese Cajun Louisiana
Given one's past; modern day freedom to
choose good and stopping the past oppressions
thru literacy-education-empowerment gained
from understanding and deciphering one's ancestry/one's history...
Non-compromising Fundamental Key Values ;
1. Loyal to one partner;
so there is h o m o s e x u al relative like
Grace Kelly's uncle; note Grace Kelly's uncle
kept loyal to one partner for fifty years; such
is admirable and is not a problem.
Yet, it becomes a problem when h o m o se xuality
and b i s e xu als cross boundaries and
abuse / m o les t children - prac tice
in ce st ; such debilitates
all abused -
Therefore, one taking responsiblity
and being loyal/responsible/accountable
to one chosen partner for life is the basis
regardless of gender.
2. no secrets
*Having the courage and selflessness to offer
a better opportunity for one's offspring;
not hindering another.
Rather, wishing the very best for another.
Being able to offer to another what
wasn't available when one was young.
Striving to 'grow up'; to make
daily efforts to better one's self;
constantly striving to maximize
one's potential; constantly
educating one's self to find
one's potential.
Finding inspirations thru education-literacy.
Preoccupying one's mind and
channeling one's energy
toward 'achievements'.
To be honest and accepting.
To be truthful and live sinlessly.
To face one's faults and openly work
at reprograming the faults into goods.
Rewarding one's self and
acknowledging one's values.
Being rid of 'ignorance' and
'childhood abuses' that were
not one's choice.
Choosing to be 'responsible adults'
free from 'ignorant mistakes'
one endured growing up.
Choosing to be empowered and
overcoming childhood
helplessness from adult eyes.
Putting closure to past abuses
and striving daily to reach one's potential.
3. no deceptions
4. lay it out and coexist-talk it out-grow together
5. literacy
6. basic fundamental establishments
a. protect the young.
b. intolerance of incest
c. boundaries
d. talking thru all challenges
e. daily lesson of one's heritage
f. study history
g. continue good/stop the past oppressions.
h. overcome past oppressions thru education and
self-acceptance/accept self-worth.
i. strive to be the best without selling one's morals.
j. be priceless/ be valuable without a pricetag.
feb2011-arleen demers,NH
july2011-Norman w.Naut,NH;dob1928
SISTER THERESA VIOLA DE NAULT dob1919
Sister Theresa went peacefully to God on 30th September 2013, the actual day on which Saint Therese died. She will be buried on 4th October, the same burial date of Saint Therese. Sister Theresa was 94 years of age and from Canada. She originally entered the Community in the 1960's from the Congregation of the Grey Nuns.
*(french-scot-celtic)-1843 free church at beith.
Amsterdam-jew of netherlands after exiled from france
(Netherland-Dutch french)
Lucien Nault
Rose Dubois-Nault
Norman's two sisters;
Donna Binette and her husband Allen of Derry, NH
Therese Truelson and her husband Curtis of Londonderry, NH,
Norm's brotherinlaws;
brothers-in-law, William and his wife Marjorie Powell of Salem, NH
Hartley and his wife Angie Powell of Windham, NH,
Norm's sisterinlaw;
sisters-in-law, Hazel Rutherford of Methuen,
Evelyn and her husband Edward Libby of Illinois
Eleanor and her husband James O’Hearn of N. Andover,
Norman is predeceased by his
loving wife Grace E. Nault.
. He leaves his children;
1 David Nault and his wife Beth of Methuen, MA,
2Daniel Nault of South Lawrence
3Deborah Croteau of Atkinson, NH,
lesbian4Diane Frechette and her partner Karen Festa of Methuen
DIANE FRECHETTE
5. Denise Nault and her partner Glenn Erps of Londonderry, NH
http://mediagallery.usatoday.com/Diane+Frechette
2007 Methuen
Norm's soninlaw;
a son-in-law, Donald Croteau Jr. of Salem, NH,
daughter-in-law, Phyllis Nault of Lawrence
grandchildren, Michele Roy, David, Emily and Zachary Croteau, Ashley and Jason Nault, Courtney Lyn, Derek Nault, Jennifer LaChance, Melissa Sharpe and Tara Jean and Donald Croteau, III, great-grandchildren, Nicholas, Tyler, Donald IV, Brenna, Cameron, Ethan, Amelia, Jordan, Alex, Shawna, Tori and Jordan and several nieces and nephews. He is predeceased by his siblings, Roland, Robert, Theresa and Annette Nault and brother-in-law, Donald Rutherford.
A Memorial Service will be held on July 31st at 10:30 a.m. at the United Riverside Congregational Church, 290 Water Street, Lawrence,MA
( One must accept the hardship
faced by one's ancestors;
yet, right the wrong;
accept self-value
-be proud of one's heritage;
Accept the good.
stop the oppression of the past.
Strive for Education.
Heritage Pride.
choose poverty and Education
versus past oppression of
incest-human trafficking of the past.
Start practicing self-value
given knowledge of the past oppressions.
Empower one's self
to stop past oppressions.
be proud to live
poor but literate.
Be proud to live morally
without enslavement of the past.
Embrace freedom
with poverty rather
than slavement with dirty cash.
passed July16,2011; dob 1928
Norman W. Nault, 83, of Windham, NH, passed away on Saturday, July 16, 2011 at the Salem Haven Nursing Home in Salem, NH, following a long battle with Alzheimer’s Disease.
Norman was born in Lawrence to the late Lucien and Rose (Dubois) Nault. He raised and educated in Lawrence. He was a graduate of Essex County Agricultural School and Pullman College in Pullman, Washington. He also served with the United States Army. Norman worked as a carpenter for many years as well as a bartender at the former Holiday Inn in North Andover and the Merrimack Club, Lawrence. He was the proprietor of Norm’s White Horse in Methuen and owned and operated the establishment until 1985. In his free time he enjoyed bowling, playing horseshoes, spending time with his beloved dog, Jasmine. For 30 years he was a seasonal resident at Seabrook Beach where he enjoyed entertaining friends and family. He was also an avid sports fan. For 17 years he spent his winters in Pompano Beach, FL. While there he was a member of the Elks.
Due to Massachusetts Irish Oppression-lack of work
in Massachusetts; hom o se xuality-incest.
Italian-French Jew,Quebec
Italian-French Acadian-Cajun Vietnamese;Methuen,Ma
French Acadian-Vietnamese Cajun Louisiana
Jeremy Nault. M 31 MA
Shawn Nault
=================================
diana amanda barbieri024605136,
dec25,78 Sao Paulo , Brazil
chism-scottish/
antrim-Irish
stacy tremayne chism 402042477-adultery-us military
moved to danvers,ma in 2012
1994-2002,eight yrs us army national guard
apr17,75 ft.campbell,Ky
US Zinc of clarkville
married sep5,1998 clarksville,TN
philip daniel chism born Jan21,99 414-85-1857
isabella christina chism apr23,00 409-89-0667
2001-dv court paper
..........Hollywood timeline;
French-Italian Diapora;Monoco locals
speak French and Italian.
French Acadian-Vietnamese Cajun Diaspora;
French Colony of Indo-China vietnamese
spoke French long
before 1945 Jap established Vietnam.
French deported Vietnamese
to France as well as to Louisiana
where French-speaking vietnamese
includes mix-race French Acadian
exiled from Quebec by British.
1400's Radical Jews that practiced
human sacrifices of non-jews among
other 'deceitful-take-over'
superiority seperation practices
barred Jews from France-led
settlements in Amsterdam,Netherlands.
further jew-exiles from Amsterdam
follow before WW1-WW2 Nazi-Hitler-genocides;
yet, Sephardic-Spanish-Jew exiles
settling in
Amsterdam,Netherlands contribute
to many "forced-catholic-Christian
converted Jews secretly
practicing Judaism".
such were 'Mizrahim-Jews'.
Of Holy Roman Empire era-
Constantenople reign;
Mizrahim-Jews include
Italians,French,German,
Caeltic Scot-Irish-Normans
of Ancient Greek Diaspora.
*Astonishing
to observe the
difference between
West Coast Irish-Sephardic-Jews
like Bing Crosby of Wa State
to the East Coast
(Pennsylvania) Irish-German-Catholics
who 'hid' family member's
hom o se xu ality (Grace Kelly's
uncle).
*The 'Bing Crosby-era in
Jewish Hollywoood' leading
to "Bing Crosby" practicing
mixture of Strict
Catholicism of cold-blood-beatings
of his sons to "Mizrahim-jew-superstition"
of naming children after wealthy
peer for protection/ intentionally
talking bad of 'loved offspring'
in hopes to 'ward off envy'
all backfired on Bing Crosby
risen from poverty with strong
Catholic work-ethic-morals
that contradicted
immortal-wealth-driven-jews
in power during Bing Crosby-Hollywood-era.
*Note an irony;
Mizrahim-Jews
are said to be from Middle-East.
Yet, historically,
European Sephardic-Spain Jews
during 1400's found
refugee in Amsterdam when
Holy Roman Empire forced
Jews to convert to Protestant
Christianity;
Jewish-Diaspora spread
to France, Germany,Italy,
Ireland-Gaelic Scotland;
Netherlands-Amsterdam.
Mizrahim-jews who
were forced into
Christianity practiced
judaism in secret.
Therefore, Mizrahim-Jews;
especially after WW2;
married non-jews
and secretly
practiced Judaism.
One of the notable traits
of "Mizrahim-Jews"
(quoting from wiki);
...prone to superstition,
Mizrahim jews sought to
avert the 'evil eye'
/'envy of others'
by never calling
the 'dearest' of their
children (esp,firstborn son)
by the real name.
In quest to protect a child,
parent would revert to
drastic measures
by giving
unattractive
nicknames.
Unlike the (Eastern European)
Ashkenazi-jews;
Mizrahim-jews
(spanish jews who were forced
to convert to catholic-christianity
while secretly practicing judaism)
'named children'
after the 'living'relative.
Name-giving
also served as a social welfare
tool; whereby
poor parents wanting
to secure the support
of benefactor of their child
named them after wealthy relatives-employers.
Mizrahim-jews
practiced such name-giving
to strengthen family ties.
******Irish-born Bing Crosby
during the Jew-influenced-Hollywood-era
between 1920's to 1980's practiced
'Mizrahim-jew' methodologies
mixed with Catholic culture;
1. Bing Crosby
was especially harsh
to his first born son; his son
wrote after Bing Crosby's death
concluding that
'child in him' thru his
grown up eyes realized his
father was not in competition
'to hate' him. Though
Bing Crosby was cruel
and mute; grown up scarred
by childhood trauma
was too late realized
he may 'not have been'
so hated by Bing Crosby.
Bing Crosby's four
sons were borne
of an alcoholic mother,
were subjected to
unimaginable cruelty
by a distant Bing Crosby
caught up in Hollywood
that was far cry from his
poverty-upbringing;
yet, Bing Crosby
was mute but 'hid'
his 'great parental love'
of his four sons thru
visibly backfired
acts most familiar
to descendents of 'Mizrahim-Jews'
of Spanish-Jews
most well known in
1400's
settlement in Amsterdam,Netherlands.
The cruel nicknames
Bing Crosby used on
his four sons;
may have been to keep his sons
away from the
hollywood-jew-child-mo l e stors
common during Bing Crosby's
Hollywood-era.
The Sephardic Jewish-Mizrahim
influences used by
Bing Crosby backfired;
instead of protecting his sons
from harm, his four sons
grew up to believe
all their misfortunes
on Bing Crosby's cruelty.
Bing Crosby named
his sons after his rich
peer/mentors whom he hoped
would protect his sons;
however, his sons
lacked employment in Hollywood
that encouraged 'corruption'
not tolerated by 'strict'
Bing Crosby; no wonder
Bing Crosby's sons were
misfits in Hollywood.
All those in Hollywood that
knew the wrath of Bing Crosby
kept distance from Bing crosby's
sons; but this was misinterpreted
as 'rejection' by Bing Crosby's sons
who turned to 'alcoholism'
without steady Hollywood job offers.
Bing Crosby's sons named after Bing's
rich friends did not come thru for his sons.
The hidden 'love' of Bing Crosby
for his four sons; Bing Crosby's
unexplained 'avert-envy'
attempts only scarred his
sons whom Bing Crosby hoped
to protect.
Ironic that Bing died in
Spain.
Europe's Spanish-Jew roots;
other interpretations may
be that "his affair
with actress Grace Kelly"
motivated him
to travel to Europe.
Bing Crosby died in 1977.
(Grace Kelly of Monaco
was born on Nov12,1929
and she died on Sep14,1982
at age 52; five years after
Bing crosby's death).
*Monoco Prince Rainier Louis-Henri-Maxence Bertrand Grimaldi
(Born May31,1923 , died Apr6,2005 at age82).
Prince of Monoco was six years senior to his
wife, Grace Kelly.
*Monoco, since 1861, is French;
but Italian and English
is also spoken.
------
1903-Harry Lillis "Bing" Crosby,Jr. is born
in Tacoma, Wa to Irish Parents
who later raised him and his siblings
in Spokane, Wa.
; there are some who say Bing Crosby was born
in 1901.
1904; Joan crawford (birth name; Lucille Fay LeSueur)
Birthday; Mar23,1904 (San Antonio,Tx)
Died at age 73 in New York (May10,1977)
*Joan crawford was born a year after
Bing Crosby.
*It is chilling and horrible that
child abuse Joan Crawford
committed on her four adopted children
mirrors Bing Crosby's child abuse
on his four sons by first marriage;
Both Joan Crawford and Bing Crosby
quote; "Strict-Disciplinarian-without
discipline-what is life?"-Joan Crawford.
*joan crawford is
rumored 'bi - sexual'
and an alcoholic.
1905; birth of Lesbian actress Greta Garbo
(Birthname; Greta Lovisa Gustafsson)
born Sep18,1905 in Stockholm, Sweden.
died at age 84; Apr15,1990 in N.Y.
1906- Bing Crosby's family moved to Spokane,WA
when Bing Crosby's father lost his
accounting job in Tacoma, Wa.
1908-birth of singer Russ Columbo of New Jersey.
(1910-Korea is invaded by Jap Militia, Meiji)
1911- birth of Bing Crosby's first wife.
1915; birth of
Swedish-Jewish German Actress, Ingrid Bergman.
born Aug29,1915.
Swedish Father (died in 1928).
German-Jewish Mom(Adler) died in 1918.
died Aug29,1982 (at age 67)
Of three marriages;
1. Got pregnant at age 21.
Married
and Gave birth to daughter at age22.
was married to a sweden for 13years.
Her daughter of first husband was 13years
old when she divorced and married
second husband (gave birth by second
husband before divorcing first husband).
2. committed adultery at age34(May1949);
gave birth at age35 (1950)
resulting in divorce and
week after giving birth marries
her second husband; Italian-film-director.
she gave birth in Feb1950 and week later remarried;
She gets pregnant again around Sep1951.
*she gives birth to twin daughters
in June1952.
Was married to Italian husband for 7years.
1920-1950; Unlicensed black-market baby adoption-fraud
scheme ran by
Georgia Tann (born July18,1891-died Sep15,1950).
Birthname; Beulah Georgia Tann.
Joan Crawford adopted using this TN-Tann schemer.
Tann took kids from poor birth parents
and sold them to 'wealthy-hollywood' stars
like "bi-sexual,alcoholic,abusive Joan crawford".
1925; July28th; Birthday of
Maurice-William sullivan.
(this man was
*Bing Crosby's
second wife and widow marries
this man 8 years her senior;
Maurice-william Sullivan;
when she is 67years old
in 2000. Both live together
for ten years before
Maurice-William Sullivan
dies at age 85 from Nov2010 car accident.
Bing Crosby's widow
survives the car crash at age
77.
1926; Bing at age 23 starts his singing debut.
1929; Joan Crawford(age28) marries
actor Douglas Fairbanks(age19) (born 1909-died 2000)
from New York.
1929; November; birth of Grace Kelly.
Grace Kelly was Irish-German descent.
Grace Kelly's youngest sister
was born(1933) the same
year Bing Crosby's first son was
born; the same (1933) year
Bing Crosby's second wife was born.
(Grace Kelly's Irish father gave 2million
dollars to Prince of Monoco for marrying
his daughter;
John Brendan Kelly,Sr.; Grace Kelly's
father was 14years older than
Bing Crosby. Grace Kelly's father was
Olympic Gold Medalist Rower.
Grace Kelly's mother was of German descent.)
(Grace Kelly was one years old
when Bing Crosby married his first wife)
*Grace Kelly's actor turned
playwright uncle (her Irish father's
brother), George Ed Kelly born Jan16,1887,
was h o m o se xu al; died at age 87 in 1974.
1930- Bing Crosby is 27 years old when he marries
19 year old actress-singer(born 1911).
1932; Bing crosby's film, "Hollywood on Parade"
is completed. Bing's wife helped
Bing Crosby's career by recommending
show-business-connections; but
she turned into alcoholic assuming
Bing Crosby was committing adultery
with his Hollywood female co-stars.
( Bing Crosby's wife is pregnant around Sep1932
with their first child)
1933; Joan crawford divorce her first husband.
Joan's adopted daughter published in 1978;
"Mommy Dearest".
Joan crawford was bi-sexual.
Joan Crawford neglected-abused her adopted kids.
Joan Crawford was an alcoholic.
1933; Bing Crosby's film; "Going HOllywood"
is completed.
( Bing Crosby's young wife is devastated
at her assumption that Bing
Crosby's having a fling with his female co-star;
reclusive Mrs. Bing is known for her alcoholism)
1933; Bing Crosby's first son, Gary-Evan Crosby,
is born on
June27th,1933
(Bing's
wife was an alcoholic and reclusive-anti social
assuming Bing was an adulterer with
his Hollywood female Co-stars).
Given Gary-Evan Crosby was conceived around Sep1932.
-- Bing Crosby's wife is pregnant again
with twins around Oct1933;
Mrs. Bing is pregnant 'three months'
after giving birth to first child---.
(*Bing's first son, Gary, got the most
beatings by Bing Crosby; born
a year before death of
Bing Crosby's rival "Russ Columbo")
1933; Nov25th (birthday of future second wife of Bing Crosby)
Kathryn Grant of Houston,Texas is born.
Her birth name is "Olive Kathryn Grandstaff.
Bing Crosby's second wife
was born in the same year as
Bing Crosby's First Son from his first wife.
*Bing's second wife was 22 when
she graduated Univ of Tex-Austin in 1955 with
B.A. Art degree.
She married Bing when she was 24;
gave birth to her first child with Bing at age24.
*Kathryn Grant is 67years old
when she gets married in 2000;
her second husband was
homeschooling-tutor of her three children
from late60's to early70's.
Her second husband
of 10 years die of car accident in 2010.
**Her Nevada resident-
second husband was 85years old when
he died from the California car accident in 2010;
Kathryn Grant (age 77)survived the car accident
and checked out of the Reno,Nevada hospital.
*1934-September; gunshot death of Russ Columbo at age 26
in the den of Beverly Mansion
home of George Gershwin.
**1934-Bing Crosby becomes famous
in 1934 after his initial debut eight years ago in 1926.
(Bing Crosby's film; She loves me not" is completed)
***1934-July 13th; given twins are conceived around Oct1933.
Bing Crosby's paternal twin boys are born.
(Phillip and Dennis)
Bing Crosby's twin boy's birth occured
two months before
"Russ Columbo" is killed by a gun shot
in Bing Crosby's presence at
den of George Gershwin's home.
1935; Bing Crosby's wife
was in the film, "Love in Bloom"; she was 24
years old. By 1935, She was mother of three.
She gave birth to her first born in June1933.
She had given birth to twins July1934.
1935; Bing Crosby's film, "Mississippi" is completed.
1935; lesbian swedish actress, Greta Garbo's film,
"Anna Karenina" is completed.
1936; Bing Crosby's film; "Pennies from Heaven" is completed.
1936; Bing Crosby's film; "Rhythm on the Range" is
completed.
1936; Swedish born lesbian actress, Greta Garbo's film,
"Camille" is completed.
1937; Swedish born actress Ingrid Bergman;
Her first of three
marriages was when she was 21 (1937).
She got pregnant around Dec1937.
She gave birth to her daughter on Sep20,1938.
*1937-at age 39, George Gershwin dies.
It is three years after "Russ Columbo"
died of gun shot while visiting him at his residence.
**1937; Bing Crosby's film, "Waikiki Wedding" is completed.
1938; Swedish Actress Ingrid Bergman's first daughter's
born when she's 22 yrs old.
(daughter; Friedel Pia Lindstrom.)
Her nicknames are "Pia"/ "Jennie Ann".
She married three times;
1. First one year marriage at age22.
2. Second marriage to Irishman named Daly,
at age 33(1971) when she worked as NY reporter.
She gave birth to two sons;
Justin Daly
Nicholas Daly.
(birthdays of two sons are not publicized)
3. At age 63, she married third husband
in 2001. Her husband is a lawyer.
*1938; Bing Crosby's favorite and youngest
son by his first wife is born.
(Jan5, 1938; Lindsay Harry-Chip Crosby;
given conceived around April 1937)
1938- Bob Hope (also known as a womanizer and adulterer)
starts his fame through Bing Crosby's
Paramount Picture series of "The Big Broadcast".
1939-June1st; Joan crawford illegally adopted thru
TN Blackmarket, her daughter, Christina Crawford.
Christina Crawford
wrote "Mommy Dearest" accounting Joan Crawford.
Christina was born to teenage mom
and married Navy father.
1939; Swedish-born Actress Ingrid Bergman
makes first American film
appearance on, "Intermezzo"(1939).
She is 24 years old; already
married at age 21;mother
at age 22.
1939; Bing Crosby's film, "Paris Honeymoon"
is completed.
1940; Bing Crosby's film, "Road to Singapore" is completed.
1940; Bing Crosby's film, "Rhythm on the River" is completed.
1940; Bing Crosby's film, "If I had My Way" is
completed.
1941; Swedish-born, Ingrid Bolgart in film "Dr.Jekyll
and Mr. Hyde".
1941; Bing Crosby's film, "Road to Zanzibar" is completed.
1941; April; birth of Chris Crawford is uncertain.
Joan crawford adopted Chris Crawford
as a second illegal TN black market adoption.
After a year, he was taken away by a biological
parent.
1942- Bing Crosby's film, "Holiday Inn" is completed.
1942; Bing Crosby's film, "Road to Morocco" is completed.
1942; Swedish-born, Ingrid Bergman,
in film-"Casablanca". Her co-star is Humphrey Bogart.
1943; Joan Crawford adopts second "Christopher"
thru black market illegal adoption agency of TN
to replace "Chris" she adopted and lost in 1941.
"phillip Terry Jr" was born Oct15,1943.
Joan divorced in 1946 and renamed her adopted
son; Chris Crawford.
1943; Swedish Ingrid Bergman in film,"for Whom the bell
tolls".
1943; Bing Crosby's film; "Dixie" is completed.
1944; Bing Crosby's film; "Going My way" is completed.
1944; Bing Crosby's film; "Here come the waves" is
completed.
1944; Swedish Ingrid Bergman in film, "Gaslight".
(1945; Thirty five years of
Koreans imprisoned-slaved to Japs
are further mutilated-murdered-napalm
destruction witness U.S.Truman
led genocide of Koreans by US Troops
and US Allies...Korea is
divided by Russia to the north
and UsA by the south; US keeps
headquarters in Jap while
'continuing where Jap Horror
left'; 1945-1953 destructions of Korea
and genocide of innocent Koreans-Manchu Chinese
haunts generations of Koreans
forced to stay mute.)
1945-WW2 ends; Bing Crosby's film; "The Bells of
St. Mary's" is completed. Bing Crosby's
co-star was Swedish born Ingrid Bergman.
1945-Swedish Ingrid Bergman in film, "Spellbound".
1946-Swedish Ingrid Bergman in film, "Notorious".
1946; Bing Crosby's film; "Road to Utopia" is completed.
1946; Bing Crosby's film, "Blue Skies" is completed.
1946;Swedish-born, Ingrid Bergman in film,"Notorius";
her co-star is Cary Grant.
1947; Bing Crosby's film, "Road to Rio" is completed.
1947; Bing Crosby's wife
was 36 years old; mother of four boys; alcoholic.
A film based on her, Smash-up/A Woman Destroyed,
was made in 1947.
1948; Bing Crosby's film; "The Emperor Waltz" is completed.
1948; Swedish Ingrid Bergman in film, "joan of arc".
1949; Bing Crosby's film; "Top O' the Morning" is completed.
1949; Bing Crosby's film, "A Connecticut Yankee in
King Arthur's Court" is completed.
1949-May; Swedish born Actress Ingrid Bergman
(married since age21,mother of daughter
since age22) commits adultery with
Italian film director. She gets pregnant
around May1949. Film, "Under Capricorn".
1950-genocide of Koreans continue
between power struggle
between Russia-Soviets
and USA-Jap
1950-Feb; Actress Ingrid Bergman (already married since age21;
mother of a daughter born when she was 22)
commits adultery with Italian-Film-Director
while filming, "Stromboli,1950".
Actress Ingrid Bergman
gives birth on Feb2,1950 (son, Robertino Rossellini).
Ingrid was 35 years old.
A week after birth of her son, she divorced
her first Swedish Doctor husband and married her
second husband; Robert Rossellini(Italian-film-director).
*Ingrid Bergman's 1950 adultery-birth-second
marriage to Italian restricted her to
Europe until 1956.
1950-Sep15th; Death of Memphis,TN illegal
black-market-baby adoption schemer
Gerogia Tann dies at age 59
before fraud investigation is revealed to the public.
Birthname; Beulah Georgia Tann
ran black-market-baby-adoption
from 1920's to 1950.
(Joan Crawford adopted using this TN-Tann blackmarket)
1950; Bing Crosby's film, "Riding High" is completed.
1951; Bing Crosby's film,"Here comes the Groom"
is completed.
1952; June18th; Actress Ingrid Bergman
gives birth to twin girls by her Italian husband.
Actress Isabella Fiorella Elettra Giovanna Rossellini
and
twin Isotta Ingrid rossellini (college professor)
*1952; Bing Crosby's film, "Road to Bali" is completed.
**1952; Nov1st;
Seclusive-Alcoholic Bing's wife died
three days before her 41st birthday.
Her unhappy marriage to Bing Crosby
made her more notorious for her alcoholism.
Note her death caused by Ovarian Cancer
has no relation to her alcoholism.
Scientific studies show persons of
sunnier locale (more exposure to VitD
via outdoor-sun) decreased Ovarian Cancer;
to which higher intake of milk led
to higher chances of Ovarian Cancer in women.
*Exposure to "talc" also leads to Ovarian cancer;
"Talc" is found in crayons, baby powder,
cosmetic-talcum powder, chalk.
"Talc" is also in "illegal heroin"
where 'talc' is illegally mixed with heroin
to increae weight-volume of the drug.
"Talc" is included in 'cosmetics'
; leading to lung cancer and/or ovarian cancer.
(Talc is as harmful as cellphone and coffee
that increases cancer of the lung/ovaries).
She died five years after the
showing of 1947film based on her alcoholic
marriage to Bing Crosby; she was
lonely and her husband was hardly home.
*She was born on Nov4th,1911;
her birth name
was "Wilma Winifred Wyatt".
*Surname,Wyatt, is of "Anglo-French-Normans".
Her Fox-film stage name was Dixie Lee.
Her hometown was Harriman,Tennessee.
She wasn't catholic but agreed
to raise her four sons as Catholics.
Her oldest son, Gary
Bing Crosby's first wife dies of ovarian cancer.
Bing Crosby takes his favorite youngest son,
Lindsay-Harry Chip Crosby on a
European trip to consule
his grieving 14year old son after his wife's death.
(1953-Korea is divided among
agreement made by Russia-soviet,
USA, Britain, Jap; Korean Prez Rhee
was intentionally left out of the
meeting that decided on Korean fate.
Even worse-Korean Prez Rhee
was deceived by US Prez Truman
acting like Korean Ally while
favoring Jap supremacy over
Koreans. USA's Double face deception
on Koreans
continued then and til modern day 2013).
1953-Koreans get zero financial
assistance from USA after
Korea is war-devastate;
Koreans are starved/homeless/orphaned;
American military occupies
Korea in the same Jap
established building during
Jap invasion of Korea.
1953; Similar to black-market-adoption-scheme
that ran for thirty years by TN's
Beulah Georgia Tann
(of Tennessee Children's Home Society);
Korean babies were black-market-adoption-scheme
sold out of Korean property
built by Oregon native Holt couple.
No lawsuits have been successfully
brought against the Holts for selling
Korean babies out of Korea; many
tragic-horror-testimonials
continue to surface of Holt-sold-Korean-
Adoptees around the world.
*Holt Adoption agency did not
do background checks, sold babies
to paying parents; many korean adoptees
to Sweden reported dying from suicide
due to unbearable discrimination in Switzerland.
(Susan Brinkle's Arirang; autobiographical film
of Korean Adoptee in Sweden);
USA-Korean Adoptees getting molested
by adopted parents (twin korean girls
who were adopted into Las Vegas molestors
are currently homeless in New York and showing signs of
abuse-molestation-lack of education-neglect
were documented in 2012 by Korean Tv Program.
1953; Rosemary Clooney's Puerto Rican-native
husband,Jose Ferrer, makes third marriage
when two wed in Las Vegas.
Rosemary Clooney disclosed in her autobiography
that she knew during her honeymoon trip to
Europe that Jose Ferrer was an adulterer;
but valuing 'fidelity and loyalty' after
5 kids and 1 miscarriage did not change
Jose Ferrer and his adultery.
Rosemary Clooney paid for her Beverly Mansion
while Jose Ferrer paid for his East Coast home.
As marriage gift to his third bride; Rosemary Clooney,
Jose Ferrer buys the Beverly Mansion in 1953
where Russ Columbo died of a gunshot in 1934.
1953; Bing Crosby's film, "Little Boy Lost"
is completed.
1954- Bing Crosby's film, "White Christmas" is completed.
1954- Bing Crosby's film, "The Country girl" is completed.
1955;Grace Kelly's film, "To Catch a Thief" is completed.
She was 26 years old.
Rumors of an affair between Grace Kelly
and Bing Crosby floats around gossip columns.
*Note; Grace Kelly was 26 years old.
Bing crosby was 52 years old.
(26year age gap between Grace Kelly and Bing Crosby)
Supposedly, Grace Kelly was seeing
and being courted by Prince of Monaco
while seeing Bing Crosby.
1956- *Actress Grace Kelly completed her last
Hollywood film; "High Society" and gets married
to Monaco Prince Rainier III.
(Actress Grace Kelly supposedly had an affair
with Bing Crosby before she left Hollywood
for a Apr18,1956 marriage to a French Prince of Monoco)
*Grace Kelly, so called
Bing Crosby's lost love;
Grace Kelly gave birth to three
children; Jan1957, Mar1958, Feb1965.
1956; Swedish Ingrid Bergman
returns to Hollywood film, "Anastasia",
after being exiled 6 years in Europe due to her scandal
in 1950 adultery with Italian film-director (1950-1957).
1956- Bing Crosby's film; "Anything Goes" is completed.
1957; Bing Crosby's film, "Man on Fire" is completed.
1957; Five years after death of his first wife;
Bing Crosby remarries.
Bing Crosby is thirty years older
than the bride when marries his second wife.
Kathryn Grant;
birth name Olive Kathryn Grandstaff;
(Texas college graduate/Beauty Queen)
She is same age as Bing's first son born in 1933.
(Around Nov1957; Bing's second wife is pregnant
with their first child at age 24.)
1957;Carolina Luisa Margherita Grimaldi
(born Jan23,1957)
approximately conceived Apr1956.
Grace Kelly was 27years old
when she was pregnant with her
first child.
1958;Albert-Alexandre Louis-Pierre-Grimaldi
(born Mar14,1958)
approximately conceived June1957.
Grace Kelly was 28years old
when she was pregnant with her second
child.
1958-Aug8th; Bing Crosby's son by
his second wife is born.
(Harry Lillis Crosby was conceived around
Nov1957)
1958-Dec; Bing's second wife's pregnant with second child.
(Given she gave birth to her first born
in Aug1958; four months later, she is pregnant
with her second child)
1958; At age 43, Swedish-born Actress Ingrid Bergman
marries third husband (married for 17years).
1959; Bing Crosby's film, "say one for me" is completed.
1959; Sep14th; Bing Crosby's daughter (Mary)
with second wife is born.
Given she was conceived around Dec1958.
1961; Around Jan, Bing's second wife
is pregnant with their third child.
1961; Oct29th; Bing Crosby's last son
by his second wife's born. Given he was
conceived around Jan1961.
1962; Bing Crosby's film, "The Road to HongKong" is completed.
1964; Bing Crosby's film, "Robin and the
Seven Hoods" is completed.
1964-1965; ABC sitcom "The Bing Crosby Show"
One year guest-costar was Bing's second wife.
Bing's second wife was 31years old
in 1964; same age as Bing's first son by
his first marriage.
(Quite a change from Bing's
nonsupport for his first wife who
gave up show business supporting
Bing).
1965; Stephanie Marie-Elisabeth Grimaldi
(born feb1,1965)
approximately conceived May1964.
Grace Kelly was 35 when she was
pregnant with third child.
1966; Bing Crosby's film, "Stagecoach" is completed.
Late1960's to Early 1970's; Crosby's
second wife hires 'homeschooling-tutor'
for their three kids; Nevada-Native Tutor,
Mr. Sullivan, later married Bing Crosby's
widow in 2000 before dying at age85
from a car accident in 2010 to which
Bing's widow survived at age 77.
1973; Bing Crosby is hospitalized and surgically
removes a tumor from his left lung.
1977- Bing Crosby, millionaire,
at age 74 dies of heart attack
while golfing in Spain.
1977; Joan Crawford dies of "liver Cancer" at age 73
in New York; May10,1977.
Illegal adoption thru blackmarket
scheme of TN operation allowed
4 kids adopted by Joan crawford.
Horribly, Joan Crawford's child abuse
mirrors that of Bing Crosby's abuse to his
4 Sons by first wife.
1979- South Korean Prez Park is
assasinated.
(1980-1987 America selected
Korean Prez is money-bribed
dictator responsible
for tortures-deaths-repeated
war-crimes on Koreans;
overworked Koreans get
minimal wages that can
barely afford housing
with inflated real estate
prices out of means
of poor koreans; seperation
between wealthy-corrupt-Koreans
puppet to American control
further distances
the absued-helpless-poor-Koreans.
Injustice, slavement, corruption,
repeat of war-crimes plague
Koreans between 1980-1987.
The 1980-1987 Korea reflected
America's 1920's Great depression era;
when few rich in Hollywood Movie Mogul
was a far contrast to stock-crash
homeless-starving majority.
1920's Great Depression
was a reality of Korea between
1980-1987 after 1979 assasination of
Prez Park who fought US Bribery
for the sake of unifying Korean Peninsula
leading to his murder.
Sad reality; All the living Korean
Presidents as of 2013 were bribed-wealth-hoarding
pigs that sold Koreans to further enslavement
; Korean Presidents killed and no longer living
as of 2013 fought American propaganda bribery
in efforts to unify Korea-to better the
lives of Koreans enslaved since 1910 to
current 2013.
Trend in History; good patriotic Koreans
are murdered/killed.)
1982; Aug29th; Swedish Actress Ingrid Bergman
died on her birthday at age 67 in London.
1982; Grace Kelly dies on Sep14,1982.
Grace Kelly
lost control of her car.
Grace Kelly dies (age 53) but
her daughter Stephanie (age17) survives
the car crash.
1983- Ira Gershwin dies (Ira was brother of George Gershwin).
1988-Seoul Olympics in Korea.
(Televised Korea differs from
invisible-hidden from camera-
homeless/hungry/poor Koreans
neglected since 1953 seize fire)
1989; December11th;Bing Crosby's youngest son from first marriage,
Lindsay, commits suicide at age 51.
1991; May; Bing Crosby's son from first marriage,
Dennis (age57) commits suicide two years after
suicide of his younger brother in 1989.
Dennis
was a twin brother of Phillip Crosby.
Dennis and Phillip Crosby; twins; were
older brothers of Linsay Crosby who
committed suicide in 1989.
1995; Bing Crosby's first son from first wife
dies at age 62 of lung cancer.
2004; Jan;Bing Crosby's son, Philip who
owned a nightclub died at age69.
Gene, P13k, linked to Irish descendents'
link to lung cancer.
------------
New Jersey native singer Russ Columbo
(aka Ruggiero Eugenio diRodolpho Colombo);
born Jan14,1908
died age 26 on Sep2,1934
Rosemary Clooney's
Beverly Hills
Mansion was
previously resided
by George Gershwin
when Russ Columbo
died of a gun shot
in the den of that house.
Long-time friend
of Bing Crosby;
Rosemary Clooney
discloses
how Bing Crosby
had phobia in regards
to her den.
How Bing Crosby refused
to set foot
into the den
of Rosemary Clooney's
Beverly Mansion where
Russ Columbo died.
