Teen Living
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will discuss and participate in activities to help them deal with teenage transitions.Objective 1 Discuss how each person is unique, but alike in Havighurst developmental stages.Identify developmental tasks and challenges that occur during the teenage years and conditions that can impede, delay, or interrupt these tasks (roadblocks).Identify skills which lead to an understanding of self (self esteem, self-concept, how to build self-concept, and personality development).Identify and define personal values (tangible and intangible).Define short and long-term goals.Objective 2 Discuss and analyze the various emotions associated with the teenage transitions.Compare positive and negative methods of expressing and communicating emotions.Analyze differences between passive, assertive, and aggressive behavior.Identify the consequences of controlled and uncontrolled emotions on individuals, families, and communities (legal, mental, social, ethical, physical, and financial).Define stress (stressor, eustress, distress, stress reducer).Identify and review stress management skills and coping skills (causes and effects, management techniques).Objective 3 Identify and recognize personal communication styles and discuss the importance of quality communication skills as they relate to relationships.Discuss styles of communication and their effects (childish, mature, and non verbal).Identify communication techniques (constructive and destructive communication).Apply constructive communication skills in developing positive relationships with peers, family members, and persons in authority ("I"-Messages).Identify consequences of inappropriate language and behavior.Identify how effective/active listening skills enhance human relationships and apply those skills in everyday situations.Objective 4 Describe and practice critical thinking skills.Identify the components of the critical thinking process:Identify and describe a problemDiscriminate between fact and opinionList possible solutions and consequencesIdentify personal and family values that conflict with the situationTake a position based on logic (make a decision)Identify situations for applying the critical thinking process.Discuss how this process can help manage and/or prevent problems.Objective 5 Define the term “good judgment” and identify “responsible behavior”.Identify the skills necessary to making judgments and discuss the importance of using good judgment in making a decision.Discuss the consequences of not using “good judgment” or “responsible behavior”.Identify common situations where critical thinking, good judgment and responsible behavior could be applied.Objective 6 Define the term “role model” and evaluate the importance of role models.Identify positive and negative qualities of famous role models. Identify personal role models in one’s own life and evaluate his/her qualities.Identify student's personal qualities exhibited as a role model to others.Objective 7 Explain and participate in activities that deal with gender.Discuss and analyze myths about male and female roles (traditional versus nontraditional, changes/trends in gender roles, gender effects on job opportunities).Evaluate how male/female roles can complement each other.Identify various types of gender discrimination and list ways to report and/or deal with these situations.Standard 2 Students will discuss the importance of families and the role each student plays in their family.Objective 1 Discuss the student’s affect on his/her family. Explain how a teen’s responsibility, or lack of it, affects others.Examine family forms and dynamics:Forms: adoptive, blended, couple, extended, legal guardian, foster, nuclear, single-parent, single personDynamics: functions, changes, and benefits of strong family units on individuals, the community, and societyIdentify ways teenagers can improve or destroy family relationships and the home environment.Objective 2 Discuss and explore the relationships of teens and their parents/guardians.Discuss a teenager's struggle for independence (increased freedom brings increased responsibility, and being responsible increases freedom).Discuss how parents have the same basic needs as teens in their multiple roles and how teens can contribute to or relieve parental stress.Explore effective methods of communicating and building trust with parents (mature communication styles, conflict resolution, resolving conflicts with integrity).Objective 3 Discuss sibling relationships and how they affect the family (rivalry, friendship and support).Discuss birth order theory and analyze how it may influence sibling relationships.Objective 4 Discuss the importance of the teen relationship with senior/elderly adults.Identify significant senior/elderly in one’s own life.Compare similarities between senior/elderly and teens.Identify ways in which teens and seniors/elderly can develop closer and more meaningful relationships.Standard 3 Students will discuss the dynamics of peers and friends.Objective 1 Differentiate between peers and friends.Identify personal needs for friendship and a positive social network.Objective 2 Discuss and identify types of friendships (acquaintances, casual, close, and intimate).Discuss positive and negative characteristics of friendships.Examine skills for developing and maintaining friendships.Objective 3 Explore the dynamics of group associations:How a group might positively or negatively influence a teenager’s lifePeer pressureGang membershipSubstance abuseObjective 4 Explore various types of refusal skills (stay calm, make eye contact, be assertive, repeat if necessary, walk away).Objective 5 Explain the difference between feeling lonely, being alone, and being rejected.Identify circumstances that might lead to social rejection and examine ways to cope positively with these situations.Standard 4 Students will discuss adolescent attractions to the opposite sex.Objective 1 Identify the avenues of adolescent attractions and explore the ways relationships begin, develop and grow (getting acquainted, friendships, phone calls/texting, socializing with groups, group dating, double dating, pairing/single dating).Objective 2 Identify the purposes and the importance of group socialization and examine why each adolescent is not ready to pair at the same time.Discuss advantages of group socialization rather than paired dating at an early age.Discuss the problems and consequences of early pairing.List appropriate ways to end a relationship and deal with an ending relationship.Define and discuss dating violence and how to report and/or deal with those situations appropriately.Objective 3 Explain the difference between infatuation and love.Objective 4 Discuss reasons and motives for dating.Identify desirable dating qualities.Analyze personal rights that apply to dating (the right to: be yourself, an enjoyable safe date, have your values respected, care for and protect your body, establish and protect your reputation, be free from guilt and fear, say no).Objective 5 Analyze the importance of social etiquette and practice appropriate techniques (phone calls, thank you notes, table manners, tipping, etc.).Objective 6 Determine appropriate behaviors related to physical intimacy.Discuss physical intimacy and the accompanying choices and consequences.Define sexual harassment and develop assertive behavior skills as a means of protection from sexual harassment and abusive situations.Define abstinence and discuss how abstinence before marriage strengthens marital bonds.Define STD and discuss causes, symptoms and treatments (HIV/Aids, Herpes, Hepatitis, HPV/ Genital Warts, Pelvic Inflammatory Disease, Gonorrhea, Syphilis, Chlamydia, Pubic Lice).Objective 7 Discuss why teenagers are not ready for the demands and responsibilities associated with parenthood.Define and discuss child abuse (types, factors that cause, sources of help for parents and/or children of abuse, ways to prevent).Types: Physical (shaken baby syndrome, fetal alcohol syndrome, drug addicted babies), Emotional, Verbal, Sexual and Neglect.Science - Earth Science
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CENGAGE LEARNINGGLENCOE/MCGRAW-HILLHOLT, MCDOUGAL, A Division of HMH PublishingHOUGHTON MIFFLIN HARCOURT SCHOOL PUBLISHERSMCDOUGAL LITTELL INC.PEARSON EDUCATION INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION Course Description Core Standards of the CourseStandard 1 Students will understand the scientific evidence that supports theories that explain how the universe and the solar system developed. They will compare Earth to other objects in the solar system.Objective 1 Describe both the big bang theory of universe formation and the nebular theory of solar system formation and evidence supporting them.Identify the scientific evidence for the age of the solar system (4.6 billion years), including Earth (e.g., radioactive decay).Describe the big bang theory and the evidence that supports this theory (e.g., cosmic background radiation, abundance of elements, distance/redshift relation for galaxies).Describe the nebular theory of solar system formation and the evidence supporting it (e.g., solar system structure due to gravity, motion and temperature; composition and age of meteorites; observations of newly forming stars).Explain that heavy elements found on Earth are formed in stars.Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.Provide an example of how technology has helped scientists investigate the universe.Objective 2 Analyze Earth as part of the solar system, which is part of the Milky Way galaxy.Relate the composition of objects in the solar system to their distance from the Sun.Compare the size of the solar system to the Milky Way galaxy.Compare the size and scale of objects within the solar system.Evaluate the conditions that currently support life on Earth (biosphere) and compare them to the conditions that exist on other planets and moons in the solar system (e.g., atmosphere, hydrosphere, geosphere, amounts of incoming solar energy, habitable zone).Science language students should use: Please note that Earth Science terminology has been incorporated into the indicators above and have been underlined. Students and teachers should integrate these terms into normal daily conversations around science topics.Standard 2 Students will understand Earth's internal structure and the dynamic nature of the tectonic plates that form its surface.Objective 1 Evaluate the source of Earth's internal heat and the evidence of Earth's internal structure.Identify that radioactive decay and heat of formation are the sources of Earth's internal heat.Trace the lines of scientific evidence (e.g., seismic studies, composition of meteorites, and samples of the crust and mantle) that led to the inference that Earth's core, mantle, and crust are separated based on composition.Trace the lines of scientific evidence that led to the inference that Earth's lithosphere, asthenosphere, mesosphere, outer core, and inner core are separated based on physical properties.Model how convection currents help distribute heat within the mantle.Objective 2 Describe the development of the current theory of plate tectonics and the evidence that supports this theory.Explain Alfred Wegener’s continental drift hypothesis, his evidence (e.g., fossil record, ancient climates, geometric fit of continents), and why it was not accepted in his time.Cite examples of how the geologic record preserves evidence of past change.Establish the importance of the discovery of mid-ocean ridges, oceanic trenches, and magnetic striping of the sea floor to the development of the modern theory of plate tectonics.Explain how mantle plumes (hot spots) provide evidence for the rate and direction of tectonic plate motion.Organize and evaluate the evidence for the current theory of plate tectonics: sea floor spreading, age of sea floor, distribution of earthquakes andvolcanoes. Objective 3 Demonstrate how the motion of tectonic plates affects Earth and living things.Describe a lithospheric plate and identify the major plates of the Earth.Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).Model the factors that cause tectonic plates to move (e.g., gravity, density, convection).Model tectonic plate movement and compare the results of plate movement along convergent, divergent, and transform boundaries (e.g., mountain building, volcanoes, earthquakes, mid-ocean ridges, oceanic trenches).Design, build, and test a model that investigates local geologic processes (e.g., mudslides, earthquakes, flooding, erosion) and the possible effects on human-engineered structures (e.g., dams, homes, bridges, roads).Science language students should use: Please note that Earth Science terminology has been incorporated into the indicators above and have been underlined. Students and teachers should integrate these terms into normal daily conversations around science topics.Standard 3 Students will understand the atmospheric processes that support life and cause weather and climate.Objective 1 Relate how energy from the Sun drives atmospheric processes and how atmospheric currents transport matter and transfer energy.Compare and contrast the amount of energy coming from the Sun that is reflected, absorbed or scattered by the atmosphere, oceans, and land masses.Construct a model that demonstrates how the greenhouse effect contributes to atmospheric energy.Conduct an investigation on how the tilt of Earth's axis causes variations in the intensity and duration of sunlight striking Earth.Explain how uneven heating of Earth's atmosphere at the equator and polar regions combined with the Coriolis effect create an atmospheric circulation system including, Hadley cells, trade winds, and prevailing westerlies, that moves heat energy around Earth.Explain how the presence of ozone in the stratosphere is beneficial to life, while ozone in the troposphere is considered an air pollutant.Objective 2 Describe elements of weather and the factors that cause them to vary from day to day.Identify the elements of weather and the instruments used to measure them (e.g., temperature - thermometer; precipitation - rain gauge or Doppler radar; humidity - hygrometer; air pressure - barometer; wind - anemometer; cloud coverage - satellite imaging).Describe conditions that give rise to severe weather phenomena (e.g., thunderstorms, tornados, hurricanes, El Niño/La Niña).Explain a difference between a low pressure system and a high pressure system, including the weather associated with them.Diagram and describe cold, warm, occluded, and stationary boundaries (weather fronts) between air masses.Design and conduct a weather investigation, use an appropriate display of the data, and interpret the observations and data.Objective 3 Examine the natural and human-caused processes that cause Earth's climate to change over intervals of time ranging from decades to millennia.Explain differences between weather and climate and the methods used to investigate evidence for changes in climate (e.g., ice core sampling, tree rings, historical temperature measurements, changes in the extent of alpine glaciers, changes in the extent of Arctic sea ice).Explain how Earth's climate has changed over time and describe the natural causes for these changes (e.g., Milankovitch cycles, solar fluctuations, plate tectonics).Describe how human activity influences the carbon cycle and may contribute to climate change.Explain the differences between air pollution and climate change and how these are related to society’s use of fossil fuels.Investigate the current and potential consequences of climate change (e.g., ocean acidification, sea level rise, desertification, habitat loss) onecosystems, including human communities.Science language students should use: Please note that Earth Science terminology has been incorporated into the indicators above and have been underlined. Students and teachers should integrate these terms into normal daily conversations around science topics.Standard 4 Students will understand the dynamics of the hydrosphere.Objective 1 Characterize the water cycle in terms of its reservoirs, water movement among reservoirs and how water has been recycled throughout time.Identify oceans, lakes, running water, frozen water, ground water, and atmospheric moisture as the reservoirs of Earth's water cycle, and graph or chart the relative amounts of water in each.Describe how the processes of evaporation, condensation, precipitation, surface runoff, ground infiltration and transpiration contribute to the cycling of water through Earth's reservoirs.Model the natural purification of water as it moves through the water cycle and compare natural purification to processes used in local sewage treatment plants.Objective 2 Analyze the characteristics and importance of freshwater found on Earth's surface and its effect on living systems.Investigate the properties of water: exists in all three states, dissolves many substances, exhibits adhesion and cohesion, density of solid vs. liquid water.Plan and conduct an experiment to investigate biotic and abiotic factors that affect freshwater ecosystems.Using data collected from local water systems, evaluate water quality and conclude how pollution can make water unavailable or unsuitable for life.Research and report how communities manage water resources (e.g., distribution, shortages, quality, flood control) to address social, economic, and environmental concerns.Objective 3 Analyze the physical, chemical, and biological dynamics of the oceans and the flow of energy through the oceans.Research how the oceans formed from outgassing by volcanoes and ice from comets.Investigate how salinity, temperature, and pressure at different depths and locations in oceans and lakes affect saltwater ecosystems.Design and conduct an experiment comparing chemical properties (e.g., chemical composition, percent salinity) and physical properties (e.g., density, freezing point depression) of freshwater samples to saltwater samples from different sources.Model energy flow in the physical dynamics of oceans (e.g., wave action, deep ocean tides circulation, surface currents, land and sea breezes, El Nino, upwellings).Evaluate the impact of human activities (e.g., sediment, pollution, overfishing) on ocean systems.Science language students should use: Please note that Earth Science terminology has been incorporated into the indicators above and have been underlined. Students and teachers should integrate these terms into normal daily conversations around science topics.Standard 5 Students will understand how Earth science interacts with society.Objective 1 Characterize Earth as a changing and complex system of interacting spheres.Illustrate how energy flowing and matter cycling within Earth's biosphere, geosphere, atmosphere, and hydrosphere give rise to processes that shape Earth.Explain how Earth's systems are dynamic and continually react to natural and human caused changes.Explain how technological advances lead to increased human knowledge (e.g., satellite imaging, deep sea ocean probes, seismic sensors, weather radar systems) and ability to predict how changes affect Earth's systems. Design and conduct an experiment that investigates how Earth's biosphere, geosphere, atmosphere, or hydrosphere reacts to human-caused change.Research and report on how scientists study feedback loops to inform the public about Earth’s interacting systems.Objective 2 Describe how humans depend on Earth's resources.Investigate how Earth's resources (e.g., mineral resources, petroleum resources, alternative energy resources, water resources, soil and agricultural resources) are distributed across the state, the country, and the world.Research and report on how human populations depend on Earth resources for sustenance and how changing conditions over time have affected these resources (e.g., water pollution, air pollution, increases in population)Predict how resource development and use alters Earth systems (e.g., water reservoirs, alternative energy sources, wildlife preserves).Describe the role of scientists in providing data that informs the discussion of Earth resource use.Justify the claim that Earth science literacy can help the public make informed choices related to the extraction and use of natural resources.Objective 3 Indicate how natural hazards pose risks to humans.Identify and describe natural hazards that occur locally (e.g., wildfires, landslides, earthquakes, floods, drought) and globally (e.g., volcanoes, tsunamis, hurricanes).Evaluate and give examples of human activities that can contribute to the frequency and intensity of some natural hazards (e.g., construction that may increase erosion, human causes of wildfires, climate change).Document how scientists use technology to continually improve estimates of when and where natural hazards occur.Investigate and report how social, economic, and environmental issues affect decisions about human-engineered structures (e.g., dams, homes, bridges, roads).Science language students should use: Please note that Earth Science terminology has been incorporated into the indicators above and have been underlined. Students and teachers should integrate these terms into normal daily conversations around science topics.Science - Physics
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CPO SCIENCE, a Division of School SpecialityGLENCOE/MCGRAW-HILLMCDOUGAL LITTELL INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION Course Description Core Standards of the CourseScience BenchmarkThe motion of an object can be described by measurements of its position at different times. Velocity is a measure of the rate of change of position of an object. Acceleration is a measure of the rate of change of velocity of an object. This change in velocity may be a change in speed and/or direction. Motion is defined relative to the frame of reference from which it is observed. An object’s state of motion will remain constant unless unbalanced forces act upon the object. This is Newton’s first law of motion.Standard 1 Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.Objective 1 Describe the motion of an object in terms of position, time, and velocity.Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.Distinguish between distance and displacement.Distinguish between speed and velocity.Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.Objective 2 Analyze the motion of an object in terms of velocity, time, and acceleration.Determine the average acceleration of an object from data showing velocity at given times.Describe the velocity of an object when its acceleration is zero.Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).Analyze the velocity and acceleration of an object over time.Objective 3 Relate the motion of objects to a frame of reference.Compare the motion of an object relative to two frames of reference.Predict the motion of an object relative to a different frame of reference (e.g., an object dropped from a moving vehicle observed from the vehicle and by a person standing on the sidewalk).Describe how selecting a specific frame of reference can simplify the description of the motion of an object.Objective 4 Use Newton's first law to explain the motion of an object.Describe the motion of a moving object on which balanced forces are acting.Describe the motion of a stationary object on which balanced forces are acting.Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).Science language students should use: position, time, speed, velocity, acceleration, distance, displacement, rate, instantaneous velocity, average velocity, frame of reference, balanced forcesScience BenchmarkObjects in the universe interact with one another by way of forces. Changes in the motion of an object are proportional to the sum of the forces, and inversely proportional to the mass. If one object exerts a force on a second object, the second object always exerts an equal and opposite force on the first object. Whenever a force is applied to an object there is an equal and opposite reaction force.Any two objects in the universe with mass exert equal and opposite gravitational forces on one another. The electromagnetic force is manifested as an electric force, a magnetic force, or a combination. Any two objects in the universe with a net electric charge exert equal and opposite electric forces on one another. While gravitational forces are always attractive, electromagnetic forces can be either attractive or repulsive.Friction, tension, compression, spring, gravitational, and normal forces are all common observable forces. The net force on an object is the vector sum of all the forces acting upon the object.Standard 2 Students will understand the relation between force, mass, and acceleration.Objective 1 Analyze forces acting on an object.Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).Use vector diagrams to represent the forces acting on an object.Measure the forces on an object using appropriate tools.Calculate the net force acting on an object.Objective 2 Using Newton’s second law, relate the force, mass, and acceleration of an object.Determine the relationship between the net force on an object and the object’s acceleration.Relate the effect of an object’s mass to its acceleration when an unbalanced force is applied.Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton’s second law.Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object’s motion.Objective 3 Explain that forces act in pairs as described by Newton’s third law.Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.Provide examples of practical applications of Newton’s third law (e.g., forces on a retaining wall, rockets, walking).Relate the historical development of Newton’s laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).Standard 3 Students will understand the factors determining the strength of gravitational and electric forces.Objective 1 Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton’s law of universal gravitation).Investigate how mass affects the gravitational force (e.g., spring scale, balance, or other method of finding a relationship between mass and the gravitational force).Distinguish between mass and weight.Describe how distance between objects affects the gravitational force (e.g., effect of gravitational forces of the moon and sun on objects on Earth).Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.Research the importance of gravitational forces in the space program.Objective 2 Describe the factors that affect the electric force (i.e., Coulomb’s law).Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).Describe how the amount of charge affects the electric force.Investigate the relationship of distance between charged objects and the strength of the electric force.Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).Science language students should use: force, electric force, electric charge, friction, gravitational force, mass, net force, normal force, weight, vector, vector diagramScience BenchmarkThe total energy of the universe is constant; however, the total amount of energy available for useful transformation is almost always decreasing. Energy can be converted from one form to another and move from one system to another. Transformation of energy usually produces heat that spreads to cooler places by radiation, convection, or conduction. Energy can be classified as potential or kinetic energy. Potential energy is stored energy and includes chemical, gravitational, electrostatic, elastic, and nuclear. Kinetic energy is the energy of motion.Moving electric charges produce magnetic forces and moving magnets produce electric forces. The interplay of electric and magnetic forces is the basis for electric motors, generators, and many other modern technologies, including the production of electromagnetic waves. Modern electric generators produce electricity by converting mechanical energy into electrical energy.Sound and light transfer energy from one location to another as waves. Characteristics of waves include wavelength, amplitude, and frequency. Waves can combine with one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material. All these effects vary with wavelength. Observable waves include mechanical and electromagnetic waves. Mechanical waves transport energy through a medium. Electromagnetic radiation is differentiated by wavelength or frequency, and includes radio waves, microwaves, infrared, visible light, ultraviolet radiation, x-rays, and gamma rays. These wavelengths vary from radio waves (the longest) to gamma rays (the shortest). In empty space all electromagnetic waves move at the same speed, the “speed of light.”Standard 4 Students will understand transfer and conservation of energy.Objective 1 Determine kinetic and potential energy in a system.Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Calculate the kinetic energy of an object given the velocity and mass of the object.Describe the types of energy contributing to the total energy of a given system.Objective 2 Describe conservation of energy in terms of systems.Describe a closed system in terms of its total energy.Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.Objective 3 Describe common energy transformations and the effect on availability of energy.Describe the loss of useful energy in energy transformations.Investigate the transfer of heat energy by conduction, convection, and radiation.Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses during each transformation.Standard 5 Students will understand the properties and applications of waves.Objective 1 Demonstrate an understanding of mechanical waves in terms of general wave properties.Differentiate between period, frequency, wavelength, and amplitude of waves.Investigate and compare reflection, refraction, and diffraction of waves.Provide examples of waves commonly observed in nature and/or used in technological applications.Identify the relationship between the speed, wavelength, and frequency of a wave.Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Explain the transfer of energy through a medium by mechanical waves.Objective 2 Describe the nature of electromagnetic radiation and visible light.Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).Provide examples of the use of electromagnetic radiation in everyday life (e.g., communications, lasers, microwaves, cellular phones, satellite dishes, visible light).Science language students should use: energy, potential energy, kinetic energy, law of conservation of energy, wave, mechanical wave, electromagnetic wave, electromagnetic spectrum, wavelength, frequency, amplitude, period, reflection, refraction, diffraction, Doppler effect, elastic potential energy, medium, radio wave, microwave, infrared, visible light, ultraviolet, x-ray, gamma ray, conduction, convection, radiationScience - Chemistry
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CENGAGE LEARNINGGLENCOE/MCGRAW-HILLMCDOUGAL LITTELL INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION Course Description Core Standards of the CourseScience BenchmarkMatter on Earth and in the universe is made of atoms that have structure, mass, and a common origin. The periodic table is used to organize elements by structure. A relationship exists between the chemical behavior and the structure of atoms. The periodic table reflects this relationship.The nucleus of an atom is a tiny fraction of the volume of the atom. Each proton or neutron in the nucleus is nearly 2,000 times the mass of an electron. Electrons move around the nucleus.The modern atomic model has been developed using experimental evidence. Atomic theories describe the behavior of atoms as well as energy changes in the atom. Energy changes in an isolated atom occur only in discrete jumps. Change in structure and composition of the nucleus result in the conversion of matter into energy.Standard 1 Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.Objective 1 Recognize the origin and distribution of elements in the universe.Identify evidence supporting the assumption that matter in the universe has a common origin.Recognize that all matter in the universe and on earth is composed of the same elements.Identify the distribution of elements in the universe.Compare the occurrence of heavier elements on earth and the universe.Objective 2 Relate the structure, behavior, and scale of an atom to the particles that compose it.Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.Evaluate the limitations of using models to describe atoms. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.Generalize the relationship of proton number to the element’s identity.Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Objective 3 Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.Compare the number of protons and neutrons in isotopes of the same element.Identify similarities in chemical behavior of elements within a group.Generalize trends in reactivity of elements within a group to trends in other groups.Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.Standard 2 Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the emission of high-energy particles results from nuclear changes and that matter can be converted to energy during nuclear reactions.Objective 1 Evaluate quantum energy changes in the atom in terms of the energy contained in light emissions.Identify the relationship between wavelength and light energy.Examine evidence from the lab indicating that energy is absorbed or released in discrete units when electrons move from one energy level to another.Correlate the energy in a photon to the color of light emitted.After observing spectral emissions in the lab (e.g., flame test, spectrum tubes), identify unknown elements by comparison to known emission spectra.Objective 2 Evaluate how changes in the nucleus of an atom result in emission of radioactivity.Recognize that radioactive particles and wavelike radiations are products of the decay of an unstable nucleus.Interpret graphical data relating half-life and age of a radioactive substance.Compare the mass, energy, and penetrating power of alpha, beta, and gamma radiation.Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.After researching, evaluate and report the effects of nuclear radiation on humans or other organisms.Science language students should use: atom, element, nucleus, proton, neutron, electron, isotope, metal, nonmetal, metalloid, malleable, conductive, periodic table, quanta, wavelength, radiation, emit, absorb, spectrum, half-life, fission, fusion, energy level, moleScience BenchmarkAtoms form bonds with other atoms by transferring or sharing electrons. The arrangement of electrons in an atom, particularly the valence electrons, determines how an atom can interact with other atoms.The types of chemical bonds holding them together determine many of the physical properties of compounds. The formation of compounds results in a great diversity of matter from a limited number of elements.Standard 3 Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.Objective 1 Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.Determine the number of valence electrons in atoms using the periodic table.Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.Predict bond types based on the behavior of valence (outermost) electrons.Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.Objective 2 Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.Compare the physical properties of a compound to the elements that form it.Compare the chemical properties of a compound to the elements that form it.Explain that combining elements in different proportions results in the formation of different compounds with different properties.Objective 3 Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).Science language students should use: chemical property, physical property, compound, valence electrons, ionic, covalent, malleability, conductivity, solubility, intermolecular, polarityScience BenchmarkIn a chemical reaction new substances are formed as atoms and molecules are rearranged. The concept of atoms explains the conservation of matter, since the number of atoms stays the same in a chemical reaction no matter how they are rearranged; the total mass stays the same. Although energy can be absorbed or released in a chemical reaction, the total amount of energy and matter in it remains constant. Many reactions attain a state of equilibrium. Many ordinary activities, such as baking, involve chemical reactions.The rate of chemical reactions of atoms and molecules depends upon how often they encounter one another, which is a function of concentration, temperature, and pressure of the reacting materials. Catalysts can be used to change the rate of chemical reactions. Under proper conditions reactions may attain a state of equilibrium.Standard 4 Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.Objective 1 Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.Generalize evidences of chemical reactions.Compare the properties of reactants to the properties of products in a chemical reaction.Use a chemical equation to describe a simple chemical reaction.Recognize that the number of atoms in a chemical reaction does not change.Determine the molar proportions of the reactants and products in a balanced chemical reaction.Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).Objective 2 Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.Use molar relationships in a balanced chemical reaction to predict the mass of product produced in a simple chemical reaction that goes to completion.Report evidence of energy transformations in a chemical reaction.After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).Using collected data, report the loss or gain of heat energy in a chemical reaction.Standard 5 Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.Objective 1 Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.Use information from graphs to draw warranted conclusions about reaction rates.Correlate frequency and energy of collisions to reaction rate.Identify that catalysts are effective in increasing reaction rates.Objective 2 Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.Explain the concept of dynamic equilibrium.Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.Science language students should use: chemical reaction, matter, law of conservation of mass, law of conservation of energy, temperature, electrochemical cell, entropy, chemical equation, endothermic, exothermic, heat, rate, catalyst, concentration, collision theory, equilibrium, half reactionScience BenchmarkSolutions make up many of the ordinary substances encountered in everyday life.The relative amounts of solutes and solvents determine the concentration and the physical properties of a solution. Two important categories of solutions are acids and bases.Standard 6 Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.Objective 1 Describe factors affecting the process of dissolving and evaluate the effects that changes in concentration have on solutions.Use the terms solute and solvent in describing a solution.Sketch a solution at the particle level.Describe the relative amount of solute particles in concentrated and dilute solutions and express concentration in terms of molarity and molality.Design and conduct an experiment to determine the factors (e.g., agitation, particle size, temperature) affecting the relative rate of dissolution.Relate the concept of parts per million (PPM) to relevant environmental issues found through research.Objective 2 Summarize the quantitative and qualitative effects of colligative properties on a solution when a solute is added.Identify the colligative properties of a solution.Measure change in boiling and/or freezing point of a solvent when a solute is added.Describe how colligative properties affect the behavior of solutions in everyday applications (e.g., road salt, cold packs, antifreeze).Objective 3 Differentiate between acids and bases in terms of hydrogen ion concentration.Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.Using an indicator, measure the pH of common household solutions and standard laboratory solutions, and identify them as acids or bases.Determine the concentration of an acid or a base using a simple acid-base titration.Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.Evaluate mechanisms by which pollutants modify the pH of various environments (e.g., aquatic, atmospheric, soil).Science language students should use: solution, solute, solvent, concentration, molarity, percent concentration, colligative property, boiling point, freezing point, acid, base, pH, indicator, titration, hydrogen ion, neutralization, parts per million, concentrated, dilute, dissolveScience - Biology
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--AAA UtahGLENCOE/MCGRAW-HILLHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.PEARSON EDUCATION INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION Course Description Core Standards of the CourseScience BenchmarkEcosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.Standard 1 Students will understand that living organisms interact with one another and their environment.Objective 1 Summarize how energy flows through an ecosystem.Arrange components of a food chain according to energy flow.Compare the quantity of energy in the steps of an energy pyramid.Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migration of birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food).Research food production in various parts of the world (e.g., industrialized societies’ greater use of fossil fuel in food production, human health related to food product).Objective 2 Explain relationships between matter cycles and organisms.Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.Explain how water is a limiting factor in various ecosystems.Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).Objective 3 Describe how interactions among organisms and their environment help shape ecosystems.Categorize relationships among living things according to predator-prey, competition, and symbiosis.Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.Research and evaluate local and global practices that affect ecosystems.Language science students should use: predator-prey, symbiosis, competition, ecosystem, carbon cycle, nitrogen cycle, oxygen cycle, population, diversity, energy pyramid, consumers, producers, limiting factor, competition, decomposers, food chain, biotic, abiotic, community, variable, evidence, inference, quantitative, qualitativeScience BenchmarkCells are the basic unit of life. All living things are composed of one or more cells that come from preexisting cells. Cells perform a variety of functions necessary to maintain homeostasis and life. The structure and function of a cell determines the cell's role in an organism. Living cells are composed of chemical elements and molecules that form large, complex molecules. These molecules form the basis for the structure and function of cells.Standard 2 Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.Objective 1 Describe the fundamental chemistry of living cells.List the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements).Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.Explain the role of enzymes in cell chemistry.Objective 2 Describe the flow of energy and matter in cellular function.Distinguish between autotrophic and heterotrophic cells.Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).Measure the production of one or more of the products of either photosynthesis or respiration.Objective 3 Investigate the structure and function of cells and cell parts.Explain how cells divide from existing cells.Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).Describe the relationship between the organelles in a cell and the functions of that cell.Experiment with microorganisms and/or plants to investigate growth and reproduction.Language science students should use: organelles, photosynthesis, respiration, cellular respiration, osmosis, diffusion, active transport, homeostasis, cell theory, organic, carbohydrate, fermentation, protein, fat, nucleic acid, enzyme, chlorophyll, cell membrane, nucleus, cell wall, solvent, solute, adhesion, cohesion, microorganismScience BenchmarkStructure relates to function. Organs and organ systems function together to provide homeostasis in organisms. The functioning of organs depends upon multiple organ systems.Standard 3 Students will understand the relationship between structure and function of organs and organ systems.Objective 1 Describe the structure and function of organs.Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairs; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Relate the structure of organs to the function of organs.Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Research and report on technological developments related to organs.Objective 2 Describe the relationship between structure and function of organ systems in plants and animals.Relate the function of an organ to the function of an organ system.Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Relate the tissues that make up organs to the structure and function of the organ.Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Language science students should use: organ, organ system, organism, hormonal modification, stomata, tissue, homeostasis, structure, functionScience BenchmarkInformation passed from parent to offspring is coded in DNA (deoxyribonucleic acid) molecules. The fundamental DNA structure is the same for all living things; the sequence of DNA differs between each organism and each species. Changes in the DNA sequence may alter genetic expression. The genetic information in DNA provides the instructions for assembling protein molecules in cells. The code used is virtually the same for all organisms.There are predictable patterns of inheritance. Sexual reproduction increases the genetic variation of a species. Asexual reproduction provides offspring that have the same genetic code as the parent.Standard 4 Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.Objective 1 Compare sexual and asexual reproduction.Explain the significance of meiosis and fertilization in genetic variation.Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.Objective 2 Predict and interpret patterns of inheritance in sexually reproducing organisms.Explain Mendel’s laws of segregation and independent assortment and their role in genetic inheritance.Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.Relate Mendelian principles to modern-day practice of plant and animal breeding.Analyze bioethical issues and consider the role of science in determining public policy.Objective 3 Explain how the structure and replication of DNA are essential to heredity and protein synthesis.Use a model to describe the structure of DNA.Explain the importance of DNA replication in cell reproduction.Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.Describe how mutations may affect genetic expression and cite examples of mutagens.Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).Language science students should use: DNA, replication, fertilization, dominant trait, recessive trait, genetic engineering, gene splicing, phenotype, genotype, sexual reproduction, asexual reproduction, chromosome, gene, mutation, cloning, inheritance, bioethics, pedigreeScience BenchmarkEvolution is central to modern science’s understanding of the living world. The basic idea of biological evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, and other species to change, giving rise to a greater diversity of species. Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as science strives for explanations of the world.Standard 5 Students will understand that biological diversity is a result of evolutionary processes.Objective 1 Relate principles of evolution to biological diversity.Describe the effects of environmental factors on natural selection.Relate genetic variability to a species’ potential for adaptation to a changing environment.Relate reproductive isolation to speciation.Compare selective breeding to natural selection and relate the differences to agricultural practices.Objective 2 Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).Identify the role of mutation and recombination in evolution.Relate the nature of science to the historical development of the theory of evolution.Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similarities and differences in the structures of birds and reptiles leads to the inference that birds evolved from reptiles).Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.Objective 3 Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.Classify organisms using a classification tool such as a key or field guide.Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).Explain how evolutionary relationships are related to classification systems.Justify the ongoing changes to classification schemes used in biology.Language science students should use: evolution, fossil record, geologic record, molecular, homologous, vestigial structures, mutation, recombination, hierarchy, classification scheme, theory, natural selection, adaptation, evidence, inference, speciation, biodiversity, taxonomy, kingdom, virus, protist, fungi, plant, animal, dichotomy
Mobile Development Fundamentals
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Work with Physical DevicesObjective 1 Understand mobile device tools.define the Phone Capability Detection Tool anddefine the Windows Phone Connect toolObjective 2 Understand physical capabilities of the mobile device.identifying the different device sensors;describe and define the camera capture andpreview stream APIs;identifying different built-in hardwareObjective 3 Plan for physical interactions with the mobile device.describe and define the differences among devices,describe and define features, API levels, number of touch points, and networking capabilities;identify ways to save energy;account for screen size/real estate when planning layoutStandard 3 Use a Mobile Application Development EnvironmentObjective 1 Understand design for mobile devices.describe and define marketplace submission rules;describe and define mobile design concepts (for example, metro, button sizing, spacing);describe and define globalization/localization;define mobile optimization; define MVVM;describe and define object-oriented programming (OOP) and separation of concerns;describe and define asynchronous programming/threadingObjective 2 Network for mobile devices.describe and define the application model in relation to WCF RIA services;create a robust server/cloud communication that can throttle between no network to mobile network to wireless network;describe and define networking concepts in relation to multicast and HTTP requests;use Web services;describe and define toast and other notificationsObjective 3 Understand Silverlight.describe and define the differences between Silverlight, XNA, and HTML5 and which one to choose for a given scenario;use Silverlight and HTML5 applications;identifying Silverlight controlsObjective 4 Work with developer tools.use Microsoft Visual Studio IDE;create the deployment package and deploying the application;use the Microsoft .NET Framework;configure a test environment;test and debug mobile applicationsObjective 5 Code for mobile applications.evaluate code;identify code errors;identify the code to use to meet requirements,distinguish among programming languages and programs, including XNA, Microsoft Visual Basic .NET, HTML5, XAML, and C# .NETStandard 4 Develop Mobile ApplicationsObjective 1 Manage the application life cycle.preserve application state information and handle activate/deactivate functions;use tombstoning;balance code between battery usage and performance;create a responsive application with feedback of user actions;manage visible status for long-running operations;store passwordsObjective 2 Understand mobile device APIs.understand NavigationServices class,understand mapping/GeoLocation APIs, and Forms, Canvas, and Media APIs in HTML5;describe and define manipulation events, including ManipulationStarted and ManipulationDeltaObjective 3 Understand mobile device controls.use Windows Phone controls;arrange content with panels;display collections of items;build custom controls;describe and define Push/Raw/Tile notification;use tasks and choosers to enhance application functionality Objective 4 Build the user interface.create layout with Style;design with system theme, accent color, and screen orientation;design graphic layering (transparency, borders, resizing);design the user experience to be clean, focused, and using UI standards and guidelines;integrate images and media in an applicationMathematics - Algebra 2
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CARNEGIE LEARNINGCOLLEGE BOARDGLENCOE/MCGRAW-HILLHARCOURT ACHIEVEHOLT, MCDOUGAL, A Division of HMH PublishingHOUGHTON MIFFLIN HARCOURT SCHOOL PUBLISHERSMCDOUGAL LITTELL INC.PEARSON EDUCATION INC.PEARSON PRENTICE HALLWRIGHT GROUP/MCGRAW-HILL Course Description Core Standards of the CourseStandard 1 Students will use the language and operations of algebra to evaluate, analyze and solve problems.Objective 1 Evaluate, analyze, and solve mathematical situations using algebraic properties and symbols.Solve and graph first-degree absolute value equations of a single variable.Solve radical equations of a single variable, including those with extraneous roots.Solve absolute value and compound inequalities of a single variable.Add, subtract, multiply, and divide rational expressions and solve rational equations.Simplify algebraic expressions involving negative and rational exponents.Objective 2 Solve systems of equations and inequalities.Solve systems of linear, absolute value, and quadratic equations algebraically and graphically.Graph the solutions of systems of linear, absolute value, and quadratic inequalities on the coordinate plane.Solve application problems involving systems of equations and inequalities.Objective 3 Represent and compute fluently with complex numbers.Simplify numerical expressions, including those with rational exponents.Simplify expressions involving complex numbers and express them in standard form, a + bi.Objective 4 Model and solve quadratic equations and inequalities.Model real-world situations using quadratic equations.Approximate the real solutions of quadratic equations graphically.Solve quadratic equations of a single variable over the set of complex numbers by factoring, completing the square, and using the quadratic formula.Solve quadratic inequalities of a single variable.Write a quadratic equation when given the solutions of the equation.Mathematical Language and Symbols Students Should Use: compound inequality, rational equation, system of equations, complex number, completing the square, quadratic formulaStandard 2 Students will understand and represent functions and analyze function behavior.Objective 1 Represent mathematical situations using relations.Model real-world relationships with functions.Describe a pattern using function notation.Determine when a relation is a function.Determine the domain and range of relations.Objective 2 Evaluate and analyze functions.Find the value of a function at a given point.Compose functions when possible.Add, subtract, multiply, and divide functions.Determine whether or not a function has an inverse, and find the inverse when it exists.Identify the domain and range of a function resulting from the combination or composition of functions.Objective 3 Define and graph exponential functions and use them to model problems in mathematical and real-world contexts.Define exponential functions as functions of the form y = abx ,b > 0,b ≠ 1Model problems of growth and decay using exponential functions.Graph exponential functions.Objective 4 Define and graph logarithmic functions and use them to solve problems in mathematics and real-world contexts.Relate logarithmic and exponential functions.Simplify logarithmic expressions.Convert logarithms between bases.Solve exponential and logarithmic equations.Graph logarithmic functions.Solve problems involving growth and decay.Mathematical Language and Symbols Students Should Use: function, relation, ƒ(x), ƒ(g(x)), ƒ o g, exponential function, logarithm, base, eStandard 3 Students will use algebraic, spatial, and logical reasoning to solve geometry and measurement problems.Objective 1 Examine the behavior of functions using coordinate geometry.Identify the domain and range of the absolute value, quadratic, radical, sine, and cosine functions.Graph the absolute value, quadratic, radical, sine and cosine functions.Graph functions using transformations of parent functions.Write an equation of a parabola in the form y = a(x-h)2 + k when given a graph or equation.Objective 2 Determine radian and degree measures for angles.Convert angle measurements between radians and degrees.Find angle measures in degrees and radians using inverse trigonometric functions, including exact values for special triangles.Objective 3 Determine trigonometric measurements using appropriate techniques, tools, and formulas.Define the sine, cosine, and tangent functions using the unit circle.Determine the exact values of the sine, cosine, and tangent functions for the special angles of the unit circle using reference angles.Find the length of an arc using radian measure.Find the area of a sector in a circle using radian measure.Mathematical Language and Symbols Students Should Use: transformation, parabola, radian, unit circle, reference angleStandard 4 Students will understand concepts from probability and statistics and apply statistical methods to solve problems.Objective 1 Apply basic concepts of probability.Distinguish between permutations and combinations and identify situations in which each is appropriate.Calculate probabilities using permutations and combinations to count events.Compute conditional and unconditional probabilities in various ways, including by definitions, the general multiplication rule, and probability trees.Define simple discrete random variables.Objective 2 Use percentiles and measures of variability to analyze data.Compute and compare different measures of spread, including the range, standard deviation, and interquartile range.Compare the effectiveness of different measures of spread, including the range, standard deviation, and interquartile range in specific situations.Use percentiles to summarize the distribution of a numerical variable.Use histograms to obtain percentiles.Mathematical Language and Symbols Students Should Use: permutation, combination, conditional probability, discrete random variable, standard deviation, interquartile range, percentileLanguage Arts - 9th Grade
Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--AMERICA'S CHOICEGLENCOE/MCGRAW-HILLGREAT SOURCE an imprint of HOUGHTON MIFFLIN HARCOUHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.NATIONAL GEOGRAPHIC SCHOOL PUB & HAMPTON-BROWNPEARSON PRENTICE HALLPERFECTION LEARNING CORPORATIONSOPRIS WEST Course Description 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.Analyze the meaning of words using knowledge of roots (see chart, Appendix A).Distinguish between the connotative and denotative meanings of words.Determine word meaning using sentence structure (e.g., parts of speech, grammatical structures).Distinguish between commonly confused words (i.e., accept/except; advise/advice; council/counsel councilor/counselor; principal/principle; peace/piece; than/then; weather/whether; who/which/that; who's/whose).Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., web pages, newspapers, magazines, encyclopedias, maps, schedules).Analyze the purpose of external text features and structures in a variety of informational texts (e.g., textbooks, advertisements, posters, graphs, charts, maps, schedules, product instructions).Comprehend text using internal text structures and their appropriate cue words and phrases (i.e., cause/effect, problem/solution).Infer meaning from implicit information in text.Distinguish relevant from merely interesting information.Objective 3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.Describe how conflict, character, and plot work together.Explain how character is developed through implication and inference.Relate themes in literary works to real-life events.Analyze how setting contributes to characterization, plot, or theme.Interpret figurative language in literature (i.e., simile, metaphor, personification, hyperbole, and symbolism).Identify the speaker in a poetic text.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): Compare multiple ideas and perspectives to extend thinking through writing.Compare/contrast significant or essential ideas, facts, or events.Choose facts, events, or ideas and distinguish their differences or demonstrate their similarities.Compare/contrast connections between texts, between texts and self, and between texts and different world connections.Objective 2 (Extended Writing): Write to persuade others. (Emphasize persuasive compositions. 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 levels.)State a thesis that clearly takes a position.Organize writing effectively using leads, details, transitions, conclusions, personal experience, facts, anecdotes, examples, and paraphrased ideas.Refute counter-arguments by using personal experience, facts, anecdotes, examples and paraphrased ideas.Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.Evaluate and revise for:Ideas: Anticipation of and answers to readers' questions.Organization: Inviting leads and satisfying conclusions.Voice: A variety of voices for different audiences and purposes.Word Choice: Carefully chosen vocabulary to achieve voice and purpose.Sentence Fluency: Varied sentence structure (i.e., include complex and compound sentences).Edit for:Correct grade level spelling.Correct use of commas in introductory phrases and clauses.Correct use of adverbs.Correct use of colons.Correct use of parentheses.Correct capitalization of languages, races, nationalities, religions or sections of the country.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 examine multiple points of view.Formulate questions to evoke multiple, valid responses from different points of view.Gather information from multiple sources that reflect varied points of view.Analyze multiple points of view for credibility.Use primary and secondary sources.Objective 2 (Written Communication of Inquiry): Write to analyze multiple points of view.Select an appropriate format to analyze multiple points of view.Compile and analyze information from multiple points of view.Report analysis of multiple points of view using paraphrase, summary, and/or quotations.Use informal and formal citations where appropriate, to support inquiry.Objective 3 (Oral Communication of Inquiry): Conduct interviews to support inquiry.Determine the purpose for interviews (e.g., to examine perspectives, to acquire information, to clarify understanding, to respond to writing).Ask probing questions to seek elaboration and clarification of ideas.Make supportive statements to communicate agreement with or acceptance of others' ideas.Present interview results.Introduction to Information Technology
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will develop an understanding of current issues related to Information Technology.Objective 1 Introduced to the importance of ethics and ethical behavior.Understand and follow an Acceptable Use Policy (AUP).Explain the difference between legal and ethical.Explain how some online behaviors can be harmful personally and to a business. (pornography, social networking, gaming, etc.)Follow copyright and fair use guidelines.Objective 2 Understand the importance of information privacy and security.Viruses, spoofing, phishing, cookies, etc.Explain kinds of anti-virus software is and how they work.Objective 3 Identify the skills needed by employers to be an effective and valued employee.List employable skills:Model employable skills in the classroom.Objective 4 Understand the levels of education needed to be successful in the area of Information Technology that they are interested in pursuing.Understand IT industry certifications, education, and work experience.Explain how certifications, education, and work experience can affect employablity.Objective 5 Participate in an on-line IT interest survey.Identify different areas and careers in IT.Identify their strength and weaknesses based on an IT interest survey.Understand how different multiple intelligences can affect their skill level and interests.Objective 6 Identify the organizational structure of a business and the role that Information Technology plays in the success of business.Identify different IT careers in business (CEO, CIO, System Analysts, tech support, etc.)Objective 7 Identify trends in the world of information technology.Discuss the pros and cons of cell phones, texting and drivingDiscuss the use of portable digital devices,Identify the values and problems with social networking,Explore the impact of cloud computingExplore the impact of Web 2.0 technology,Standard 2 Student will complete projects and assignments in the area of Interactive Media.Objective 1 Understand the different types of media included in an interactive multimedia project.Understand and use textUnderstand and use graphicsUnderstand and use audioUnderstand and use videoUnderstand and use animationObjective 2 Utilize fonts in interactive projects.Change a font family, size, and color.Identify serif, and san serif fonts.Objective 3 Obtain, create, and edit digital 2D graphics.Obtain 2D graphics from clipart or photo collections.Scan photos and/or take photos with a digital camera.Use software to draw and edit a bitmap and a vector drawing.Objective 4 Obtain, create, and edit digital audio.Capture digital audio from a CD, record, or tape.Obtain digital audio from royality free sources. (Soundzabound, etc.)Record, edit, and export digital audio.Understand the use and importance of audio in digital media productions.Understand and identify different audio formats. (WAV, AAC, mp3, wma, ogg, m4a, etc.)Objective 5 Obtain, create, and/or edit digital video.Edit or render a digital video from photos or video clips.Understand and identify different video formats & codecs. (mov, wmv, m4a, mp4, H.264, etc.)User or embed video in a document or presentation.Objective 6 Create, edit, and utilize 2D animations.Draw a flip book with at least 10 pages.Create and edit a digital frame (cel) animation.Create and edit a path or tween animation.Objective 7 Utilize a design model or process to plan and implement an interactive project. (ADDIE, Adobe, Rapid Deployment Design, etc)Describe the project and the problem it address.Address the needs of the audience or customer.Plan the organization for the project and design the screen layouts.Storyboard the plan.Write a proposal for the project.Objective 8 Use interactive software to create and implement an interactive project from a plan. (Software used could include: PowerPoint, Presentations, Google Presentations, OpenOffice Presentations, etc.)Include in the project: audio, animation, graphics and navigation links for user input.Create or prepare assets for the project.Build the project.Evaluated the project by testing and debugging it.Publish or distribute the project.Objective 9 Create web pages using a GUI HTML editor. (Dreamweaver, Microsoft Web Expressions, Kompozer, NVU, etc.)Include a main page with links to other pages,Include a page with a table.Include a page with bullets or a numbered list.Include photos or graphics in at least one page.Use CSS to change fonts, colors, layout, etc.Objective 10 Explore to careers and educational options in interactive media and Web development.Understand different career options in digital & interactive media.Identify different specialties or team members that can be involved in a project.Standard 3 The student will complete projects and assignments in the area of Information Support and Services.Objective 1 Understand the input/output, processing and storage of data in a personal computer system.Identify and label the five parts of computer system. (input, output, storage, memory, processing)Explain the function of each of the parts of a computer system.List examples of each of the parts of the computer system.Objective 2 Understand the basic components of a modern computer system.Understand how hardware components function on a computer.Explain the function of firmware as a computer component.Explain the function of software on a computer.Understand the purpose and function of power on a computer.Objective 3 Understand hardware: parts, functions, handling, safety, assembly, and troubleshooting.List basic hardware components. (motherboard, hard drive, memory, processor, power supply, expansion slot, etc.)Describe functions of basic components of a computer system. (Processor, Motherboard, RAM/ROM, Hard Drive, Input/Output Adaptors and Removable Storage Devices.)Demonstrate proper handling and safety considerations for hardware components.Assemble and disassemble parts of a computer system.Follow the basic troubleshooting steps for solving problems with a personal computer system. (1. Identify the problem, 2. Establish a idea of probable cause, 3. Test your idea, 4. Plan of action to implement the solution, 5. Verify solution worked, 6. Document your findings, actions, and outcomes.)Objective 4 Understand the basic functions of a computer operating system.Identify different common OS’s, (Windows, Mac OS, Linux, etc.)List the functions of an operating system. (Controls hardware, controls software, controls GUI, file-system.)Understand the difference be a GUI OS and the command line of an OS.Understand the history of OS’s on a personal computer.Objective 5 Understand basic kinds and uses of application software.Identify the uses of application software. (Word processor, spreadsheet, presentation, accounting, database, digital media editors, accounting, development, etc.)Identify different sources and licensing of software. (commercial, open source, freeware, shareware, creative commons, etc.)Objective 6 Understand introduced to careers and educational options in technical support.Explore certifications in Information Support and Services.Explore education and work experience that can lead to IT careers.Standard 4 Students will complete projects and assignments in the area of Network Systems.Objective 1 Understand the uses of computer networks in today’s society.Explore the impact of home, school, and business networks.Explore the impact of the Internet on society.Objective 2 Identify functions & common network operating systems (NOS).Identify the functions of a NOS. (file storage, printing, security, etc.)Identify some common NOS’s. (Novell Netware, Microsoft Server, Linux, etc.)Objective 3 Understand networking in a local and remote environment..Examine the uses of a local network.Compare and contrast wired, wireless, and cell networks.Explore remote communications through the use of webinars, collaborative tools, online storage, cloud computing, remote desktop, etc.Objective 4 Define the media transmission required for successful network communication.Understand how media, medium, message are related.Objective 5 Identify and describe the communication devices and protocols required for successful networking.Identify & describe network connection devices. (Routers, switches, modem, cable modem, DSL, etc.)Identify & describe network medium types. (twisted pair, CAT 6, wireless, G3, Bluetooth, fiber optic, etc.)Describe how packets are used to send and receive data.Describe what is meant by network protocols.Identify common network protocols. (TCP/IP, FTP, HTTP, HTTPS, etc.)Objective 6 Learn about careers and educational options in network administration.Explore certifications in Network Services.Explore education and work experience that can lead to IT network careers.Identify network career opportunities. (Network Administrators, security, network analysis, etc.).Standard 5 Students will complete projects and assignments in the area of Programming and Software Development.Objective 1 Understand the uses of programming concepts in the development of software applications.Identify and describe kinds of developed software. (Generic, custom, etc.)Identify and describe levels of programming languages. (low level, mid level, high level, 4GL)Describe the difference between interpreted and compiled languages.Identify basic kinds of programming. (spaghetti, modular, procedure, object oriented programming (OOP), etc.)Objective 2 Understand the process to software/program design.Follow software design steps. (1. State the problem, 2. Develop an algorithm or solutions, 3. Code the project, 4. Test & debug the project, 5. Provide internal & external document.)Use walk through steps to see all the steps to describe a problem solution.Design a flowchart to solve a basic problem.Develop an algorithm to solve a simple problem.Understand how UML is used in OOP.Objective 3 Create applications using a programming language. (MIT Scratch, Alice, QBASIC, Visual Basic, C++, Java, Scheme, etc.).Use a software design process to plan a software program.Understand and use programming conventions. (indentation, capitalization, etc.)Understand and in a program use: variables, data types, constants, calculations, operators, decisions, loops, functions, etc.Design the screen layout for a software program.Understand how GUI software development environments are used.Design and develop a software program that gets input, processes the data, and displays output.Objective 4 Create a web pages using XHTML & Cascading Style Sheets (CSS).Understand the basic parts of HTML syntax. (tags, attributes, values)Understand the W3C standards for XHTML web pages.Understand how CSS is used for formatting web pages.Create web pages using a text editor, XHTML standards, and CSS.Understand and use scripting to create interactive web pages.Objective 5 Students will be introduced to careers and educational options in computer programming and software engineering.Explore education and work experience that can lead to careers in Software Development.Identify Software Development career opportunities. (programmer, system analyst, etc.).Standard 6 Students will understand the basic concepts of databases, their use, and developmentObjective 1 Understand how databases are used in societyIdentity several databases that they may be part of.(school SIS, bank, SSN, IRS, state drivers license, etc.)Identify several databases that can be accessed on the Internet. (search engines, white pages, Facebook, real estate listings, eBay, etc.)Objective 2 Understand database concepts to create and use a database.Understand basic vocabulary associated with a database. (flat file, record, field, table, search, select, sort, report, etc.)Create a flat file database, enter, edit, and delete records.Search and sort the database.Create reports to extract information from the database.Standard 7 Students will complete an end-of-course project and participate in work-based learning activities.Objective 1 Create an end-of-course project on an information technology topic or career of their choice.Plan the IT or career project so it could be cross curricular or used in another class if possible.Plan the project as part of a team member. (2-3 team members)Make the project interactive. (Use web pages, presentation software, or programming software.)Prepare to give an oral presentation about your project.Objective 2 Optional: Participate in a work-based learning (WBL) activity.Listen to a guest speaker.Attend a field trip or tour a IT business.Participated in a job shadowing.Plan your own work-based learning activity.Introduction to Communications Technology
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will investigate career opportunities in the communications industry, will explore the impact of communication technology on our society, will be able to identify a variety of communication technologies, and will learn and use safety practices.Objective 1 Identify occupations related to the communication industry.Objective 2 State the differences between past and present methods of communications.Objective 3 Identify a variety of systems, methods, and materials used for building communication technology.Objective 4 Learn and use safe work habits and techniques.Standard 2 Students will understand the design process.Objective 1 Know the steps of the design process.Objective 2 Understand how to identify and classify a problem.Objective 3 Know the steps of researching a design problem.Objective 4 Solve a design-based problem.Standard 3 Students will understand basic drafting concepts and systems.Objective 1 Identify drafting systems.Objective 2 Understand and use drafting techniques. For example:Understand and use lines.Understand and use letters.Understand and use symbols.Objective 3 Understand and use different types of drawings. For example:Understand and use isometric drawings.Understand and use geometric communications drawings.Understand and use orthographic drawings.Understand and schematic drawings.Objective 4 Sketch a part or idea.Objective 5 Interpret a drawing or schematic.Standard 4 Students will demonstrate how information is communicated electronically.Objective 1 Understand, identify, and use electronically communicate information.Objective 2 Objective 3: Understand the value and credibility issues of information.Objective 3 Be able to send, receive, and confirm electronic communication.Objective 4 Understand the expectable use policies of the school.Standard 5 Students will demonstrate how audio visual/multimedia presentation are made and used.Objective 1 Understand the influence of technology on audio/visual multimedia presentations.Objective 2 Understand how to use multimedia programs.Objective 3 Know related vocabulary.Objective 4 Produce a multimedia presentation. For example:Audio presentationVideo presentationComputer presentation softwareStandard 6 Students will identify and demonstrate graphic communication.Objective 1 Understand basic vocabulary of graphics.Objective 2 Identify where graphics are used in industry.Objective 3 Produce a graphics product. For example:Produce a printing product.Produce a silk-screening product.Produce an engraving product.
3 D Design
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseMakingStandard 1 Students will assemble and create 3-D design by manipulating art media and by organizing images with the elements and principles.Objective 1 Refine techniques and processes in a variety of media.Experience and control a variety of 3-D design media, including current arts-related technologies.Select and analyze the expressive potential of 3-D design media, techniques, and processes.Practice safe and responsible use of 3-D design media, equipment, and studio space.Objective 2 Create 3-D design using art elements and principles.Create expressive 3-D design using art elements, including line, shape, texture, form, contrast, and unity.Create expressive 3-D design using art principles to organize the art elements, including emphasis, repetition, and unity.PerceivingStandard 2 Students will find meaning by analyzing, criticizing, and evaluating 3-D design.Objective 1 Critique 3-D design.Analyze 3-D designs regarding use of art elements and principles.Examine the functions of 3-D designs.Interpret 3-D designs.Objective 2 Evaluate 3-D design.Analyze and compare 3-D designs using a variety of aesthetic approaches.Evaluate 3-D designs based on their forming techniques, effective use of art elements and principles, fulfillment of functions, impact of content, expressive qualities, and aesthetic significance.ExpressingStandard 3 Students will create meaning in 3-D.Objective 1 Create content in 3-D design.Identify subject matter, metaphor, themes, symbols, and content in 3-D designs.Create 3-D designs that effectively communicate subject matter, metaphor, themes, symbols, or individually conceived content.Create divergent, novel, or individually inspired applications of 3-D design media or art elements and principles that express content.Objective 2 Curate 3-D designs ordered by medium and content.Organize a portfolio that expresses a purpose such as mastery of a medium, objectives of this Core, or significant content.Exhibit 3-D designs selected by themes such as mastery of a medium, Core objectives, and significant content.ContextualizingStandard 4 Students will find meaning in 3-D design through settings and other modes of learning.Objective 1 Align works of 3-D design according to history, geography, and personal experience.Use visual characteristics to group 3-D designs into historical, social, and cultural contexts; e.g., cubist view of the Egyptians, tenebrism of the Baroque.Analyze the impact of time, place, and culture on 3-D design.Evaluate own relationship with 3-D designs from various periods in history.Objective 2 Synthesize 3-D design with other educational subjects.Integrate the 3-D design with dance, music, and theater.Explore how 3-D design can be integrated across disciplines.Objective 3 Evaluate the impact of 3-D design on life outside of school.Examine careers related to 3-D design.Predict how 3-D design can add quality to life and lifelong learning.Child Development
Course Preface Printable Version (pdf) Course Description Core Standards of the CoursePERFORMANCE OBJECTIVE 1Complete FCCLA Step One. http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtmlStandard 1 Students will evaluate parenting roles and responsibilities.Objective 1 Recognize the characteristics and responsibilities of parenting.Identify the importance of children in society.Evaluate the rights of children.Evaluate parenting responsibilities as they relate to children’s rights.Recognize that early childhood experiences impact individuals as adults.Evaluate factors to consider in determining personal preparedness for parenthood (i.e., biological, social, emotional, financial, educational)Discuss ways parenting skills can be developed.Evaluate the demands and rewards of parenting.Discuss the importance of literacy in building the parent/child relationship, as well as enhancing children’s areas of development. (This objective may be integrated into standards 4, 5, & 6.)Objective 2 Explain the importance of nurture and nature.Discuss nature (heredity) and its implications.Evaluate the impact of nurturing upon all aspects of development.Objective 3 Identify factors influencing the development of self-concept.Define self-concept.List the four components of the self-concept cycle and describe the effects of each.Identify the influences that help develop characteristics of low and high self-concepts.Discuss ways to promote positive self-concepts in children.Performance Objective #2 Interview a parent about the roles and responsibilities of parenthood.Standard 2 Students will identify growth and development.(Objectives may be integrated into each developmental age under standards 4 and 5.)Objective 1 Identify generalizations of growth and development.Identify and define the basic concepts of growth and development. (Growth proceeds from head to foot, etc.)Define and identify physical, cognitive, social, emotional and moral development.Describe the interrelationships between physical, social, emotional, moral, and cognitive aspects of development.Objective 2 Identify the characteristics of selected developmental theories.Recognize that the study of child development is based on research.(Erickson, Piaget, and others)Standard 3 Students will identify characteristics of birth defects, pregnancy, prenatal care and development, and childbirth.Objective 1 Identify heredity and environmental factors influencing birth defects and prenatal care.Analyze the influence and effects of genetics and heredity. (x and y chromosomes, etc.)Define dominant and recessive genes.Specify lifestyle factors that minimize environmental birth defects. (drugs, alcohol, tobacco)Identify the role of folic acid in the prevention of neural tube defects.Classify types of birth defects. (X-linked, multi-factorial, chromosomal error, etc.)Identify heredity and environmental factors influencing birth defects and possible treatments or preventions (Down’s syndrome, PKU, muscular dystrophy, fetal alcohol syndrome, neural tube defects, cleft palate/cleft lip, club hand/foot).Explain the role of prenatal testing in the detection of birth defects. (ultrasound, amniocentesis)Objective 2 Explain the characteristics of pregnancy.Analyze the health risk of teen pregnancy.Explain ovulation and conception. (ovum, ovary, fallopian tubes, uterus, endometrium, cervix, vagina, fertilization)Identify the early signs and symptoms of pregnancy.Identify common discomforts occurring during pregnancy.Identify potential pregnancy complications. (toxemia/pre-eclampsia, miscarriage, stillbirth, premature, low birth weight, etc.)Objective 3 Discuss the importance of early prenatal and on-going prenatal care.Identify the role of appropriate medical care, nutrition, weight gain, and other lifestyle choices on prenatal development.Objective 4 Identify characteristics of prenatal development.Outline the stages occurring during prenatal development. (zygote, embryo, fetus)Define and discuss prenatal terminology. (umbilical cord, placenta, amniotic fluid, amniotic sac, uterus)Identify the prenatal development occurring during each trimester.Discuss multiple births. (identical, fraternal, conjoined, etc.)Objective 5 List the sequential events in the childbirth process.Define childbirth terms. (show, crowning, episiotomy, etc.)Outline the three stages of labor.Discuss delivery options (vaginal, natural, with epidural, c-section)Describe possible complications that may occur during childbirth. (breech, placenta previa, Rh factor, STDs, toxemia pre-eclampsia, etc.)Performance Objective #3 Identify at least four critical components of prenatal care (nutrition, folic acid, drugs, alcohol, tobacco, medical care, etc.) and explain the effects of each component (good or bad) on the developing fetus.Standard 4 Students will explain the growth and development of the neonate (newborn) and infant.Objective 1 Describe the growth and development of the neonate (newborn) and infant.Identify the physical characteristics and needs of the neonate.Explain the Apgar test and scale.Identify the function of fontanels.Discuss feeding options of the neonate.Define nurturing and bonding and discuss the importance of the bonding process after delivery.Identify common newborn reflexes. (rooting, startle/moro, babinski, grasping, tonic neck, etc.)Objective 2 Describe the growth and development of the infant.Identify the sequence of physical development of the infant.Identify the height and weight gains during the first year of life.Describe the emotional and social development of the infant.Define and discuss stranger anxiety and separation anxiety.Describe Erickson's stage of trust vs. mistrust.Describe Piaget’s sensorimotor stage of development.Define and discuss object permanence.Discuss the types and role of play for infant age children. (solitary, on-looker)Examine the reasons for infant crying and how to meet those needs.Examine shaken baby syndrome and its ramifications.Describe sudden infant death syndrome (SIDS) and prevention strategies.Performance Objective #4 Evaluate three age-appropriate activities for infants and explain how each activity stimulates the infant’s development (physical, social, emotional, cognitive).Standard 5 Students will explain the growth and development of toddlers and preschoolers.Objective 1 Describe the growth and development of the toddler.Describe the physical characteristics and skills of toddlers.Discuss the role of nutrition in the physical development.Discuss readiness for appropriate toileting practices.Describe the social and emotional characteristics of toddlers.Discuss the importance of autonomy for a toddler's development. (Erickson’s autonomy vs. shame and doubt)Discuss Piaget’s sensorimotor and preoperational stages of cognitive development.Describe language development during the toddler stage.Discuss the types and role of play for toddler age children. (parallel)Performance Objective #5 Performance Objective #5: Evaluate three age-appropriate activities for toddlers and explain how each activity stimulates the toddler’s development (physical, social, emotional, cognitive).Objective 2 Describe the growth and development of the preschooler.Describe the physical characteristics and skills of the preschooler.Identify the gross (large) and fine (small) motor skills developed.Describe the social and emotional characteristics of the preschooler.Discuss Erickson’s stage of initiative vs. guilt.Discuss the development of social skills learned during the preschool years.Describe Piaget’s preoperational stage of cognitive development during preschool years.Define and give examples of a child’s ability to understand terms related to cognitive development. (sorting, classifying, seriation, transformation, reversal, conservation)Describe the development of understanding between reality and fantasy.Discuss the types and role of play for preschool age children. (cooperative)Discuss how to teach moral behavior to the preschooler.Performance Objective #6 Evaluate three age-appropriate activities for preschoolers and explain how each activity stimulates the preschooler’s development (physical, social, emotional, cognitive).Standard 6 Students will practice age-appropriate positive guidance techniques and strategies for coping with challenging situations.(Objectives may be integrated into each developmental age under standards 4 and 5.)Objective 1 Analyze appropriate positive discipline/guidance techniques.Define guidance, discipline, and punishment.Distinguish between punishment and discipline/guidance techniques.Identify common reasons children misbehave. (natural curiosity, need to belong, revenge, etc.)Discuss reasons and guidelines for setting limits.Compare natural and logical consequences.Discuss guidelines for using positive guidance techniques. (redirection, time out, positive statements, etc.)Performance Objective #7 Apply positive guidance techniques to resolve behavior challenges for each stage of development (infants, toddlers, and preschoolers).Objective 2 Describe challenging situations and the skills needed to cope.Identify and discuss challenging situations (handicaps, grief, death, divorce, illness, etc.) and signs of stress in children. (biting, crying, power struggles, etc.)Describe childhood feelings dealing with challenging situations and identify coping strategies.Discuss childhood fears and strategies to deal with fears.List and define the types of abuse (emotional, physical, sexual, neglect).Discuss reporting procedures for abuse.Identify local resources available for parent and/or child assistance.Standard 7 Students will examine issues related to the health and wellness of children.(Objectives may be integrated into each developmental age under standards 4 and 5.)Objective 1 Identify health and wellness considerations for infants through preschoolers.Identify signs and symptoms of childhood illnesses.Describe common childhood immunizations for communicable diseases (MMR, DTP, HIB, hepatitis B, chicken pox, polio)Identify basic first aid practices for bumps and bruises, burns, bleeding, poisons, choking, and insect bites.Objective 2 Identify safety consideration for infants through preschoolers.Discuss the importance of car seats.List appropriate child proofing strategies.Clothing and Textiles I
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will be able to recognize basic sewing equipment.Objective 1 Identify sewing machine parts and their function, safety, and maintenance.Identify the needle stitch plate, feed dogs, presser foot, bobbin case, spool pin, upper thread tension, presser foot lever/lifter, thread take-up lever, foot pedal, handwheel, stitch length control, and stitch width control.Demonstrate how to thread the sewing machine, replace a needle and how to turn the hand wheel when sewing.Identify how a stitch is formed (sewing machine forms a stitch when the upper and bobbin threads interlock).Identify safe sewing procedures (keep fingers a safe distance from needle, foot pedal placement).Clean, oil, and care for the machine according to machine manual.Objective 2 Introduce the serger and its function.Discuss the advantages of the serger (cuts excess fabric, sews, and edge finishes)Practice operating the serger.Discuss safety and maintenance of a serger (always leave the presser foot down, do not serge over pins, zippers, or excessive bulk).Objective 3 Resolve sewing machine malfunctions.Identify basic problems encountered when sewing: thread jam, broken needle, and incorrect stitch formation.Explain solutions to common sewing machine malfunctions (skipped stitches, lint removal, noisy sewing machine, puckered seams, snagged fabric, tension, and looped thread).Objective 4 Identify sewing equipment, function, and safety procedures.Identify a seam ripper, dressmaker pins, shear/scissors, pinking shears, rotary cutter and mat, seam gauge, tape measure, and transparent rulers.List sewing equipment safety precautions, procedures, and maintenance.Standard 2 Students will be able to recognize basic pressing equipment.Objective 1 Identify parts and functions of irons.Identify temperature settings with different fiber content.Explain safety procedures.Explain the maintenance, cleaning and storage of an iron.Objective 2 Identify basic pressing equipment and functions.Demonstrate the use of a pressing cloth.Complete pressing/ironing techniques (press as you sew, appropriate pressing of seams).Demonstrate the use of fusables.Standard 3 Students will be able to analyze the characteristics and care of specific textiles.Objective 1 Identify basic fibers, the characteristics, use and care of each textile.Identify natural fibers and their characteristics (cotton, linen, silk, wool).Identify synthetic fibers and their characteristics (nylon, polyester, acrylic, rayon, spandex, acetate).Identify advantages of blended fibers used in fabrics.Practice various stain removal techniques (grass, gum, blood, chocolate, make-up, ball point pen; stains set by heat and time).Select correct laundering procedures based on clothing care labels.Objective 2 Discuss how fabric construction affects selection of fabric.Identify the terminology of woven fabrics (lengthwise, crosswise, bias, selvage, straight of grain/lengthwise, and cut/raw edge).Identify the characteristics of woven, knit (interlocking loops), and non-woven/felted fabrics.Identify correct fabric for project.Standard 4 Students will use pattern envelope and guidesheet/instructions for pre-construction skills at the introductory level.Objective 1 Identify the information found on the pattern envelope and instruction guide sheet.Identify important information on the pattern envelope (appropriate size, fabric type, notions, and yardage)Identify important information found on the guidesheet (select pattern pieces, layout, and construction steps)Determine pattern size based on body measurements.Objective 2 Complete pattern preparation.Identify pattern tissue terminology/symbols (straight of grain arrows, notches, small dots, squares, triangles, buttons and buttonholes, cutting line, fold line).Complete necessary pattern adjustments (length or width).Objective 3 Correctly layout the pattern pieces on the fabric.Preshrink fabrics with high cotton content.Press and straighten grain, if necessary.Check for one-way and/or nap layout.Identify correct layout.Check straight of grain.Double check all pieces before cutting.Objective 4 Correctly pin and cut out the fabric pieces.Use correct spacing and positioning of pins (pin perpendicular to pattern edge, inside cutting line).Select and use appropriate cutting tools.Cut notches.Keep the fabric as flat as possible when cutting pattern pieces out.Objective 5 Correctly mark the necessary pattern markings on the fabric pieces.Identify marking tools and methods.Select and use the best type of marking for fabric (pins, marking pen/pencil, chalk, tracing wheel and paper)Standard 5 Students will utilize construction techniques at the introductory level.Objective 1 Identify and practice basic construction techniques (basting stitch, back stitching, pivoting, clipping, notching, fold line, grading/layering, interfacing, reinforce stitching, seam allowance, seam finishes, selvage, stitching line, top stitching, and right sides together).Objective 2 Examine and select correct thread for the project.Standard thread is "all purpose".Specialty threads (quilting, heavy duty, embroidery, metallic)Serger thread is lighter weight than all purpose sewing machine thread.Quality thread prevents stitching problems.Objective 3 Compare and select correct needles.Identify needle types (universal, sharp and ball point)Needle size/number (smaller size/number needle for fine or lightweight fabrics, larger needle size/number for dense or thicker fabrics)Insert needle according to machine manual.Objective 4 Identify and construct standard seam widths and markings.Check guidesheets/instructions for correct seam width (standard seam width for commercial pattern is 5/8 inch).Identify 1/4, 3/8, 1/2, 5/8, and ¾-inch width guidelines on the needle stitch plate.Objective 5 Press garment correctly.Pressing is an up and down motion, ironing is a sliding motionPress as you sew (never sew over a seam that hasn’t been pressed).Use correct temperature for fabric/fiber contentUse steam/moisture if appropriateUse pressing cloth to prevent scorching and/or shine marksStandard 6 Students will demonstrate basic construction techniques.Objective 1 Complete appropriate seam finishes.A seam finish is applied to the raw fabric edges, used to prevent raveling/frayingIdentify terms: zigzagged, serged open, serged closed, clean finished, stitched and pinked.Objective 2 Construct an appropriate casing for the project (1/4” wider than the elastic or draw cord)Objective 3 Construct a patch pocket with mitered corners and reinforced top corners (triangle, horizontal, bartack or double row of topstitching).Objective 4 Construct a buttonhole (length of button hole = depth of button + button diameter) Note: This is the correct mathematical equation.Objective 5 Attach a button by using a hand needle and thread.Objective 6 Construct a machine-stitched hem.Objective 7 Demonstrate the ability to follow guidesheet/instructions throughout the project construction.Objective 8 Complete one or more of the following hand stitches: blind stitch, hemstitch, slipstitch, whipstitch, or ladder stitch.Clothing and Textiles II
Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Students will use intermediate sewing, serging, and pressing techniques.Objective 1 Identify sewing machine parts and their functions (adjust stitch length with various fabric thickness/purpose).Explain the use of specialty feet (zipper, buttonhole, blind hem, and additional feet)Review owner’s guide for care and specific maintenance of the machineObjective 2 Identify the parts of the serger and their functionsIdentify the needle stitch plate, feed dogs/system, presser foot, thread tensions, presser foot lever/lifter, handwheel, stitch length control, stitch width control, knives, and loopers.Operate and care for serger according to machine manual (clean, oil).Objective 3 Practice advanced pressing techniques.Incorporate the practice of “press as you sew”Use correct pressing equipment (tailor's ham, sleeve board, seam roll, point presser, pressing cloth).Identify and use appropriate temperature settings for a various fabrics with different fiber content.Standard 2 Students will distinguish the different types of fabric and fiber characteristics.Objective 1 Identify and review basic fibers (natural- cotton, linen, silk, wool) (synthetic- nylon, polyester, acrylic, rayon, spandex, acetate).Objective 2 Identify various types of fabric construction.Identify woven fabrics.Identify basic weaves (lengthwise and crosswise yarns). (plain, basket, twill, satin)Identify knit (interlocking loops) fabric.Identify non-woven fabrics (felt).Standard 3 Students will review and demonstrate pre-construction techniques at the intermediate level.Objective 1 Identify necessary pattern information and alterations.Determine pattern size based on body measurements and finished garment measurements (wearing ease).Use pattern envelope to determine correct type and amount of fabric.Make pattern alterations (demonstrate length and width adjustments).Select appropriate fabric, yardage, and notions for the project.Demonstrate correct pattern layout techniques including one-way directional, napped, straight of grain, or plaid fabrics as stated on guidesheet.Objective 2 Apply appropriate fabric and pattern preparation techniques.Pre-shrink fabric as appropriate.Review pattern symbols (pleat, dart).Review pattern placement and layout.Discuss one-way directional/nap layout.Review fabric terms.Objective 3 Practice correct cutting techniques.Objective 4 Demonstrate correct marking techniques.Standard 4 Students will use correct construction techniques at the intermediate level.Objective 1 Practice intermediate stitching techniques.Select appropriate thread and needle for project.Identify and demonstrate stitching techniques (dart, ease stitching, gathering, pleat, tuck, understitching, stitch in the ditch, stay stitching) and their applications).Objective 2 Use appropriate techniques for enclosed seams (clipping, notching, layering/grading, trimming).Objective 3 Practice correct application techniques for applying interfacing and attaching facings or collars.Select and apply appropriate interfacing (fusible, non-fusible).Demonstrate techniques associated with attaching facings or collars.Objective 4 Identify each of the following and construct one or more: darts, pleats, and gathers.Objective 5 Identify each of the following sleeves and construct one or more: kimono, raglan, set in (closed seam, open/flat).Objective 6 Identify each of the following zipper applications and construct one or more: centered, lapped, fly, exposed/sport, invisibleObjective 7 Attach one or more appropriate closure: hook and eye, snaps, and pant/skirt hook.Objective 8 Identify correct application techniques for a trim or other decorative technique: trims, ruffles, lace, piping, decorative stitching, gripper snaps, machine embroidery, appliquéObjective 9 Identify types and complete correct application of hems.Identify steps of hem preparation (appropriate length and width, reduce bulk, ease, pressing)Complete one or more of the following hemming techniques: hand stitched hems, double fold hem, machine blind hem, rolled hem.Apply correct edge finishes: clean finished, zigzag, serged, stitched and pinkedObjective 10 Construct buttonhole and attach button.Determine correct size of buttonhole (length of button hole = depth of button + button diameter) Note: This is a correct mathematical equation.Mark placement and construct a buttonhole.Mark placement and attach a button using a thread shank.Objective 11 Demonstrate the ability to follow directions/guidesheet throughout the project construction.Core Standards of the CourseStandard 1 (Technology Operations and Concepts) Students will be introduced to and be able to demonstrate a sound understanding of computer technology: what types of technology exist, how types of technology function, what component parts work with specific technologies (NETS-S 6: a, b, c, d).Objective 1 Demonstrate understanding of computer hardware, peripherals and troubleshooting (RST 11-12.3, 4, 10).Explore various computers available in current technology.Identify and understand components and peripherals, including input-output devices: cameras, printers, scanners, game-controllers, etc.Explore and demonstrate knowledge of how to maintain computer equipment and solve common hardware problems.Objective 2 Understand, evaluate, and use computer software (RST 11-12.8 & 9).Use software tools for creating, finding, organizing, and communicating information.Popular software: word processing, spreadsheets, presentation software, databases, graphic and multimedia programs, etc.Transfer knowledge of how software and hardware work together to perform computing tasks (Information Processing Cycle: Input, Output, Processing, Storage, Communication).Understand software types and be able to access updates.Objective 3 Explore and demonstrate understanding of managing operating systems (RST 9-12.3).Select and/or use the following effectively and productively: windows, folders, files and shortcuts; install, uninstall and run various applications; solve common problems.Critically discuss and select operating systems and capabilities (e.g., Windows, Macintosh OS, Linux, etc.).Use an operating system to manipulate a computer’s desktop, files and disks.Identify how to change system settings, install and remove software. Describe the different roles and rights of users on a computer.Identify the different purposes and power states of an operating system.Manage (create, delete, move, duplicate, etc.) computer files.Understand directories, file extensions, and associations.Standard 2 (Productivity Applications) Students will understand and effectively use the common application functions with word processing, spreadsheets, and presentation software and routinely interact, collaborate, and publish with peers/online communities using these tools and functions (NETS-S 6: a, b, c, d).Objective 1 Understand and integrate common program functions (RST 9-12.10; WHST 9-12.9).Be able to start and exit an application, identify and modify interface elements.Assess and use sources of online help.Create new blank files and files from templates.Learn and perform common editing, formatting, and personalization functions.Learn and perform common printing/outputting functions.Search effectively in a data file.Change views within a data file.Use and manipulate multimedia files in a file (e.g. rotate, crop, resize, insert, and delete)Objective 2 Understand and integrate word processing functions (WHST 9-12, 6 &10).Be able to effectively create and format text and documents (use automatic formatting tools).Be able to use word-processing tools to automate processes: document review, security, collaboration.Use and modify tables and different lists.Use and modify page layout options (e.g. numbering, columns, margins, and alignment of text in paragraphs and tables, tabs and rulers, and orientation).Objective 3 Effectively use and understand spreadsheet features for application in simulated and real-world situations (RST 9-12.3; WHST 9-12.7) (NETS 4: a, b, c, d).Modify, organize and manage worksheet data, structure and formatting (e.g., budgets, statistics, inventory).Modify cells, columns, and rows (e.g. insert, delete, adjust the width/height, change alignment, locate, merge and unmerge cells).Sort, calculate and manipulate data using formulas and functions and create/build simple, effective charts.Apply knowledge of spreadsheets to create and modify charts and graphs.Objective 4 Effectively use and understand presentation software (RST 9-12.3; WHST 9-12.7).Insert and modify text, tables, multimedia, charts, and shapes on a slide.Add, remove, and modify the order of slides.Change the layout of slides.Add and modify animations and transitions.Understand the changing history of presentation software and its place in the modern workplace and academic setting.Design, manage, modify and present presentations for a variety of audiences and purposesObjective 5 Understand basic database interactions.Create and run basic reports.Use and modify a basic query.Add, delete, and modify data in a database.Standard 3 (Communication Networks, the Internet, and Digital Citizenship) Students will understand and be able to effectively use and navigate networks and the Internet (WHST 9-12.8) (NETS 5: a).Objective 1 Interact with and be a part of using computers.Use computers as powerful tools for finding, sharing, and storing information around the globe.Explore the risks of computing and study the negative impacts on society.Advocate and practice safe, legal, and responsible use of information and technologyIdentify the differences between the Internet, World Wide Web, and browsers.Classify domains, hyperlinks, homepages, favorites/bookmarks, plugins, tabs, browser history, and downloads/uploads.Objective 2 Identify network fundamentals.Understand and evaluate different networks and how they transmit different types of data.Understand and identify the roles of clients and servers in a network.Understand the fundamental principles of security in regards to networks.Demonstrate an understanding of network speeds, wireless communication, firewalls, and gateways.Define PSNs, DNSs, IP addresses, LANs, WANs, and VPNs.Solve connectivity and common network problems.Objective 3 Demonstrate skills for digital citizenship.Categorize the difference between personal and professional communication.Define and explain spamming, flaming, cyber-bullying, libel, and slander.Define and describe censorship, filtering, intellectual property, piracy, copyright, licensing, and creative commons.Standard 4 (Electronic Communication and Collaboration) Students will use multiple processes of communication. They will understand what appropriate means of communication is most beneficial for a given task’s purpose and audience (NETS-S 4: a, b, d & 2: a) (RST 9-12. 2, 9 & 10; WHST 9-12. 6, 8 &9).Objective 1 Interact with and identify different types of electronic communication/collaboration: e-mail, cell phones, blogs, teleconferencing, social networks, email and other electronic devices/tools.Demonstrate responsibility in choosing the appropriate means of communication for a given situation and audience.Understand common problems and challenges with electronic communication. (e.g., delivery failure, junk mail, fraud, viruses, etc.).Objective 2 Search effectivelyUse effective search terms in a search engine to get specific information from reputable sources.Evaluate information from forums, knowledge bases, and articles.Determine the validity of information.Use advanced features of a search engine to filter information by file, media, category, and size.Objective 3 (Computer and the Use of the Internet within Society) Students recognize ways in which human lives interact with and utilize computers (RST 9-12.6, 8 & 9) (NETS 5: b).Analyze and discuss various societies’ uses of computing (e.g., work, school, government, home and social interaction)Identify the risks of using computer hardware and software safely, ethically and legally.Explain how to protect identity online (e.g. personal firewalls, cookies, virus and spyware protection, updating programs, and operating systems).Investigate the purpose of ergonomics with monitors, computer mice, chair settings, lighting, and posture.Standard 5 (Course Integration throughout General Education Classes) Students will use their document processing, spreadsheet, and/or electronic presentation skills to complete a cross curricular project during the semester (or trimester, etc.,) in which they are enrolled in the Computer Technology course (NETS 2: a, b, c, d).Objective 1 Students will use any or all of the following in a project to be presented to the Computer Technology teacher and a cross-curricular teacher: document processing, spreadsheet, electronic presentation.English Language Arts Grade 9-10 [2011]
Course Preface Printable Version (pdf) 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 strong and thorough 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 in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reading: Literature Standard 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).Reading: Literature Standard 5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.Reading: Literature Standard 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.Integration of Knowledge and IdeasReading: Literature Standard 7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 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 strong and thorough 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 a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reading: Informational Text Standard 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.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 cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).Reading: Informational Text Standard 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Reading: Informational Text Standard 6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.Reading: Informational Text Standard 8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Reading: Informational Text Standard 9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 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 in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Text Types and Purposes (continued)Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.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 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Writing Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Research to Build and Present KnowledgeWriting Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Writing Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, 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 grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).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 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 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.Speaking and Listening Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Speaking and Listening Standard 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.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. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.Knowledge of LanguageLanguage Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).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, its part of speech, or its etymology.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., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.Language Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering 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) Core Standards of the CourseStandard 1 Human Computer Interaction (4 weeks) Students are introduced to the concepts of computer and computing while investigating the major components of computers and the suitability of these components for particular applications.Objective 1 Students will experiment with internet search techniques, explore a variety of websites and web applications and discuss issues of privacy and security. Fundamental notions of Human Computer Interaction (HCI) and ergonomics are introduced.Analyze the characteristics of hardware components to determine the applications for which they can be used.Use appropriate tools and methods to execute Internet searches which yield requested data.Evaluate the results of web searches and the reliability of information found on the Internet.Use good keyboarding skills.Objective 2 Students will learn that "intelligent" machine behavior is not "magic" but is based on algorithms applied to useful representations of information, including large data sets.Explain the differences between tasks that can and cannot be accomplished with a computer.Objective 3 Students will learn the characteristics that make certain tasks easy or difficult for computers, and how these differ from those that humans characteristically find easy or difficult.Objective 4 Students will gain an appreciation for the many ways in which computing-enabled innovation have had an impact on society, as well as for the many different fields in which they are used. Connections among social, economical and cultural contexts will be discussed.Analyze the effects of computing on society within economic, social, and cultural contexts.Communicate legal and ethical concerns raised by computing innovation.Explain the implications of communication as data exchange.Objective 5 Student will gain skills and use common features and commands used of key software applications.Learn and use features – shortcuts, cut, copy, paste, print, spellcheck, undo, find/replace, preferences, selection, etc.Learn and apply formatting – basic text formatting, styles, etc.Learn and use application document navigation – open, close, save, save as, search, views, etc.Learn and work with multimedia files – input, resize, crop, rotate, etc.Collaborate and share documents with others documents on the network, by email, or in the cloud.Objective 6 Students will learn and use the key application of word processing to complete a variety of documents.Learn and use document layout features – page layout, spacing, indentation, headers, footers, references, table of contents, graphics, etc.Organize data in the form of lists and tables.Create projects including: daily journal, project proposals, project reports, project documentation, letters, resume, etc.Objective 7 Students will learn and use the key application of a spreadsheet to create a variety of documents to solve problems.Learn and use spreadsheet layout features – insert/delete rows & columns, adjust cell sizes, change alignment, merge cells, change formatting, etc.Create and use cell formulas – order of preference, +, -, *, /, ^, etc.Implement functions in cells – sum, min, max, average, count, if, etc.Insert charts and graphs.Use data management to sort and filter data.Create projects including: grade sheet, data analysis etc.Objective 8 Students will use the key application of a presentation program to create a variety of documents to present and publish project ideas and results.Plan or storyboard a presentation prior to creation.Design slides based on good design principles, applying layout, animations, timing, transitions, etc.Insert a variety of content in a presentation – text, lists, tables, media, charts, graphics, hyperlinks, Web links, etc.Manage the presentation by adding slides, deleting slides, revising the slide order, etcCreate projects including: ePortfolio, project proposals, project presentations, etc.Objective 9 Students will live online safely and effectively by using Internet browsers to search, gather, and analyze online documents.Understand the concepts, differences, and uses of the Internet, browsers, and WWW.Navigate the Internet – domains, hyperlinks, home page, forward, back, refresh, favorites, plugins, history, search, tabs, downloading, uploading, etc.Objective 10 Students will demonstrate the ability to live online by using digital communication to communicate in a variety of ways.Use email to communicate appropriately with others with proper spelling, grammar, formatting, etc.Attach documents to an email to share it.Understand and use where applicable real time communication – texting, SMS, VoIP, Skype, video conference, etc.Standard 2 Problem Solving (4 weeks) This unit also focuses on the connections between mathematics and computer science.Objective 1 Students with opportunities to become "computational thinkers" by applying a variety of problem-solving techniques as they create solutions to problems that are situated in a variety of contexts.Name and explain the steps they use in solving a problem.Solve a problem by applying appropriate problem-solving techniques.Express a solution using standard design tools.Determine if a given algorithm successfully solves a stated problem.Create algorithms that meet specified objectives.Summarize the behavior of an algorithm.Compare the tradeoffs between different algorithms for solving the same problem.Explain the characteristics of problems that cannot be solved by an algorithm.Objective 2 The range of contexts motivates the need for students to think abstractly and apply known algorithms where appropriate, but also create new algorithms. Analysis of various solutions and algorithms will highlight problems that are not easily solved by computer and for which there are no known solutions.Objective 3 Students will be introduced to selected topics in discrete mathematics including Boolean logic, functions, graphs and the binary number system. Students are also introduced to searching and sorting algorithms and graphs.Explain the connections between binary numbers and computers.Standard 3 Web Design (5 weeks) This section prepares students to take the role of a developer by expanding their knowledge of algorithms, abstraction, and web page design and applying it to the creation of web pages and documentation for users and equipment.Objective 1 Students will explore issues of social responsibility in web use.Create web pages with a practical, personal, and/or societal purpose.Objective 2 They will learn to plan and code their web pages using a variety of techniques and check their sites for usability.Use abstraction to separate style from content in web page design and development.Create web pages to address specified objectives.Select appropriate techniques when creating web pages.Describe the use of a website with appropriate documentation.Objective 3 Students learn to create user-friendly websites.Apply fundamental notions of Human Computer Interaction (HCI) and ergonomics.Standard 4 Introduction to Programming (6 weeks) Students are introduced to some basic issues associated with program design and development.Objective 1 Students design algorithms and create programming solutions to a variety of computational problems using an iterative development process in Scratch.Use appropriate algorithms to solve a problem.Design, code, test, and execute a program that corresponds to a set of specifications.Select appropriate programming structures.Locate and correct errors in a program.Explain how a particular program functions.Justify the correctness of a program.Objective 2 Programming problems include mathematical and logical concepts and a variety of programming constructs.Create programs with practical, personal, and/or societal intent.Standard 5 Computing and Data Analysis (6 weeks) In this unit students explore how computing has facilitated new methods of managing and interpreting data.Objective 1 Students will use computers to translate, process and visualize data in order to find patterns and test hypotheses.Describe the features of appropriate data sets for specific problems.Use computers to find patterns in data and test hypotheses about data.Justify conclusions drawn from data analysis.Objective 2 Students will work with a variety of large data sets that illustrate how widespread access to data and information facilitates identification of problems.Apply a variety of analysis techniques to large data sets.Compare different analysis techniques and discuss the tradeoffs among them.Objective 3 Students will collect and generate their own data related to local community issues and discuss appropriate methods for data collection and aggregation of data necessary to support making a case or facilitating a discovery.Standard 6 Societal Impacts of Computing (Woven throughout the course. ) Throughout the course, is placed on how computing enables innovation in a variety of fields and the impacts that those innovations have on society. Computing is situated within economic, social and cultural contexts and, therefore, influences and is influenced by each of these. The proliferation of computers and networks raises a number of ethical issues. Technology has had both positive and negative impacts on human culture.Objective 1 Students will be able to identify ethical behavior and articulate both sides of ethical topics.Discuss issues of equity, access, and power in the context of computing resources.Communicate the legal an ethical concerns raised by computational innovations.Explain positive and negative effects of technological innovations on human culture.Objective 2 Students study the responsibilities of software users and software developers with respect to intellectual property rights, software failures, and the piracy of software and other digital media.Analyze how computing influences and is influenced by the cultures for which they are designed and the cultures in which they are used.Analyze how social and economic values influence the design and development of computing innovations.Discuss privacy and security concerns related to computational innovations.Objective 3 Students are introduced to the concept of open-source software development and explore its implications.Describe ways in which computing enables innovation.Discuss the ways in which innovations enabled by computing affect communication and problem solving.Objective 4 Students identify and describe careers in computing and careers that employ computing.Objective 5 Students will use skills and applications learned to complete a cross curricular project for the class.Standard 7 Computing FundamentalsObjective 1 Students will demonstrate an understanding of basic operating system features and functions.Demonstrate an understanding of an OS, its function, its relationship to hardware, common features, need for upgrades, etc.Explain the difference between operation system and application software.Manage computer folder and/or files and use different OS tools.Understand common file types and extensions.Manage OS configurations, customize desktop settings, etc.Objective 2 Students will demonstrate an understanding of computers, computer hardware, computing devices, computer performance, peripherals, etc.Identify computer hardware, peripherals, etc. and explain the functions of the item.Identify different storage media – external drives, flash drives, cloud storage, etc.Identify different computing devices – desktop, laptop, server, tablet, smart phone, etc.Explain how computing performance is affected by memory, processor, storage, network bandwidth, etc.Objective 3 Students will demonstrate an understanding of computer software and related concepts.Understand software management including install, uninstall, configuration, etc.Understand software licensing – freeware, shareware, open-source, End User License Agreements (EULAs), site licensing, etc.Understand and use software tools – file compression, updates, disk management, virus and malware software scanners, etc.Objective 4 Students will use problem solving skills to troubleshoot software and hardware problems.Understand concepts related to software – updates, OS versions, virus or malware removal, Safe mode, Knowledge Base, Help, task management, etc.Identify and explain the uses of different cables and connections used on computers.Understand the need to backup a computing device to a external device, cloud, local drive, etc. and how to restore from a backup.Objective 5 Students will demonstrate a knowledge networking concepts.Understand the Internet concepts of speed, bandwidth, wired, wireless, cell wired, security, etc.Understand different network types, features, and capabilities – publicly switched networks, domain name server (DNS), addressing, LAN, WAN, VPN, etc.Show an understanding problem solving that involves common network problems, IP addressing, solve simple network scenarios, etc.Fashion Strategies
Course Preface Printable Version (pdf) Course Description Core Standards of the CoursePERFORMANCE OBJECTIVE 1Complete FCCLA Step One. http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtmlStandard 1 Students will explore the fundamentals of fashion.Objective 1 Identify why we wear clothes (protection, adornment, identification, modesty, status)Objective 2 Define terminology.Common terms: accessories, avant-garde, classic, design details, draped, fad/craze, fashion, fashion cycle (introduction, rise, peak, decline, outdated), garment type, haute couture, ready to wear, style, tailored, trend, wardrobe.Basic design details: shirts, collars, sleeves, necklines, skirts, pants/trousers, jackets, etc.Objective 3 Discuss the history of fashion.Trends repeat every 20-30 years1890’s – Victorian Era. Gibson Girl, corset, bustle, hourglass silhouette.1900’s – Industrial Revolution Era. Duster coat, shirtwaist, Leg O’ Mutton sleeves, s-curve silhouette.1910’s – WWI Era. Hobble skirt, bathing suit, bloomers, inverted triangle silhouette.1920’s – “Roaring ‘20’s’ Era. Flapper, costume jewelry, cloche’ hat, tubular silhouette.1930’s – Depression Era, bias cut dresses, waistline restored, hemlines dropped, hand-me downs, flour sack clothing, hourglass silhouette.1940s – WWII Era. Convertible suit, slacks, Eisenhower jacket, inverted triangle silhouette.1950s – Rock n’ Roll era. Poodle skirts, saddle shoes, Capri pants, the new look (Christian Dior), teenagers, hourglass silhouette.1960s – Civil rights Era. Miniskirts, pantsuits, pillbox hat, tubular silhouette.1970s – Hippy to Disco Era. Unisex, bold flower prints, platform shoes, triangular silhouette.1980s – Yuppie Era. Logo wear, designer jeans, exercise wear, inverted triangle silhouette.1990s – The Dot Com Era. Bare midriff, rejection of fashion, grunge.2000s - Inspiration drawn from the previous decades – anything goes!Objective 4 Identify and discuss characteristics of fashion capitals and designers.Major Fashion Capitals: Paris, France (First Fashion capital); Milan, Italy, (Elegance and luxurious fabrics); Tokyo, Japan (Asian influence, loose and unstructured); London, England (Modern British designers tend to favor a "rebel" look); New York City, New York (Clean cut casual style). (See FS addendum for added information)Discuss designers of influence (Coco Chanel, Christian Dior).Objective 5 Identify fashion related careers (costume designer, museum curator, etc.)Performance Objective #2 Prepare an oral or written report on a fashion capital, fashion designer, historic era, or fashion career that has influenced fashion.Standard 2 Students will recognize and use the principles and elements of fashion design.Objective 1 Demonstrate knowledge of the elements (tools) of design.Line (vertical, horizontal, curved, and diagonal - visual effects)Shape/clothing silhouetteColorColor basics: hue, primary, secondary, tertiary/intermediate, location on a 12 color wheelValue: tints, shadesIntensity: brightness, dullness (tones)Schemes: neutral, accented neutral, monochromatic, triad, analogous/adjacent, complementaryTexture (tactile, visual)Pattern (naturalistic, conventional/stylized, geometric, abstract)Objective 2 Demonstrate knowledge of the principles (rules) of design.Proportion/ScaleBalance: formal/symmetrical, informal/asymmetricalEmphasis: focal pointRhythm: gradation, opposition, radiation, repetition, transitionHarmony: unity and varietyObjective 3 Identify related careers (fashion designer, illustrator, etc.).Performance Objective #3 Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades.Performance Objective #4 Create a fashion project or professional presentation incorporating the principles and elements of design; explain in writing, (design, portfolio, power point, display, etc.)Standard 3 Students will understand the use of textiles in fashion.Objective 1 Identify basic fibers, the characteristics, use and care of the following textiles.Identify sources and characteristics of natural fibers: cotton, linen, silk, woolIdentify sources and characteristics of synthetic fibers: nylon, polyester, acrylic, rayon, spandex, acetate.Objective 2 Recognize various types of fabric construction.Identify basic weaves (plain, twill, satin).Define knits.Identify non-woven fabrics. (felt)Fabric Finishes (solution, yarn, and piece dying, printing)Objective 3 Identify textile related careers (textile designer, textile chemist, fabric designer, etc.).Performance Objective #5 Create a fabric reference guide consisting of natural/synthetic fibers and woven/knit fabrics.Standard 4 Students will identify consumer strategies associated with fashion.Objective 1 Identify consumer influences.Cultural and economic conditionsMedia & advertisingTechnologyPurchasing influences (conformity, peer pressure, social expectations, culture [ethnicity, religion], individuality)Objective 2 Identify various types of purchasing options:Types of stores (chain, department, specialty, discount, manufacturer-owned, outlet)Internet & CatalogObjective 3 Identify consumer skills and purchasing decisions.Judging quality (basic construction, seams, matching plaid, attachment of fasteners)Cost per wearSmart shopping (sales, comparison shop, coupons, membership clubs)Labels (required by law: fiber content, garment care, international care symbols, manufacturer number, country of origin)Hang tags (optional: brand name, advertising, logo, etc.)Objective 4 Identify related careers (buyer, retail sales, journalist, advertising, etc.).Standard 5 Students will evaluate personal fashion characteristics.Objective 1 Aspects of personal appearance.Personal styles - yin/yangBody types/silhouette: Hourglass, Triangle, Inverted Triangle, RectanglePersonal coloring (warm and cool)Objective 2 Identify and analyze current wardrobe needs for a personal lifestyleBasic 8 pieces - Classic, well-constructed, cost per wear, neutral + a favorite color (Long sleeve T-shirt, Short sleeve T-shirt, Tank top, Button down shirt (tailored), Light weight cardigan, Little black dress, Jeans, Dress pants)Trendy – current style and patterns, colorful, fun, fad to mix & match (Woven shirt, Skirt, Patterned jeans, Dressy jacket, Casual jacket, Patterned scarf)Objective 3 Identify related careers (fashion stylist, personal shopper, etc.).Performance Objective #6 Plan a personal wardrobe using the eight basic pieces and six trendy pieces. Accessorize based on personal taste. Create a visual representation and write a description that explains how this collection expresses your personal fashion characteristics.
The group's name Los Zetas is given after its first commander, Arturo Guzmán Decena, whose Federal Judicial Policeradio code was "Z1",[16] a code given to high-ranking officers.[17][18][19] The radio code for Commanding Federal Judicial Police Officers in México was "Y" and are nicknamed Yankees, for Federal Judicial Police in charge of a city the radio code was "Z", and thus they were nicknamed as the letter in Spanish, "Zetas".[citation needed]
Foundation[edit]
After Osiel Cárdenas Guillén took full control of the Gulf Cartel in 1999, he found himself in a violent turf war. In order to keep his organization and leadership, Cárdenas sought out Arturo Guzmán Decena, a retired Army lieutenant who lured more than 30 army deserters of the Mexican Army's elite Grupo Aeromóvil de Fuerzas Especiales (GAFE) to become his personal bodyguards, and later, as his mercenary wing.[20] These Army deserters were enticed with salaries much higher than those of the Mexican Army.[21] Cárdenas' goal was to protect himself from rival drug cartels and from the Mexican military.[22][23][24] Some of the original members, who had come from the GAFE unit, had during the 1990s reportedly received training in commando and urban warfare from Israeli special forces and American Special Forces units, which included training in rapid deployment, marksmanship, ambushes, counter-surveillance and intimidation.[25]
Once Osiel Cárdenas Guillen consolidated his position and supremacy, he expanded the responsibilities of Los Zetas, and as years passed, they became much more important for the Gulf Cartel. The Zetas began to organize kidnappings,[26]protection rackets,[27] extortion,[28] securing cocaine supply and trafficking routes known as plazas (zones) and executing its foes, often with barbaric savagery.[17][29]
