document resume glass: gifted language arts and social ... · document resume. ed 294 248. cs 211...

DOCUMENT RESUME

ED 294 248 CS 211 239

TITLE GLASS: Gifted Language Arts and Social Studies.INSTITUTION Florida State Dept. of Education, Tallahassee. Bureau

of Education for Exceptional Students.PUB DATE 86NOTE 123p.; Program developed through the Florida

Challenge Grant Program for the Gifted. For relateddocument, see CS 211 256.

PUB TYPE Guides - Non-Classroom Use (055) -- Guides -Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Academically Gifted; English Instruction; High

Schools; *Language Arts; Secondary Education; StateCurriculum Guides; United States History; WorldHistory

ABSTRACTDeveloped by the Santa Rosa County School District

(Florida), this guide is intended to provide theoretical, cognitive,and affective training for the teachers of the gifted. The guideoffers supplemental activities for the gifted student in a regulareducation English III, English IV, world history, and Americanhistory classroom. These activities are presented in a format to showtheir relationship to the state of Florida's Department of EducationIntended Outcomes and regular education activities. Also included arelists of supplemental readings for each course. (ARM)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

LORIDA CHALLENGEGRANT PROGRAMOR THE GIFTED

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"PERMISSION TO REPRODUCE TIIISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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DEPARTAIENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

O Thu document has been reproduced asreceived from the person or organizationoriginating it.

O Minor changes have been made to improvereproduction Quality

Points of view or opinions stated in this docu.ment do not necessarily represent official -OFRI position or policy

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DEPARTMENTOFEDUCATIONSTATE OF FLORIDA1986 u

This manual is one of a series of publications designed to assistFlorida school districts in the provision of special programs forexceptional students. For additional copies of this manual, or for

a complete listing of available publications, contact the FDLRSClearinghouse/Information Center, Bureau of Education for ExceptionalStudents, Division of Public Schools, Florida Department of Education,Knott Building, Tallahassee, Florida 32301 (telephone: 904/488-1879;SunCom: 278-1879; SpecialNet: BEESPS).

3

GLASS

Gifted Language Arts and Social Studies

Santa Rosa County School District

Florida Challenge Grant Programfor the Gifted

State of Florida

Department of Education

1985

4;t

This publication was developed by Santa Rosa County School District andedited for publication by Escambia County Schools through the ChallengeGrant Program for the Gifted, funded by the State of Florida, Departmentof Education, Division of Public Schools, Bureau of Education for Excep-tional Students, as authorized by 236.1255, Florida Statutes.

CopyrightState of Florida

Department of State1986

5

PREFACE

In 1981, the Florida Legislature enacted legislation toauthorize the Challenge Grant Program for the Gifted,236.1225, Florida Statutes, designed to promote and encouragechallenging educational programs for gifted students.

Proposals :-.ubmitted by Florida school districts were awardedfunds on the basis of each grant's appropriateness of purposeand intended outcomes; evidence of satisfaction of the needsof gifted students; reasonableness cf the approach; qualityof the implementation plan; cost effectiveness; presence of aprovision for accelerated instruction in conjunction withinstitutions of higher education; presence of a plan for theintegration of the project into on-going programs within thesponsoring district; and evidence that the program could beadapted for use in other school districts.

As a component of each grant proposal, districts agreed todevelop products for distribution. Some districts producedprocess or procedural guides which record the grant'simplementation plan. Pursuant to some proposals, districtscreated curriculum guides for classroom use. Other districtsproduced reports which summarize the results of researchundertaken in areas of particular interest.

These products, emanating from Challenge Grants fundedbetween 1983 and 1985, have been reproduced through theEscambia County Challenge Grant Program for the Gifted toassist others in meeting the unique educational needs ofgifted students.

iii

GLASSGifted Language Artsand Social Studies

DEVELOPER: Santa Rosa County School District

TYPE OF PRODUCT: Curriculum Guide

TARGET AUDIENCE: High School

OBJECTIVES:1. To provide theoretical cognitive and affec-

tive training for the teachers of the giftedor those who serve gifted students in theregular education classroom through inserviceworkshops featuring appropriate State ofFlorida and university personnel;

2. To evaluate existing secondary language artscurricula and to develop parallel activitiesappropriate to the needs of the gifted studentin the regular education program;

3. To develop a series of parallel activitiesappropriate to the needs of the gifted studentin the regular education social studies program;and

4. To collaborate with university faculty and staffmembers in assembling appropriate supplementalaudio-visual or bibliographic materials for bothcourses.

MATERIALS/RESOURCES NEEDED:The activities developed in GLASS require supplies andservices found in the follmTETTocations:

language arts classrooms media centerssocial studies classrooms local museumshistorical sites local cpmmunity

SYNOPSIS:The Santa Rosa County product offers multipleappropriate, supplemental activities for the giftedstudent in a regular education English III, English IV,world history, or American History classroom. Theseactivities are presented in a format to ?how theirrelationship to the State of Florida's Department ofEducation (DOE) Intended Outcomes and regular educationactivities.

CONTACT PERSON:SpecialistPrograms for the Gifted603 Canal StreetMilton, Florida 32570

7

FLORIDA: A STATE OF EDUATIONAL DISTINCTION. "On a statewide average,educational achievement in the State of Florida will equal that of theupper quartile of states within five years, as indicated by commonlyaccepted criteria of attainment."

State of FloridaDepartment of EducationTallahassee, Florida

Ralph D. Turlington, CommissicnerAn equal opportunity employer/affirmative

action employer

i.

The Gifted Are Like Glass -

Sometimes as Fragile as Crystal

Sometimes as Transparent as a Window cane

Sometimes as Opaque as Milkglass -

But, Whatever They Are

They Are Our Tomorrow; So, Please

HANDLE WITH CARE

9

Special appreciation is expressed to the regular educationteachers of Santa Rosa County School. District who sharedtheir thoughts and teaching strategies to develop thiscurriculum for gifted students.

Joel Corley

C8.rolle Seaton

James Boles

Louise Freels

Martha Hendricks

Doris Kingry

Stephanie Klein

Henry Moore

DeeDee Noonan

Edna Owens

Director, Exceptional Student EducationSanta Rosa County School District

Project Director, Project: GLASSSanta Rosa County School District

Department Chairperson, Social StudiesCentral High School

Department Chairperson, EnglishJay High School

Department Chairperson, Social StudiesJay High School

Department Chairperson, EnglishMilton High. School

Department Chairperson, GiftedGulf Breeze High School

Department Chairperson, Social StudiesMilton High School

Teacher, EnglishGulf Breeze High School

Marion Shepard

Anise Webb

John Wiley

Teacher. EnglishGulf Breeze High School

Department Chairperson, GiftedMilton High School

Teacher, EnglishGulf Breeze High School

Department Chairperson, EnglishPace High School

vii

10

TABLE OF CONTENTS

Preface iii

Abstract

Acknowledgements vii

User's Guide 3

GLASS 7

English III 13

English IV 73

American Government 111

World History 153

AppendicesSupplemental Resources 209Activities 217Evaluative Tools 219

Cr/

USER'S GUIDE12

USER'S GUIDE

Santa Rosa County School District created GLASS (GiftedLanguage Arts and Social Studies) to provide differentiatedactivities for gifted students in its secondary regular

program. Working from the State of Florida's1 mded Outcomes, each of the four courses has aregular activity followed by several parallel activitiesdesigned for the gifted student. The teacher and studentdecide upon the activity(ies) to be completed, emphasizingthat some, none, or all may be used as it is deemed appro-priate by the teacher and student. The use of the masculinepronoun throughout this document is not intended to begender specific.

Objectives

The Santa Rosa County School District developed thefollowing objectives for GLASS:

1. To provide theoretical, cognitive, and affec-tive training for teachers of the giftedor those who serve gifted students in theregular education classroom through inserviceworkshops, featuring appropriate State ofFlorida and university person-lel;

2. To evaluate existing secondary language artscurricula and to develop parallel activitiesappropriate to the needs of the gifted studentin the regular education program;

3. To develop a series of parallel activitiesappropriate to the needs of the gifted studentin the regular education social studies program;and

4. To collaborate with university faculty and staffmembers in assembling appropriate supplementalaudio-visual, or bibliographic materials for bothcourses.

Materials

The activities developed in GLASS require supplies andservices commonly found in theEllowing locations:

language arts classrooms media centerssocial studies classrooms local museumshistorical sites local community

/III

GLASS\ \ 1 4

11=

GLASS

Although a secondary gifted student spends seven periods aday in classroom instruction, a very small portion of thistime is spent with a certified teacher of the gifted. Theteacher who spends most of the day with the gifted studentmay or may not understand the unique needs and behavioralcharacteristics which make that student gifted. Therefore,that student might not be realizing his/her potential withinthe regular education program.

Through a needs assessment, Santa Rosa County School Districtdetermined that the regular education teachers needed furtheropportunities to develop an understanding of the character-istics and the uniqueness of the gifted student. Throughsuch education, the challenge of the gifted student in theregular classrcom co'ild be met more effectively. Santa RosaCounty educators, through GLASS, created an eleventh andtwelfth grade English program, using as a model the EscambiaCounty School District's Challenge Grant Language Arts forthe Secondary Gifted, which featured a ninth and tenth gradecurriculum. County teachers extended their project toinclude two areas of social studies American Government andWorld History.

Teachers in these four areas were invited to attend workshopsto share information on the needs and characteristics of thegifted student. In the workshops, teachers of the giftedshared some of their thoughts and teaching techniques. Theteachers had the opportunity to hear experts in the field ofgifted education, such as Dr. Dorothy Sisk, U.S.F.; MarilynDow, Consultant from the State of Washington; and DeborahBellflower, Program Specialist for the Gifted from the Stateof Florida.

Workshops were held in each high school with its entirelanguage arts and social studies faculty to explain the goalsof the project and share pertinent information. Regulareducation teachers were sent throughout the state to observevarious methods of instruction to gifted students. Theteachers came back with a heightened awareness of the needsand the wide variety of methods counties are using to meetthose needs. The teachers visited Duval County and gainedinformation on their mentor program. In Pinellas County,teachers had an opportunity to tour and observe thatdistrict's two specialized schools - Gibbs Senior HighSchool, which offers appropriate programs for talentedstudents in the performing arts, and St. Petersburg SeniorHigh School, which serves the county's academically superiorstudents.

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teachers became aware of the use of a cooperative agreementbetween the county and the Gulf Coast Community College,and the integration of the Advanced Placement courses intothe gifted programs when they visited Bay County.

After gathering all this information, the teachers beganworking with the Department of Education's Intended Outcomesfor the regular education courses. Activities were designedby regular teachers while the teachers of the gifteddeveloped a parallel activity that would challenge the giftedstudent to use his/her unique skills. These activities weredeveloped in such a manner that F. gifted student would not beexpected to do all of the activities but that the appropriateactiv-ities could be selected from among many as the studentdemonstrated a need for a more challenging assignment.

The curriculum's proposed benefit was to provide activitieswhich were appropriately challenging for the student, empha-sizing the concept of differentiation, not more of the same.

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ENGLISH III

17

ENGLISE III

Course Number 1001370

INTENDED OUTCOME

1. Use selected grade-level and content-area vocabulary.

The student will Regular Activities Parallel Activities

1.01 determine the 1.

meanings ofword parts andcontext clues.

1.02 identify correctcontextual mean-ings of wordswhich have mul-tiple meanings.

1.03 identify

literary terms.

1.04 identify

semantic prop-erties of words(abstract/con-crete; denota-tive/connota-tive).

1.05 use referencesources to findinformationabout words(includingword histories).

1.06 demonstrate aknowledge of vo-cabulary wordsas given onspecified wordlists.

Use Krell's SAT 1.

Preparation Series,Verbal 1 and 2 andComputer Prepara-tion B, VerbalItem Banks onTRS-80 computersto gain masteryof analogies,sentence com-pletions, contextclues, andantonyms.

2. Develop a list ofnames derived fromancient mythologywhich have beenused in modernlogos or products.Using word etymolo-gies, appropriatemythological read-ings, and imagina-tion draw a cor-relation betweenthe ancient mythand the use of theword in the logoor product (i.e.,Addidas, Mercury,Phoenix, etc.).

3. Define, writeetymology andsentences forindicated

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Keep a readingjournal, listingwords, defini-tions, and thesentences inwhich the wordoriginallyappeared, as wellas a new sentencewritten by thestudent for theword.

2. Design originalword analogies,invent stories,plays, and newsarticles whichemploy assignedvocabulary words.

3. Create originalcrossword puzzlesand other wordgames usingappropriatevocabulary.

4. Choose referencematerials toanalyze wordorigins andcreate dialogueswhich use theword set inearlier periodsof time.

5. Compile a classdictionary inwhich eachstudent

ENGLISH III


INTENDED OUTCOME


The student will Regular Activities

spelling words aftera review of stan-dard spelling rulesfound in Warriner'sGrammar and Compo-sition, FifthCourse.

4. Identify the fol-lowing literaryterms by usinga literaturebook or dictionary:a. stream of

conciousness,b. parable,c. allegory,d. satire,e. sonnet,f. local color,g. incongruity.

Parallel Activities

contributes words,pronunciations,definitions, andsentences showingtheir usage.

6. Make a list ofwords that ex-press feelingsor emotions.Using athesaurus anddictionary, findsynonyms and adefinition forthese words; thenuse them appro-priately in

sentences.

7. In small groupdiscussions, usinga list of liter-ary terms, relatethe meaning andapplication ofeach to the liter-ature covered(i.e., shortstories, poems,novels, plays,etc.).

8. Read and studythe changes fromOld English toModern Englishand write apersonal letterto someone inclass, using

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ENGLISH III


INTENDED OUTCOME



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9. Create a timelineshowing the his-tory of the devel-opment of theEnglish language.

10. In groups of four,study word lists,Greek and Latinroots, prefixes,words withmultiple meanings,etc.

11. Participate ina Quiz Bowl forteam and indi-vidual points.

12. Given a list ofwords, classifyeach one underthe fourheadings:abstract, con-crete, deno-tative, con-notative; andjustify theplacement ofeach word.

13. Design a game toteach vocabulary.

14. Discuss the dif-ferences betweenfact and opinion;then classifystatements asfact or opinion.

ENGLISH III


INTENDED OUTCOME

2. Demonstrate knowledge of grammar, spelling, usage, and mechanics.


2.01 use a variety ofcomplete sen-tences in writing.

2.02 collaborate withothers in makingeditorial deci-sions.

2.03 apply fundamentalrules of punctua-tion in writingassignments.

2.04 apply fundamentalrules of capital-ization in writingassignments.

2.05 apply rules forsubject/verb andpronoun/antecedentagreement.

2.06 apply rules forappropriate use ofsingular and pluralforms of nouns.

1. Keep a confiden-tial journal tobe seen only bythe teacher whichcontains informalwritings madeduring specifiedtimes given inclass, and whichwill be gradedonce every sixweeks for mechan-ical errors.

2. Write a paragraphdescribing a triptaken. Includesentences thatdeclare, ask,exclaim, andrequest. Includesimple, compound,complex, andcompound-complexsentences. Checkeach paragraph forsentence fragmentsand run-on sen-tences.

2.07 apply rules forappropriate use of 3.

regular and irregu-lar forms of verbs.

2.08 apply rules forforming contrac-tions and abbrevia-tions.

In small groupsof not more thanfour people, writean editorial forthe school paperbased upon a topicchosen by thegroup or assignedto the group.

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ei

1. Keep a privatejournal that isungraded butchecked weeklyas a self-direc-tion, self-conceptassignment.Opportunity forprivate teacher-student conferenceand small groupdiscussion ofjournal entrieswill be madeavailable.Emphasis will beplaced upon thefree flow ofideas and honestrecording ofthoughts orfeelings.

2. Using an idea froma journal entry,write an outlineand develop asynopsis of ashort story aboutsomeone like him-self who has todeal with asimilar problerIdentify setti i,

theme, character,plot, conflict,climax, andconclusion.

ENGLISH III


INTENDED OUTCOME



2.09 apply rules forforming comparativeand superlativeforms of adjectivesand adverbs.

2.10 edit and revisewritten composi-tions to correct 4.

errors in sentencestructure, usage,capitalization,punctuation, andspelling.

2.11 utilize availableresources in find-ing informationabout specificusage of wordsand phrases.

Discuss the pur-pose for the edi-toria:, evaluateits effectiveness,and rewrite theeditorial, ifnecessary.

Write a paragraphon the subject of"Personality-Traits I MostAdmire in Others."Follow all rulesof capitalizationas noted in thegrammar book.

5. Write a multi-paragraph paperon a favoritetelevisionprogram. Exchangepapers with aclassmate andcheck the paperfor the followingkinds of errors:a. sentence

structure,b. capitalization,c. spelling.Correct errors.Use his grammarbook, if necessary.

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3. In small groupsof not more thanfour people, writean editorial forthe school paperbas'd upon a topicchosen by thegroup or assignedto the group.Discuss the pur-pose for the edi-torial, evaluateits effectiveness,and rewrite theeditorial if neces-sary.

4. Divide into teamsfor review of achosen word list.

5. Conduct a QuizBowl on spellingrules and wordsfor individualand team points.

6. In small groups,using a dictionaryand a thesauras,compile a list ofsynonyms for triteadjectives andverbs such asbeautiful,interesting,walk, talk, etc.Use the words insentences and

ENGLISH III


INTENDED OUTCOME



6. Write at least atwo-paragraphpaper on "WhatI Would Like toChange About My-self." Afterreflection uponhis characteris-tics or.person-ality, list thoseunique character-istics he wouldlike to change;then put thosethoughts intosentences. Arrangethe sentences intoa logically-orderedparagraph.Exchange papers

with peers toproofread forgrammatical andmechanical errors.Rewrite his papercorrecting thoseproblems identifiedby his peer.

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I

share informa-tion with othersthrough visual-aids and discus-sion.

7. Write a straightnews story and aneditorial con-cerning an issueof importance tothe school.

8. Send a letter tothe editor ofa local orschool newspaperfor publication.

9. Conduct an openforum discussionof a topic.Invite adminis-trators orlocal authoritiesto speak on thetopic.

10. Study a work ofphilosophy andwrite five sen-tences that con-tain universaltruths.

11. Choose one ofthe universaltruths and de-velop an essay

ENGLISH III


INTENDED OUTCOME



to justify thebelief.

12. Write an essayor prepare aspeech on a per-sonal philosophyof life whichwill be evalu-ated based oncriteriadevelnped by agroup. Editand revise thecomposition forpeer committeeevaluation basedon the student-developedcriteria.

13. In small groups,using examples ofessays andspeeches con-taining errors ingrammar, spelling,usage, and mechan-ics, identify andcorrect mistakesin the writings.

ENGLISH III


INTENDED OUTCOME



14. Present theoriginal andcorrectedcompositions onan overheadprojector and ex-plain to theclass the evalua-tion process.

15. Examine newspaperarticles and edi-torials for facts,opinions, andemotional orslanted language.

16. Identify aproblem in theschool or com-munity and re-search it forfacts, or inter-view people foropinions.

ENGLISH III

Course Nmber 1001370

INTENDED OUTCOME

3. Write for a variety of purposes using all stages of the writingprocess (prewriting, drafting, revising).


3.01 organize and syn- 1. List at leastthesize informa-tion into a compo-sition of morethan one para-graph.

3.02 use a variety ofwriting modes:narration, de-scription, per-suasion, and ex-position.

3.03 produce a creativepiece of writing 2.

(short story, poem,play, charactersketch, monologue).

3.04 write an outlinefor an investiga-tion which usesthe scientificmethod.

3.05 write a paper syn-thesizing ideasdrawn from severalsources.

3.06 write accurate,complete, orra-nized, and reflec-tive answers toessay questions.

3.07 write a summary ofinformation reador presented.

thee basicbeliefs o'the Puritans.Write a paper de-veloping eachbelief in aseparate para-graph. Includea brief intro-duction and aconcludincstatement in thefinal paper.

Write a multi-paragraph paper topersuade theFlorida StateLegislature tochange the sevenpeliod day to sixperiods and tolower the numberof requiredcourses for gradu-ation from 22 to18.

3. Write an exposi-tor, essay ofabout 300 wordsin length analyz-

ing the techniquesof three authorsstudied in thetext. Define andprovide examplesof each author's

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1. Experiment inwriting a varietyof fiction and non-fiction works.

2. Conduct writers'workshops or cri-tique sessions.

3. Make plans toattend the Sun-coast Writers'Convention inSt. Petersburg inJanuary and pre-pare a manuscriptfor evaluation bya professionalwriter.

4. Conduct his ownwriters' conven-tion.

o ENGLISH III


INTENDED OUTCOME



work. Explain howthese techniqueshelp the readersunderstand themeaning, theme, orcharacterizationof the work.

4. Write a charac-ter sketch ofEmily in OurTown, and thenWife a charac-ter sketch ofEmily as shemight be playedin modern times.

5. Write a poem aboutthe American Dreamusing the a -b -a -h

rhyme scheme.

6. Write an essayconcerning a spe-cific theme inAmerican liter-ature. Use threeor more American

authors' works tosupport or explainthis theme. Use

the Table ofContents of thetext to make aselection. Keepthe papers

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e ENGLISH III


INTENDED OUTCOME



between 300-350words in length.

7. Write an accurateand well-organizedessay to answerthe followingquestion:Is "Self-Reliance"a formal or aninformal essay?In answering thequestion, considerthe structure ofthe sentences.

8. Select an aphorismfrom "Self-Reliance"and discuss thetruth of that state-ment. Use examplesfrom his life andfrom observationsof the lives ofothers to supportthe ideas.

9. Read Lincoln's"GettysburgAddress" to theclass orally.After a brief classdiscussion, writea summary of thespeech includingthe five basics of

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ENGLISH III


INTENDED OUTCOME



journalistic writ-ing: who, when,where, what, andwhy.

10. For a researchtopic, select oneissue unique toSanta Rosa County.Some examples maybe native fauna orflora; history ofan institutionsuch as MiltonHigh School, orPJC; a supermarketwith a longhistory; agri-business, orthe oil industry;a pioneer family;history of abuilding, such asthe Exchange Hotelor the courthouse;county folklore,or legends; etc.

11. Conduct primaryresearch on thetopic chosen in#10. By inter-viewing localresidents.Research newspa-per accounts,

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ENGLISH III


INTENDED OUTCOME

3. Write-for a variety of purposes using all stages of the writingprocess (prewriting, drafting, revising).

he student will Regular Activities Parallel Activities

pamphlets, his-tories, or re-cords to use assecondary sources.Document allmaterial accordingto a formatapproved by theEnglish Depart-ment: Presentthe topic in aspeech to theclass. Invite

and introduceoutside speakers.Use visualsduring the pre-sentation.

12. After studying abrief history ofthe Julian andGregorian calen-dars, write anessay givinginformation aboutthe origin, adop-tion by the Amer-ican colonies, andhistory of thecalendar in theU.S.

ENGLISH III


INTENDED OUTCOME

4. Use the research process to produce a brief, documented paper.


4.01 select and limit 1.

a subject.

4.02 identify appro-priate referencesources.

4.03 prepare a prelimi-nary outline orplan.

4.04 take notes fromselected readings.

4.05 write a finaldraft of a brief,documented paper.

From a given list 1.

of subjects, se-lect one topic ofinterest and narrowthe general topicinto one particu-lar phase. Limitthe selected phaseto an adequatelength for theproposed paper.Choose a subjectof importance,worth, and interestto be developedinto a researchpaper. Limit thesubject to a sizesuitable for thelength of theassisgned paper.Consider theaudience and eval-uate the topic'sability to cap-ture theaudience's atten-tion. Discuss thetopic with theteacher for finalapproval.

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To determi-e pres-ent level offunctioning withregard to researchskills, partici-pate in a brieforal or writtensurvey of basicskills.

2. Study sample re-seardi papers anddiscuss theirformats.

3. In small groups,develop checklistsof procedures tofollow; and, as alarge group, editand revise thelists.

4. Select severaltopics of inter-est. The papermay also be usedas a scienceproject with theteacher's permis-sion.

ENGLISH III


INTENDED OUTCOME



2. Consult thelibrary card cata-log and theReader's Guide toPeriodical Liter-ature to selectbooks or magazines

appropriate to thetopic.

Identify at leastfive sources thatwill be useful withthe topic chosenfor his researchpaper. List thefollowing infor-mation for biblio-graphical entries:a. author,b. title,

c. city of publi-cation,

d. publisher,e. date.

Use index cardsfor collectingthese data.

3. Consider sourcessuch as reservebooks, newspapers,current magazines,bound volumes ofolder magazine

issues, verticalfiles, pamphlets,and other non-fiction sources.

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32

5. Visit school,community, anduniversity librar-ies to compilea resource list.Distinguish be-tween the use ofboth primaryand secondarysources of infor-mation.

6. Choose a topic thatrequires an inves-tigation Ling thescientific method.

7. Working in cooper-ation with scienceand Englishteachers, writean outlin? foran investigation.

8. Make a calendarand schedule com-pletion dates forvarious segmentsof the paper.

9. Make appropriatenotecards andbibliography cardsusing at leasteight sources.

10. Prepare a roughdraft for peercommittee evalu-ation.

ENGLISH III


INTENDED OUTCOME



4. Prepare a prelim-inary outline forthe rough draftof the paper.

Parallel Activities

5. Using the fivesou'ces selectedfor the topic,use index cards tocollect informa-tion for thepaper. Be sure toinclude the titleof the book andthe page number(s).These cards willbe used to docu-ment the body ofthe paper later.

6. After carefullyproof reading andediting the roughdraft, write afinal copy ofthe paper.

Include a titlepage, outline,body, endnotes,and bibliography.

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3:-3

11. Present a finaldraft to theteacher forevaluation.

ENGLISH III


INTENDED OUTCOME

5. Analyze representative selections from various genres found inAmerican Literature.


5.01 identify charac- 1.

teristics ofvarious literarygenres.

5.02 explain the lit-eral meanings offigurative lan-guage encounteredin literaryselections.

5.03 identify mainioLas and themesin literaryselections.

5.04 analyze the dis-tinctive featuresand themes ofAmerican Litera-ture.

5.05 relate majorliterary works andauthors to theirtimes.

5.06 explain the effectof dialect in agiven literaryselection.

5.07 compare and con-trast ideas, imag-ery, or use oflanguage found intwo given selec-tions with

Based on assignedreadings, choosea novel and com-pare the charac-teristics of thenovel and thecharacteristicsof the author andgenre of fiction.Present to theclass an overviewof the plot, theme,and other charac-teristics of theparticular novel;also explain thefigures of speechand imagery in-cluded.

2. Listed below areseveral literarygenres:

a. biography,autobiography,

b. drama,c. essay, letters,

speeches,d. poetry,e. short stories,f. novel.

Look each one upin the dictionaryand give a com-plete definition

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9x

1. Select novels froma reading listand keep a jour-nal of personalreactions, vocab-ulary words, andreading schedule.

2. In groups of threeor four, designand conduct biblio-therapy sessionsbased on questionsfrom the TaylorModel:

a. academic,b. communication,c. planning,d. predicting,e, creating,f. decision making.

3. Choose an acti--ity to extend Intoan independentproject.

4. Develop a "ThingsTo Do" box.

5. Study currentfiction and non-fiction works inmagazines. Use

examples to study

ENGLISH III


INTENDED OUTCOME



similar subjects,themes, or from thesame time period.

5.08 write an analysisof a literary char-acter whichincludes discussionof motivational in-fluences as well aspatterns of be-havior.

which includes allcharacteristicsnamed. Using theliterature book,find an example ofeach and list itunder the appro-priate definition.Use the handbookof literary termsin the back of theliterature book,if needed.

3. Complete thesimile and metaphorworksheet. (Seeappendices, page217.)

4. State the main ideaand the theme of thefollowing literaryworks:a. "The Gift

Outright" byRobert Frost;

b. "I Have A Dream"by Martin L.King, Jr.;

c. "The AmericanCrisis" byThomas Paine;

d. Flight bysoh teinbeck.

-47-

vocabulary, compo-sition, etc.

6. Compare a contem-porary work to anestablished workin AmericanLiterature.

7. Examine differ-ences in theme,character, con-flict, etc.

8. Determine whattype of work sellsin the markettoday.

9. Write a papercomparing thework of a contem-porary magazinewriter with anestablishedAmerican author.

10. Complete an inven-tory of personalstrengths andweaknesses. Makea list of hisgoals and pri-orities for thisyear. List hisfive biggestproblems andpriorities.

ENGLISH III


INTENDED OUTCOME



5. Use a literaturebook to selectthree main themesin American Liter-ature and analyzethem by using thebasic character-istics of each.(These character-istics can befound in mostliterature books.)Use two works asexamples as abasis for theanalysis.

6. Choose three ofthe followingauthors, selecta work fromeach, and showthe relationshipbetween the author,his work, andthe period oftime in which helived. What in-fluences did hissurroundings haveon him/her andwhat he/she wrote?a. Emily Dickin-

son,

b. William Brad-ford,

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11. Combine knowledgeof literature andcomposition skillswith self-study towrite thefollowing:

a. Characteranalysis andcomparison/con-trast of him-self and a lit-erary character.Determinepatterns ofbehavior andmotivating fac-tors.

b. Analyze problemsfaced by fic-tional charac-ters determiningtheir cause andeffect; relatethat informationto a similarproblem thestudent hasfaced.

12. In small groups,brainstorm quali-ties of a hero andcharacteristics ofa leader. Comparelists and compilea group list.

ENGLISH III

0


INTENDED OUTCOME



c. Thomas Paine,d. Nathaniel Haw-

thorne,

e. John Steinbeck.

7. Explain the useof dialect, or theparticular varietyof language spokenin one place by ad:::tinct group ofpeople, in MarkTwain's Huckle-berry Finn oranother of hisworks. What doesit add to thereader's interestin the story?

8. Compare theconcepts ofseparation andliberty as shownin Thomas Paines'sThe American

Crisis," andAbraham Lincoln'sGettysburg Address.Note the settingand the reason whyeach was written.Contrast thestyle and the useof emotionalwords. Determinesimilarities anddifferences.

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1..f.)

ei

13. Discuss how heroismis used as a themein various selec-tions of AmericanLiterature indifferent timeperiods anddifferent literarygenres.

14. Make a comprehen-sive list offictional Americanheroes.

15. Make a list ofreal-life Americanleaders and heroesof the past and thepresent. Rankthese and defendthe top choicesto other classmembers.

16. Take an inventoryof his ownleadershipqualities. Noteareas that needimprovement.

17. Research leadership

styles and giveexamples ofleaders who fitthese descriptions.

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5. Analyze representative selections from various genres found in(merican Literature.


9. Discuss the

motivationalinfluences causingthe minister towear the veil andto behave as hedoes in Nathaniel

Hawthorne's, TheMinister's Bli5Veil. In doingso, analyze thecharacter of theminister fromhis entry intothe communitythrough hisfuneral.

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.4C)yr..)

18. Explain the dif-ference between apositive leader anda negative leader.

19. Make a checklist forevaluation ofgroup leaders andmembers.

20. In small groups,prepare a unit onthe heroes ofliterature withina specific period.

21. Vote on a leaderto delegate re-sponsibilities andcoordinate groupeffort.

22. Include variousgenres and prepareworksheets forreading andwriting activitiesthat cover:a. themes, main

ideas;b. figurative

language;c. structure of

work;d. character

analysis.

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23. Design individualand group activi-ties that involvehigher level

thinking skillsbased upon Bloom'sTaxonomy or theTaylor Model or acombination ofboth.

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24. Complete theunits prepared bythe other groups,or the the classcould as a wholework on each unit,allowing time forpeer teaching andevaluation by thegroup that

designed the unit.

25. Evaluate the workproduced andperformance as agroup member, oras the groupleader.

26. Bring to class thewcrds to hisfavorite song.In small groups,

read aloud andinterpret

meanings, rhythms,and rhyme schemes.


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INTENDED OUTCOME



27. Select a poem byan American authorand repeat theprocess comparingthe song lyricsto the poem.

28. In a small group,choose a favoritesong and poem;the leader willshare both withthe class.

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29. Read "The Road NotTaken" by RibertFrost, and discussits rhythm, rhymescheme, and figura-tive language.

30. Choose ten poemsfrom a suggestedreading list, in-cluding a selec-tion from eachliterary period;

record an interpre-tation, reaction,and analysis ofeach.

31. In small groups,generate severaloriginal examplesof figurative lan-guage and sharethese with theclass.

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32. study examples ofhaiku, cinquain,quatrain, freeverse, and balladsand self-write apoem about afeeling, or amood.

33. Keep a poetryportfolio and addan original workeach day for aweek.

34. Read poems aloudin discussiongroups and choosethe best works toshare with class.

35. Select his bestwork for publica-tion in a classbooklet.

36. Bind and illustrate a volume ofhis own work.

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6. Participate in oral communication activities.


6.01 participate inclass discussinnsusing specialcriteria forindividual andgroup behaviors.

6.02 write a speech orreport intendedfor oral presen-tation.

6.03 identify essentialelements found informal presenta-tions.

6.04 deliver speechesprepare6 for aspecific purposeand/or a specificaudience.

6.05 practice controlof nonverbalcommunicationtechniques.

6.06 employ elementsof effective oraldelivery.

6.07 present oral

directions whichcan be followedby other persons.

6.08 summarize orallythe contents ofa presentation.

1 . Plan for verbalcommunicationthrough class dis-cussion of liter-ary works, etc.Make changes inthe learning en-vironment by in-troducing changesin arrangementand/or sounds.Change the purposefor listening byasking differentquestions tofurther thediscussion. Ad-just listeningprocess and makenotes. Discussthe adjustments.

2. Give a literalmeaning or deno-tation of certaincolors from aspectrum; explainwhat each colorsuggests to himindividually. Ex-

plain why theconnotated ideais associated withcertain colors.Match a color toeach person in theclass and explainwhy the match wasmade. Use ,.he

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4 `)

1. Study types ofspeeches andchoose one typeto be delivered ina five-minute pre-sentation speech:a. informative,b. persuasive,c. demonstration.

2. List several sub-jects for impor-tant speeches andgive one-minuteimpromptus.

3. As e group,.ievelop criteria

for evaluatingspeeches and grouppresentations.

4. Study speeches forspecial occasions.Plan and preparebanquets incorpo-rating the fol-lowing speakingevents:

a. master of cer-emonies welcomespeech,

b. after-dinnerspeech,

c. informativereport-speech,

d. a speech topersuade andpromote action

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INTENDED OUTCOME



6.09 evaluate an oralpresentationusing establishedcriteria.

6.10 adjust listeningprocess according 3

to listeningenvironment andpurpose.

"word of mouth"activity to show howlegends originate,change, and havevarious versions.

. Write explicit in-structions on theprocess of making apeanut butter sand-wich, or the pro-cess of putting ona coat. Selectthe most explicitset of instructions;then ask anotherstudent to followthe instructi-ns.(This sometimesgets a bit messy,but it is funnyand well-remembered.)

4. Using a novel,write a report,then give an oralpresentationgiving the setting(time and place),characters' namesand their rela-tionship to themain character(s).Summarize the plotafter an introduc-tory paragraph.State the denouement,the resolution,

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4

on an issue ofgroup concern,

e. nomination oracceptancespeech,

f. presentationof award.

5. Choose a theme;prepare a program,including menuand entertainment.Decorate, ifappropriate.

Carry out theplans.

6. Develop criteriafor participationin class discus-sion and lis-tening activities.

7. Keep a record andevaluation ofindividual andgroup participa-tion to comparewith one kept bythe teacher.

8. As part of afuturistics unit,participate insmall groups anddiscuss statementslisted on a surveyof imagined issuesof the future.

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and climax of thestory. Give lit-eral interpreta-tions for themajor symbolsused in the story.Underline thetopic sentence ineach paragraph.Critique each oralreport. Includeposture, use ofstandard English,ability to holdattention, andobservance of timelimit.

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9. Using group con-sensus decide uponthe possibilities,probabilities, andpreferences ofthose issues andtheir solutionsbecoming realities,and defend hisdecisions abouthis choices.

10. Ask questions, andprepare summariesor critiques ofthe presentationsbased on the ele-ments of effectiveoral presentationsand the criteriaestablished by theteacher and thegroup.

11. Prepare a futur-istic project andgive an oral pre-sentation to theclass. Chooseone of the fol-lowing or developan idea of hisown:

a. build a futurecity and explainits operation,

b. design a vaca-tion brochure

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INTENDED OUTCOME



for a distantplanet or gal-axy,

c. write a sciencefiction storyor play,

d. design a seriesof sketches andexplanations offuture trans-portation,

e. create a futur-istic game orsimulation,

f. design a port-folio offashions of thefuture.

12. Brainstorm a listof problems peoplemay face in thefuture and priori-tize their impor-tance.

13. Write futuristicscenarios andproblem situa-tions.

14. In small groups,using the problem-solving process:identify and de-fine problems,brainstorm alter-natives,

45-67-

ENGLISH III


INTENDED OUTCOME



establish criteriafor evaluation,select mostappropriatesolution, writea plan of action,make an oral pre-sentation to class,and prepare todefend the solu-tion.

15. Choose a futur-istic topic andgive a three-min-ute speech to in-form (i.e., robo-tics, geneticengineering,space colonization,etc.).

16. Prepare and con-duct a science-fiction biblio-therapy sessionbased on a novelor short story hehas read.

17. Give an oral bookreview.

18. Participate ina futuristic sim-ulation.

19. Pantomime futur-istic skits.

20. Participate in a-69- Future Problem

Solving Bowl.

4G

ENGLISH IV

ENGLISH IV


INTENDED OUTCOME

1. After successfully completing this course, the student will beable to use selected grade-level and content-area vocabulary.

The student will Regular ActlYities

1.01 demonstrate knowl- 1. Use appropriateedge of selectedgrade-level andcontent-area vo-cabulary inwriting as spec-ified by vocab-ulary word lists. 2.

1.02 use prefixes, suf-fixes, and rootwords to deter- 3.

mine word meaning.

1.03 use referencesources to findinformation aboutwords (includingword histories).

1.04 identify correctcontextualmeanings of wordswhich have mul-tiple meanings.

1.05 identify semanticproperties ofwords (abstract orconcrete; deno-tative connota-tive).

1.06 utilize vocabu-lary specific toliterary analysis.

1.07 use specific

Parallel Activities

vocabulary listswhich indicatespellings,meanings, and theuse of the words.

Learn prefixesand suffixes andtheir meanings.

Learn the etymol-ogy of selectedwords.

4. Show differentmeanings of wordsin context as usedin vocabulary listsand current reading

5. Teach words fromliterature usedin that contextand in conversa-tional context.

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1. Based on theteacher's readingassignments, keepa vocabularynotebook of newwords, defini-

tions, and asentence usingthe word.

2. Prepare vocabu-lary tests andanswer keys.Exchange withother students.

3. Design crosswordpuzzles for vocab-ulary words andliterary terms.

4. In groups, make alist of as manywords as possibleusing certainprefixes andsuffixes.

5. Use related vocab-ulary words todevelop a talltale. Read itor another storyfor the class topractice oralstory telling.

ENGLISH IV


INTENDED OUTCOME



vocabulary appro-priate to theintent of awriting task.

-75-

C)

6. In a group, begina story using vo-cabulary words andhave each personadd to the story,by using anothervocabulary word.

7. In pairs, makevocabulary wordlists and chal-lenge another teamto identifycorrect meanings asused in context.

8. Play "DictionaryGame" in which oneperson looks up thecorrect defini-tion while all theothers in groupmake up a defini-tion and try toconvince people tothat they areright.

9. Create original

stories usingvocabulary words.Use and underlinevocabulary wordsin wec%ly compo-

sitions for extrapoints..


ENGLISH IV

INTENDED OUTCOME



10. In pairs, createword games toteach vocabularyusing SAT or ACTstudy guides forword lists.

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50

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INTENDED OUTCOME

2. Apply conventions of standard written English.


2.01 edit the contentof selected writ-ings.

2.02 proofreadselected writingfor mechanical,syntactical, andspelling errors.

2.03 use a variety ofsentence struc-tures appropriateto the writingtask.

2.04 write a paperusing appro-priate logicalthought patternsincluding compari-son/contrast,cause/effect,definition,classification,analysis, orderof importance,chronological 4.

order, and/orspatial order.

1. Summarize, makecritical statements,and offer symbolicinsight into readingassignments. Writepapers of varioustypes that areassigned.

2. Write grammarexercisesand paragraphswhich deal withselected mechan-ical, syntactical,and spellingrules.

3. Write a one-para-graph paper.Check each others'papers, editingthem for spelling,mechanical, andsyntactical

errors.

2.05 adapt writingstyle to audiencepupose, situation,and subject. 5.

2.06 write a paperusing inductive/deductiveorganization asappropriate.

Write a paragraphwith all simplesentences. Thencombine sentencesin variouspatterns.

Use grammar exer-cises that com-bine sentences inselected givenways: adjective

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1. In small groups,create compositionchecklists andevaluation formsfor peer, group,and personal eval-uation of oraland written work.

2. Working in pairs,edit the contentof compositionsand proofreadpapers beforesubmitting themto peer evaluationcommittees.

3. Read compositionsaloua to checkfor consistencyof tense and person,appropriate or-ganization, trans-ition, and sentencevariety. Rewriteas needed forcommittee review.

4. In committees,select the bestpapers to be readaloud in class asstandards of excel-lence. Otherpapers may bechosen for oralreview and classdiscussion ofrevisions.

ENGLISH IV


INTENDED OUTCOME



2.07 maintain a consis-tent and/or appro-priate use ofperson and numberin written compo-sitions.

clauses, adverbclauses, mainclauses, particip-ial and preposi-tional phrases,etc.

6. Complete a weeklywriting assignmentto demonstrateappropriatelogical thoughtpatterns. Learn,through reading,examples of eachtype of writingbefore beginning.

7. Teach by exampleusing literature,grammar books,or studentwritings, themeaning ofthe followingterms:

a. point of view,b. voice,c. effective

and consistentverb use inpapers.

Read them aloud, anddiscuss beforerewriting them.Read stories, andtake quizes onpoint of view,voice, and

-81-

ru,,

5. Select best papersfor revision andteacher evaluationfor compositiongrades. Prepareself-evaluationforms.

6. Keep a log listingthe most frequently-made errors andkeep a folder tomonitor improve-ments. Also listand classifyvarious writingassignments.

7. Draw three boxesrepresenting:

a. perceived self,b. presented self,c. desired self.In each box write10 words orphrases, and somekind of drawingthat represents:a. him as he sees

himself,b. as others see

him,

c. the way hewants to beseen.

Share resultswithin the smallgroup. Choose acharacter from

ENGLISH IV


INTENDED OUTCOME



observations ofthe writer's craft.

8. Teach by imita-tion. Imitate aparticularauthor's stylein a short writing.

9. Give examples onfaulty logic.Work exercises de-tecting clear andfaulty logic.Write an argumen-tative paper on atopic of impor-tance to thestudents. Take aclass survey, givestudents a choiceof 5-10 topics.

10. Write a descrip-tive paper with anominscient pointof view. Writevarious types ofshort papers fromdifferent pointsof view aboutvarious topics.Write poems withone-voice personafter readingsome examplesand chosing asubject.

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the literature,read and completethe same processas used in thisactivity, on theliterary haracter.Then make a listof the character'sstrengths andweaknesses.

8. Create a time lineor a graph showingthe importantevents in hislife. S w andtell hot, these

affected himemotionally.

9. Develop an essayin answer to thequestion. "WhoDo You ThinkYou Are?" as apaper of self-definition.

Classify theroles that aperson plays.

10. Write a letterof advice to alitErary char-acter based ona personalexperience ina similar situ-ation.

ENGLISH IV


INTENDED OUTCOME



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11. Write his ownautobiographyprojecting hispreferred future.

ENGLISH IV


INTENDED OUTCOME

3. Write for various purposes and audiences, using all stages of thewriting process (prewriting, dr&fting, revising).


3.01 write a business 1.

letter.

3.02 write a job appli-cation, includinga personal resume.

3.03 interpret

selected busi-ness forms.

3.04 write originalcreative piecesusing variousformats.

3.05 write a persua-sive essay.

3.06 write an auto-biography.

3.07 write a defenseof a personal

opinion abouta controversialissue.

3.08 write notes re-flecting thecontent of anoral discussion.

3.09 paraphrase atechnical reportin non-technical

language.

Write and type abusiness letterfor a particularreason:

a, an order from aca;,alog,

D. letter ofcomplaint,

c. response to abusiness letter.

2. Turn in a typed,current resume,with a cover letterapplying for aparticular job.

3. Explain fromnewspaper and maga-zines one of thefollowing:

a. an advertise-ment,

b. a businessoffer,

c. directions forapplying for ajot,,

d. a direct mailoffer (decideaudience, pur-pose, and effec-tiveness).

4. Keep a journal

in which he writeshis reactions 4c4 a

class, a magazine

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t.)C.'

t)

Parallel Activities

1. Prepare a resume.Write a businessletter in answerto an advertise-ment, requestinga job interview.

2. Role play the jobinterview, com-plete forms, anddo oral evalu-ations of therole play.

3. Submit at least'tree pieces ofcreative writing,(i.e., play, poem,short fiction)for publication.

4. Organize committeesfor the publicationof a literary maga-zine featuringworks and illustra-tions of classmembers.

5. Organize a writers'convention; asklocal scnools toselect artici-pants; invite lo-cal authors,journalists, andteachers to con-duct workshops.

ENGLISH IV


INTENDED OUTCOME

3. Write for various purposes and audiences, using all stages of thewriting process (prewriting, drafting, revising).

The student will Regular ;.ctivities Parallel Activities

3.10 write accurate,complete, orga-nized, and re-flective answersto essayquestions.

3.11 select criteriafor personalevaluation ofwriting.

3.12 use literary de-vices in variouswriting situa-tions.

3.13 write multi-para-graph essays con-sisting of criti-cal analyses.

article, or aneditorial. Also,include poetryusing differentrhyme schemes,rhythms, andsubject matter.

5. Write a persua-sive essay endeav-oring to convincesome person inauthority (parent,administrator, orlegislator) of thestudent's point ofview on a particu-lar situation,(i.e., use of car,open lunch, alower drinkingage, etc.).

6. Over a period ofthree weeks, writean autobiographybeginning withhis earliest

memory. Includereactions toparents, school,friends, andself. Presentpart of the auto-biography, andsynthesize thefeelings down

6. Write a "Letter tothe Editor" con-cerning acontroversialissue.

7. Write a speech topersuade; pre-pare a mini-de-bate on an issueof controversy, orconduct a paneldiscussion.

8. Assume the rolesof controversialpublic figuresand conduct apersonal

interview.

9. Take notesreflecting con-tent of oralpresentationsand complete peerevaluation forms.

ENGLISH IV


INTENDED OUTCOME



a one-page paperto hand in for agrade.

7. Given a choice offive current,controversialschool, local, orgovernmentalissues, respond ina logical, persua-sive manner to theissues and chooseone aspect of thearticle to defendand argue.

8. Take notes on anexplanation of aliterary work.

9. Read two techni-cal articles inmagazines or textbooks. Paraphrasein his own words.Working in pairs,rewrite the articlein non-technical

terms.

10. Give essay answerson short literaryassignments. Writean essay on various

ENGLIS4 IV


INTENDED OUTCOME



ideas in plays,novels, and shortworks. (This isa repetitiveassignment givenat different

times throughoutthe year.)

11. Write about ideasgenerated inliterature,grammar units, orcurrent readingsusing third per-son objectivenarration. Avoidthe use of thesecond person andmaivtain a consis-tent use of actionverbs.

12. Gradually, byreading selectedworks of litera-ture and learningliterary terms andvoices, be able topoint out literarydevices used inparticular worksand write an essayusing these devices.

ENGLISH IV


INTENDED OUTCOME

4. Produce a documented paper.


4.01 write a thesis 1.

paragraph for aresearch paper.

4.02 use proper form inpreparation of abibliography.

4.03 write the firstdraft of a re-searct paper,including foot-notes and bib-liography.

4.04 revise and re-write firstdraft.

4.05 evaluate andedit content ofdocumented paperfor the follow-ing items:

a. accuracy ofstatements,

b. adequacy ofsupporting de-tails,

c. clarity ofthought andlogic,

d. depth of con-tent.

4.06 write a reportbased on techni-cal andstatistical data.

Produce a docu- 1

mented paperfrom a selected,limited subject.The paper (1500-2000 words) willinclude title page,outline, body,endnote page, andbibliography withat last eightprimary sources(no encyclopedia).Students will com-plete bibliographyand note cards.

2. Complete pre-writing activities,including paraphras-ing, using theReader's Guide andparticipating in aunit on the library.

3. Carefully limitthe subject matterfor the researchpaper. The teacherwill monitor andcheck every stepof researchpreparation.

4. Write a roughdraft and type a

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. Choose a particu-lar problem,theme, or con-flict that isaddressed inseveral literaryworks. Relatethat issue tocontemporary con-cerns of societyor to himself asan individual.

2. Using issues fromnumber 1, discussand follow thedecision-making,problem-solvingprocess to arriveat a solution.

3. Choose a topic ofcontroversy andwrite a thesisquestion that canbe answered withyes or no, (i.e.,Euthanasia-DoWe Have a Rightto Death?; TVViolence, Harmfulor Harmless?; GunLaws: Good orBad?).

4. Gather informationto prepare a casefor and a caseagainst by usingcritical thinking

ENGLISH IV


INTENDED OUTCOME



4.07 write a reportbased on conclu-sions drawn frominformationgathered throughinterviews, sur-veys, and/ordirect observation.

finished draft.All materials willbe placed in afolder and handedin to the teacher.

When papers arereturned, studentand teacher willdiscuss content,clarity ofthought, logic,and accuracy.

5. Read an articlecontaining tech-nical or statis-tical data;paraphrase thearticle. The paperwill be evaluatedon clarity andstatementaccuracy.

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60

Parallel Activities

skills to examinearguments.

5. Prepare and con-duct personal in-terviews with lo-cal authorities,experts, and otherswith direct ex-perience relatedto his topic.

6. Conduct a surveyor poll to gatherprimary data.

7. Classify informa-tion in note cardform and preparecharts or graphsto illustratestatistical data.Paraphrase tech-nical informationinto non-techni-cal language.

8. Organize an out-line presentinghistory, back-ground information,arguments,evaluations of proand con arguments,and conclusionsbased on ananalysis of bothsides of the issue.

ENGLISH IV


INTENDED OUTCOME



9. Present a roughdraft for defenseand review by astudent committee.

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10. Complete finalcopy and self-evaluation.Prepare forteacher evalua-tion and oralpresentation.

11. Devise a follow-up project applyor extend theinitial research.

ENGLISH IV


INTENDED OUTCOME

Analyze, both orally and in writing, representative selectionsof British and other appropriate literature.


5.01 identify recurring 1.themes found inBritish and otherappropriate lit-erature.

5.02 identify literarydevices found inrepresentativeselections fromBritish liter-ature.

5.03 relate authors'works to theirhistoricalperiods.

5.04 compare and con-trast selectionsfrom the sameauthor.

5.05 interpret symbol-ism in literaryselections.

5.06 identify awriter's point ofview.

5.07 identify the fun-damental conven-tions of specificgenres.

5.08 identify conflictand resolution in

Through reading 1

selected worksfrom different an-thologies, learnto recognize re-curring themes inWestern Literature(i.e., role ofhero, use ofBiblical allusions,influences ofindustrialsociety, etc.).

2. Look for biograph-ical influenceson authors'writing. Studythe term, "NewCriticism." Study

the role ofphilosophy inliterature.Study variousphilosophicalideas that areapparent in liter-ature. Compare

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(32

. From a list ofrepresentativeselections inBritish Liter-ature, choose atotal of tenrequired and op-tional selectionsfor independentreading project.Use this list tocomplete the fol-lowing activities:a. Keep a log of

readings and ajournal of vo-cabulary, sum-maries, and per-sonal reactions.

b. Choose a topicfrom peer teach-ing ideas (i.e.,themes, literarydevices, symbol-ism, figurativelanguage, etc.).

c. Prepare lessonplans includingobjectives,activities,materials, andmethods of eval-uation empha-sizing higher-level thinking

ENGLISH IV


INTENDED OUTCOME

5. Analyze, both orally and in writing, representative selectionsof British and other appropriate literature.


specific lit-erary works.

5.09 explain the lit-eral meanings offigurative lan-guage encounteredin literary works.

5.10 distinguish be-tween criticismbased upon lit-erary criteriaand criticismbased upon per-sonal taste.

changes in anauthor's viewpointby analyzing dif-ferent selectionsfrom that author.Understand thatlearning is notstatic; that asthe societychanges, so doesthe author.

3. Read selected poemsfirst at the lit-eral level. Writean explanation ofthe poem at theliteral level.Then explain thefigurative meaningof the poem throughits use of symbols.

4. Write an essay aboutliterary workswith which hedisagrees. Writefrom both a sub-jective and ob-jective viewpoint.

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63

skills inBloom's Taxo-nomy and teachto small groupof students.

d. In small groups,develop cri-teria for eval-uating specificgenres.

e. Prepare a paneldiscussion on aparticularauthor, genre,period, etc.Evaluate self,leader, andgroup effec-tiveness.

f. In pairs, role-play an inter-view with anauthor con-cerning hiswork.

g. Present an oralbook reviewcombining lit-erary value andpersonal reac-tions to thebook.

h. In small groups,choose a leaderand establishsteps and groupresponsi-bilities fordesigning a

ENGLISH IV


INTENDED OUTCOME

5. Analyze, both orally and in writing, representative selectionsof British and other appropriate literature.


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learning centeron an author orperiod in Brit-ish Litera-ture.

i. Include activ-ities and ques-tions tosatisfy perfor-mance standardsand cover thefollowingskills:1) critical

thinking,2) creative

thinking,3) problem

solving,4) independent

learning and

self-direc-tion,

o) research,6) self-aware-

ness,7) communi-

cation.

ENGLISH IV


INTENDED OUTCOME

6. Use speaking skills for a variety of purposes and audiences.


6.01 present oral 1.

interpretationsof literature.

6.02 present a persua-sive speech.

6.03 present an infor-mative speech.

6.04 conduct inter-views.

6.05 use establishedcriteria forspeech evalua-tion.

6.06 participate in aformal debate.

Read a selectedsection of a workof literature(i.e., a soliloquyin a play, a sec-tion of a shortstory) and explainit to the class.

2. Convince the classof his viewpointthrough a persua-sive speech whichhas been writtenand timed for pre-sentation; includean introduction,body, and con-clusion.

3. Interview someoneoutside the class-room on a particu-lar subjectassigned to him;bring the resultsof his viewsto the class.Present the resultsorally and thenturn in a writtensummary for agrade.

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65

1. Participate in aReader's TheaterProduction to in-clude Britishprose and poetry.

2. Adapt a shortstory into a playformat and pro-duce it for aclass.

3. Organize a liter-ary festival in-cluding originaloratory, poetry,and prose inter-pretation, debate,and one-act playproductions.

AMERICANGOVERNMENT

AMERICAN GOVERNMENT


INTENDED OUTCOME

1. Compare and contrast the structure and function of government ofall levels in American political life.


1.01 compare and con- 1.

trast the func-tion of thethree levels ofgovernment.

2.1.02 identify the major

reasons whygovernments exist(i.e., providing 3.

basic servicesneeded by 4,society). differentia:e

types of govern-1.03 compare and con- ments.

trast major typesof government. 5. define terms.

Make a chart com-paring the threelevels ofgovernment.

Conduct small-group dis-cussions.

Make reports.

Develop charts to

1.04 describe themajor principlesof democracy(i.e., popularsovereignty,limited govern-ment, personaland politicalequality).

1. Write an essaycomparing thethree levels ofgovernment.

aTirOf2.

IpsyliFiluestions,

answers, and activ-ities based on

3. Participate insimulation game,

model.

4. Brainstorm andprioritize ideas;justify throughgroup discussion.

5. Write a futurescenariodepicting thissituation: "What

if there were nogovernment?"

6. Research and roleplay major typesof government.

7. Design an indepen-dent study unit onthe types ofgovernment.Schedule thedaily activities;determine methodsof evaluation.

AMERICAN GOVERNMENT


INTENDED OUTCOME

2. Analyze the basic principles of political organization embodied inthe Constitution.


2.01 summarize federal- 1ization, separa-tion of powers,and amendmentprocess as out- 2.

lined in theUnited StatesConstitution.

. Complete worksheetson the Constitu-tion.

2.02 outline the or-ganization,

duties, respon-sibilities, andpowers of eachbranch of govern-ment.

2.03 differentiate be-tween delegated,implied, reserved,and concurrentpowers; givean example ofeach.

Lead a discussionor conduct a lec-ture.

3. Diagram the respon-sibilities of eachbranch of govern-ment.

4. Write reports oneach branch.

5. Show filmstripsor movies on eachbranch of govern-ment.

6. Participate withinclass discussionand take notes fromlectures.

2.04 explain the rela-tive authority of 7.

sate laws, na-tional laws, andthe Constitutionas interpreted by 8.

the Supreme Court(i.e., Marbury vs.Madison, UnitedStates vs. JudgePeters, McCullochvs. Maryland, andGibbons vs. Osden).

List examples ofeach type ofpower.

Given lists of Su-preme Court cases,research thedecision in eachcase.

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Parallel Activities

1. Write an amendment.

2. Role-play theamendment process.

3. Invite guest speak-ers from eachlegislative branch.

4. In small groups,decide which branchwould beresponsible foractions establishedin hypotheticalsituations.

5. Keep a scrapbookon congressmen'scareers.

6. Given a list ofpowers and desig-nated categories,justify placement.

7. Differentiate be-tween delegated,implied, reserved,and concurrentpowers of stu-dents, parents,and teachers.


INTENDED OUTCOME

AMERICAN GOVERNMENT

2. Analyze the basic principles of political organization embodied inthe Constitution.


8. Working in pairs,research SupremeCourt cases whichhave affectedpublic education.Prepare a writtenand an oral

presentation ofthe impact ofthose rulings.

AMERICAN GOVERNMENT


INTENDED OUTCOME

3. Compare and contrast the processes by which power is passed onwithin all levels of the three branches of government.


3.01 identify and de- 1.

scribe the electionprocess for alllevels of thethree branches 2,

of government.

3.02 diagram the pro-cess of routing 3.

proposed legisla-tion through bothHouses ofCongress and thento the President 4.

for his signatureor veto (steps bywhich a bill be-comes a law). 5.

3.03 cite examples ofchecks and bal-ances which reg-ulate powersamong the threebranches ofgovernment.

3.04 explain the im-portance of theelastic cause(i.e., impliedpowers andMcCulloch vs.Maryland).

Complete a work-sheet and vocabu-lary list.

Create a filmstripon the electionprocess.

Keep a campaignscrapbook coveringa specific elec-tion.

Diagram the processof a bill becominga law.

Diagram the checksand balances sys-tem in the Consti-tution.

6. Give a lecture onthe elastic clause.

7. Brainstorm andwrite an essay onthe elastic clause,giving examplesof its flexibility.

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70

1. Participate inthe simulationgame, Hat in theRing, of theelection process.

2. Conduct a nomina-tion convention.

3. View video, TheCandidate.

4. Hold a mock elec-tion using a votingmachine.

5. Participate insimulation game,Coalition.

6. Write a bill.

7. Role play theprocess throughwhich a bill be-comes a law.

8. Participate in theFlorida Youth inGovernement Program.

9. Discuss power regu-lation.

10. Discuss the impor-tance of a goodleader; brainstormthe qualities of agood leader.

AMERICAN GOVERNMENT


INTENDED OUTCOME

3. Compare and contrast the processes by which power is passed onwithin all levels of the three branches of government.


11. Make a list of 20of the world'sgreat leaders.Choose thevreatest leader.

Choose one to re-search and analyzethe factors thatcontributed to hissuccess. Thenpresent thefindings to theclass.

12. Write a paper

explaining howthe elasticclause's contri-butions to thedurability of theConstitution.In a pane' dis-cussion, presenthis thoughtson these contri-butions.

AMERICAN GOVERNMENT


INTENDED OUTCOME

4. Analyze the effectiveness of influences on governmental decision-making by the support and dissent of individuals and interestgroups using the criteria of accual changes initiated or completed.


4.01 list the sources 1

of public opinion(i.e, family,education, mass 2

media) and under-stand that it canbe used to shapepublic policy.

4.02 describe ways inwhich the average 3

person can affectthe legislativeprocess.

4.03 describe the in-stitutions thatcan shape legis-lation and publicpolicy (lobbies,PAC's, etc.).

. Lead a classdiscussion.

. De,fise a publicopinion poll onthe effectivenessof citizen inputon the electionprocess.

. Write letter to acongressman on acurrent issue.

4. Clip articlesabout variouspressure groups.

t 9

-121-1

..)

"--.

1. Construct a pollto question stu-dents about aschool-relatedissue. Interpretthe results ofthe poll, andcompare resultswith classmates.Chart results andpresent to theclass.

2. Discuss the needfor peaceful pro-test vs. violentprotest.

3. List ways of pro-testing: boycott,march, petition,etc.

4. Discuss issues ofthe past that havecaused civil pro-test (i.e., slaveissue, war, inte-gration, etc.).

5. Prepare a talk, orwrite an essay oncivil disobedienceto determine if itis justifiable.

7. Collect data ofcongressmen'svoting recordson key issues;compare to dataof pressuregroups, donations,and support.

731

AMERICAN GOVERNMENT


INTENDED OUTCOME

4. Analyze the effectiveness of influences on governmental decision-making by the support and dissent of individuals and interestgroups using the criteria of actual changes initiated or completed.


6. Prepare postersabout pressuregroups and theireffect on publicpolicy.

-123-

AMERICAN GOVERNMENT


INTENDED OUTCOME

5. Trace the relationship between majority rule and individual rightsas it is reflected in our legal and governmental system and as itevolved through differing interpretations of the Constitution.


5.01 illustrate how the 1.United States Con-stitution reflectsthe belief thatgovernment shouldprotect the indi-vidual's right to 2.

life, liberty, andproperty (i.e.,The Bill of 3.

Rights).

5.02 identify therights of a defen-dant in a trial(i.e., self-in- 4.

crimination, jurytrial, and rightsto a lawyer).

5.

5.03 identify some re-cent Supreme Courtcases which havehelped to defineindividual rights(Brown vs. TheBoard of Educa-tion, Gideon vs.Wainwright,Miranda vs.Arizona, Escobedovs. Illinois,and Mapp vs.

Ohio).

Outline the Billof Rights, includ-ing the majorguarantees ofeach.

Conduct a mocktrial.

Chart the rightsof a defendantduring the pre-trial and thetrial stages.

Research courtcases from a givenlist.

View films on theBill of Rights.

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1 41

1. Choose five of theguarantees in theBill of Rights;prioritize andorally defendtheir importance.

2. Debate controver-sial issues con-cerning individ-ual rights (i.e.,right to bear arms,and gun control).

3. Solve problemsrelated to hypo-thetical situa-tions relating toBill of Rights,Discuss evidence.Do exercisesusing logic andproof.

4. Invite a localjudge or a panelof experts to dis-cuss protectiongiven to accusedpersons throughthe Escobedo andMiranda decisions.

5. Visit a courtroomor juvenile jus-tice hall fortrial by jury orby judge.

AMERICAN GOVERNMENT


INTENDED OUTCOME

5. Trace the relationship between majority rule and individual rightsas it is reflected in our legal and governmental system and as itevolved through differing interpretations of the Constitution.


-127-

I k)

6. Play Point of Law.

7. Read and dramatizeTwelve Angry Men;discuss circum-stantial evidence.

8. Use a library tofind five SupremeCourt cases whichapply and defineone of theamendments of theBill of Rights.

9. Brainstorm studentrights and respon-sibilities. Writean essay, an edi-torial, or preparean oral presenta-tion dealing withthe case forstudents' rights.

10. Discuss rights ofgifted studentsand problems theyencounter. Thenin groups, outlinea Bill of Rightsfor giftedstudents.

AMERICAN GOVERNMENT


INTENDED OUTCOME

6. Analyze the strengths and weaknesses of our federal system ofgovernment to deal with those domestic and foreign problemsfacing our nation today.


6.01 describe several 1.

domestic problemsfaced by thefederal and stategovernments.

6.02 describe constitu-tional duties ofthe Executive andLegislativebranches of 2.

government regard-ing foreignpolicy.

6.03 given a currentforeign problem,list the stepsthe Americangovernment hastaken in theattempt to solvethis problem.

Given a list,identify what hefeels are prob-lems faced byfederal and stategovernments todayand explain whatmakes each aproblem.

Use a copy of theConstitution andlist what dutiesare designated tothe Legislativeand Executivebranches regardingforeign policy.

3. Collect articleson a given foreignproblem; summarizeaid compile theminto a notebook.

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1. Survey the commu-nity to determinewhat it considersthe biggestproblem it faces.Interview communityleaders; surveythe adults andstudents as towhat should bedone; devise asolution to theproblem.

2. Collect at leastten articles(newspaper andmagazines) on thePresident andforeign affairs.Summarize eacharticle by relat-ing what actionsthe Presidenttook through hisConstitutionalauthority.

3. Identify problemsat school.

4. Analyze the con-stitution of thestudent govern-ment.

5. Set up a panel

AMERICAN GOVERNMENT


INTENDED OUTCOME

6. Analyze the strengths and weaknesses of our federal system ofgovernment to deal with those domestic and foreign problemsfacing our nation today.


-131-

consisting of SGAofficers, andadministration;discuss how theSGA works andimprovementsthat could be made.

6. Write a reportdescribing thehistory andcurrent status ofU.S. relationswith a givencountry.

7. List as manyforeign problemsas possible andrank theirimportance; defendthe positioning ina debate.

8. Given a currentschool problem,list steps thatmight be taken inan attempt tosolve it.

AMERICAN GOVERNMENT


INTENDED OUTCOME

7. Show the relationships between American political traditions andthe American way of life (social, economic, and religious ideals).

The student will

7.01 describe howtraditionalvalues and be-liefs have in-fluenced theAmerican politi-cal system.

7.02 identify majorideas and eventsfrom our Englishheritage andtrace these idealsand events through 4.to the formationof the United 5.

States Constitu-tion.

Regular Activities

1. In small groups,develur lists ofacceptable moralsand standards ofconduct.

2. Compile vocabu-lary lists.

3.

7.03 trace the develop- 6.ment of theoreti-cal, natural rightsas expounded bySeventeenth Cen-tury politicalphilosophers tothose which are 7.

included in theDeclaration ofIndependence.

7.04 explain the dif-ference betweendirect democracyand indirectdemocracy.

7.05 define the term

Parallel Activities

Given a list ofdocuments, tell whyeach was developed.

View the film, 1776.

List the weaknessesof the Articles ofConfederation.

Write paperscomparing theArticles ofConfederationand the Constitu-tion.

Match lists ofphilosophers totheir effects ongovernment.

8. Write his ownphilosophy oflife.

9. Attend classlecture andtake notes.

-1:53-

IP./ 0

C.,

1. Develop a list ofacceptable moralsand standards ofconduct; identifyways these havedirectly influ-enced laws andpunishments.

2. Examine Americansocial problemssuch as runaways,school-relatedproblems, unionsand strikes,poverty, etc.

3. Discuss ways inwhich parentsprovide childrenwith value systems.

4. Complete individualactivities or pro-jects based on casestudies which dealwith identifiedproblems.

5. Develop a list often rules which hewill enforce whenhe becomes a parent,and decide upon asystem of punish-ments or rewards.

6. Prepare a notebook

AMERICAN GOVERNMENT


INTENDED OUTCOME



political partyand describe thebasic functionsand organizationof politicalparties.

7.06 recognize thebasic function ofpolitical partiesin America (i.e.,to strengthen ourdemocratic polit-ical system byoffering politi-cal alternatives/choices to thepeople. etc.).

7.07 describe the roleprimary electionsand national con-ventions play inthe politicalprocess.

7.08 explain variousaspects of theelection process.

7.09 decribe the im-portance of therole of thirdparties inAmerica.

10. Complete work-sheets and vocab-ulary lists.

11. Bring to class acopy of the plat-form from eachpolitical party.

12. Give studentsquestionnairesto complete. Com-pare thoseresponses toparty platforms.

13. Play simulation

game, Hat in theRing.

14. Assign individual

reports on variousthird parties inAmerican history.

Give oral presen-tations of thereports.

15. Given a list ofSupreme Court casesinvolving religiousfreedom, summarizethe Court's deci-sions.

-135-

of "Events Leadingto the Consti-tution."

7. Create a newspaperof a given timeperiod (i.e.,1776, 1861, 1969).

8. Write a futuris-tic scenario dj-picting ways inwhich past(20th Century)social and politi-cal trends willhave influencedthe USA by theyear 3000 A.D.

9. Participate inactivities in"Philosophy Unit"in Ideas forStudents Second-ary.

10. Compare directand indirect democ-racies giving ex-amples of circum-stances where eachwould be appro-priate. Preparecharts.


AMERICAN GOVERNMENT

INTENDED OUTCOME



7.10 describe reasonsfor and againstthe inclusion ofreligious beliefsinto publicpolicy, citinggroups and/orSupreme Courtcases that wereinvolved.

-137--

80

11. Play simulationgame, Coalition.

12. Invite speakersfrom each of thepolitical partieswho are active inlocal partyaffairs.

13. In small groups,form and name hisown political par-ty and develophis own platform.

14. Present the plat-forms of theseparties to theclass.

15. Use groups tc rre-sent how the elec-tion process takesplace today. Use

the Constitutionto see what wasoriginally saidabout nominationsand elections.

16. Stage a conventionand a school-widecampaign.

AMERICAN GOVERNMENT


INTENDED OUTCOME



-139-

81

17. Bring in a votingmachine and allowother students togo through mockelection andvoting procedures.

18. Research a list ofthird parties toappraise theircontribution topolitics in theU.S.

19. After summarizingcourt cases, re-late the decisionsto the separationof church andstate in the U.S.Conduct a debateon the issue ofthe separationof church andstate.

20. Conduct a paneldiscussion onprayer in schooland issues whichrelate to thattopic.

AMERICAN GOVERNMENT


INTENDED OUTCOME

8. Demonstrate the impoi.tance of participation in community, service,civic improvement, and involvement in political activities.

The student will

8.01 enumerate the 1.

consequences ofpolitical activ-ity by citizens.

8.02 give examples ofways to partici-pate in community,service groups,and political

activity.

8.03 explain how par-ticipation inlocal politicalactivities mayencourage commu-nity awareness offederal, state,and local prob-lems and issues.

2

Regular Activities

List ways citizenscan participate ina democracy.

Parallel Activities

. List examples ofcivic participationand have studentscomplete one civicactivity (afterschool) during agrading period.

3. Invite a guestspeaker (local

politician, con-gressman) to dis-cuss his beginningin politics.

4. Have studentsattend a citycouncil meetingand summarize whatwas discussed.

-141- .

hi

1. Compare the waysAmericans can par-ticipate in thedemocratic processwith the wayscitizens in othercountries haveavailable.

2. Discuss theconsequencesof politicalinactivity.

3. Conduct a problem-solving _ession tofind ways tomotivate citizensto get moreactively involvedIn voting andpolitical activi-ties. List anddevelop criteriafor evaluatingsolutions.

4. Write an editorial(on motivationaltechniques) andsend to a localnewspaper.

5. Take a tour of acounty courthouse.

6. Participate in alocal campaign.

AMERICAN GOVERNMENT


INTENDED OUTCOME

8. Demonstrate the importance of participation in community, service,civic improvement, and involvement in political activities.


7. Create a campaign

for an imaginaryoffice seeker.

8. Invite guestspeakers or plana trip toTallahassee. In-

corpc. ate letter

writing into thecomprehensiveplanning processfor the trip.

AMERICAN GOVERNMENT


INTENDED OUTCOME

9. Utilize the appropriate vocabulary, geographical, reference/study,critical thinking, and decision-making skills.


9.01 define thefollowing vocab-ulary words pe-culiar to thestudy of Ameri-can government:a. ballot,b. bicameral,c. bureaucracy, 3.

d. capitalism,e. common law,f. confederation, 4.

g. dfmocracy,h. gross national

product, 5.

i. habeas corpus,j. judicial review,k. joint committee,1. market economy,m. regulatory

commission,o. pocket veto,p. seniority rule.

6.

9.02 interpret politicalinformation basedon the legend of 7.

a map.

1. Define vocabularyterms.

2. Orally define theterms and add tohis definitions, ifneeded.

9.03 identify the lo-cation of majorgeographic fea- 8.

tures and politi-cal divisions ofthe United States.

9.04 distinguish a seL

Take a quiz onmap legends.

Complete a work-sheet and a map.

Use newspaper ar-ticles and edito-rials. Read state-ments; discusswhether the state-ments are fact oropinion, and ex-plain why.

Give a lecture ongraphs.

Complete teacher-prepared graphs

with questions oneach.

Give other infor-mation to studentsin order to pre-pare individualgraphs.

-145- 84

1. Write originalsentences usingvocabulary terms.Make crosswordpuzzles. PlayQuiz Bowl usingthe terms.

2. Create map legendsand exchange withother students toanswer relatedquestions.

3. Draw large wallmaps and label theparts to displayfor class.

4. Use tapes of polit-ical speeches toanalyze statementsas fact or opinion.

5. Identify propa-ganda methods andexamples of each.

6. Make propagandaposters from maga-zine ads and clas-sify the types ofpropaganda used.

7. Research a polit-ical issue.Make a list offacts and

AMERICAN GOVERNMENT


INTENDED OUTCOME



of statements asbeing fact oropinion. (SeeMinimum StudentPerformanceStandard-ReadingE-23.)

9. Clip pictures frommagazines andnewspapers;discuss what ishappening in thepicture, empha-sizing theimportance ofinterpretation.9.05 Read and deter-

mine relation-ships described 10.

by line graphs,circle graphs,or tables. (See

Minimum StudentPerformance Stan-dard-Mathematics 11.

U-149.)

9.06 obtain appropriate 12.information frompictures, maps,or signs. (SeeMinimum StudentPerformanceStandard ReadingF-25.)

Complete work-sheets with ques-tions based ongiven maps, signs,or pictures.

Take notes on thesteps of inquiry.

Assign each stu-dent a socialproblem to re-search by usingthe steps of in-quiry.

13. In a small group,select great de-cisions from his-tory. Define theproblem ana listother alternativeswhich could havebeen selected.Present findingsthrough paneldiscussion format.

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85

opinions of partyleaders conerningthese issues.

8. Play Propagandagame.

9. Conduct surveys orpolls on politi-cal issues andgraph results.

Present findingsto class.

10. Develop a futuris-tic survey pre-dicting possibil-ities, probabili-ties, and prefer-ences for thefuture; graphthe results.

11. Compile a list ofimportant messagesor informationthat might be con-veyed by a pictureor sign to caringindividuals,(i.e., "Quiet,

I'm thinking.";"Please smile atme, I feel blue.").Develop symbolsto convey themessages.

AMERICAN GOVERNMENT


INTENDED OUTCOME



9.07 Interpret thesteps of inquiryas:

a. stating theproblem,

b. gatheringdata,

c. developingan hypothesis,

d. analyzing,e. evaluating,f. reaching a

conclusion.

9.08 select a situa-tion, define theconsiderationsinvolved, anddiscuss the con-sequences ofdifferent alter-natives.

-149-

SC

12.,Research issuesusing steps ofinquiry and pre-pare an indepen-dent project toshare results.

13. In small groups,problem solve orresearch a socialissue; make anoral presentationto the class.

14. Develop hypothet-ical situationswhich he couldbe faced withtoday. Discussalternatives andjustify conclu-sions; conductpanel discus-sions, ordebates of thealternatives.

15. Conduct a

problem-solvingsession onconcerns in stu-dent government,Santa Rosa County,Florida, U.S.A.,or the world.Role play the

situations andtheir solutions.

P-..0111

WORLD HISTORY

\ \87

WORLD HISTORY


INTENDED OUTCOME

1. Understand how contemporary civilizations depend upon contributionsof past civilizations.


1.01 explain the con- 1.

tributions thatthe AncientEgyptian ay,'

other Mido..g

Eastern civili-zations made tothe Modern World.

1.02 explain the con-tributions thatthe civilizationsof ClassicalGreece and Romemade to theModern World.

1.03 explain the con-tributions thatthe Ancient Asiancivilizationsmade to theModern World.

1.04 explain the con-tributions thatthe MedievalPeriod made tothe Modern World.

1.U5 explain the con-tributions thatthe Renaissanceand Reformationmade to theModern World.

From a preparedlist of

contributions,determine whichcivilizationmade the con-tribution.

2. Make a notebookrecording atleast fifteenvarious pieces ofequipment still inuse that had theirorigins in ancientcivilizations.

3. Select picturesof modern-daystructures thatuse designs fromancient civili-zations.

4. Make a cartoon orwrite a short storyshowing how pastcivilizationsenhance our life.

5. In small groups,make a list of thegreatest contri-butions from an-cient civilization.

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1. Plan a series ofseminars involvingresearch on thecontributions ofother civiliza-tions.

2. Design a classactivity thatfocuses on acentral conceptor major emphasisof study.

3. Conduct a discus-sion session on anarea of special-ization.

4. Invite students,architects,attorneys, andartists to discussGreek and Romaninfluences inmodern work.

5. Invite art instruc-tors to present aslide show onGreek and Romancontributions toart.

6. Prepare indepen-dent projects ona topic of choice

WORLD HISTORY


INTENDED OUTCOME



1.06 explain the con-tributions thatthe IndustrialRevolution madeto the ModernWorld.

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relating to Greekor Roman influ-ences.

7. Read Greek andRoman myths andinterpret rolesof males and fe-males of thatsociety comparedto those of today.

8. Compare Aryanmythological fig-ures with Greekand Roman godsand goddesses.

9. Complete outsidereading assign-ments of medievalfiction. Preparea panel discussionon the following:the influence ofmyths and magicon various topics.

10. Discuss the socialcode of chivalryand compare itto any unwrittencode of honor intoday's society.

11. Using a list ofcontributions,prioritize,

chart, and

WORLD HISTORY


INTENDED OUTCOME



90

-157-

defend choicesto the class.

12. Choose a pastcivilization andprepare an inde-pendent projectthat reflects itscontributions tothe modern world.Present the pro-ject using theappropriate visualaids or media.

13. Brainstorm a listof contributionsfrom the AtomicAge - or the 20thCentury.

14. Identify problemsintroduced by theAtomic Age in the20th Century(i.e., nuclearholocaust,geneticengineering, spaceexploitation).Discuss personalanxietiesrelevant to theseproblems. In

small groups,choose one prob-lem and offer asolution afterhaving used the


WORLD HISTORY

INTENDED OUTCOME



problem-solvingprocess.

15. Decide what the21st Century shouldbe called (i.e.,computer age,android age, etc.)and predict thepossible contri-butions andproblems of thatperiod.

16. Make future wheelsto project possibletrends.

17. Discuss personalcontributionswhich he wouldlike to make asan adult in the21st Century.

18. Write a futuris-tic autobiography.

WORLD HISTORY


INTENDED OUTCOME

2. Explain the significance of geography on the development ofcivilizations and nation-states.


2.01 explain the impor- 1.tance of riversand bodies ofwater to the de-velopment ofcivilizationsand nation -

tates.

2.

2.02 explain the influ-ence of geographyon the social andcultural develop-ment of civiliza-tions and nation-states.

2.03 explain the influ-ence of geography-n the economicdevelopment ofcivilizations andnation-states.

2.04 explain the in-fluence of geog-raphy on thepolitical devel-opment of civili-zations andnation-states.

List 15 reasonswhy the rivers,bodies of water,and climate arean asset to thegrowth and devel-opment of Florida.

Select two rivers,trace the growthand development ofcities, industries,etc., along thoserivers. Recordthe number ofcities locatedon each river, andtheir populations.

92

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1. Brainstorm defini-tions and elementsof geography andand compare thatversion to thatin a dictionary.

2. Discuss the sig-nificance of geog-raphy on a town'sgrowth anddevelopment.discuss Florida'sgrowth and devel-opment in relationto climate andbodies of water.

3. Discuss ways thatFlorida'sgeography hasinfluencedsocial, cultural,economic, andpolitical devel-opment.

4. Present informationabout thegeography ofearly civiliza-tions (i.e.,Egypt, the Nile,and Mesopotamia).Explain how thesefactors shapedthose cultures andtheir :ife styles.

WORLD HISTORY


INTENDED OUTCOME

3. Compare major individuals, events, and characteristics of historicalperiods.


3.01 compare the con- 1.

tributions andinfluences ofthe followingreligiousleaders (i.e.,',uddha, Con- 2.

fucius, Moses,Jesus, Mohammed).

3.02 compare majorpolitical leadersand philosophers 3.

from differenthistoricalperiods.

3.03 compare signifi-cant events fromvarious histori-cal periods. 4.

3.04 compare thesocial character-istics of givenhistorical peri- 5.

ods.

3.05 compare thepolitical char-acteristics ofgiven historicalperiods.

3.06 compare the eco-nomic characteris-tics of given his- 6.torical periods.

Parallel Activities

Using the religiousleader games, matchcontributions withthe appro7-iateleader.

Compare a philoso-phy from a periodwith the politicalleaders of thatperiod.

List the majorpolitical leadersfrom an era andthe philosophersfrom the same era.Describe theirviews.

Choose an event inhistory to recon-struct in a dra-matic presentation.

Analyze two signi-ficant events inhistory to lookfor patterns andparallels (i.e.,assasination ofpresidents, eventsleading to WorldWar I, World WarII).

Decide in whichperiod of history

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93

1. Make a chart tocompare contribu-tions and influ-ences of tworeligious leaders.

2. Prepare a learningunit based on theTaylor Model withquestions, avariety of activi-ties and anevaluationinstrument on anyone or all of thesereligious leaders.

3. Prepare a speech onone of the philoso-phers of a certainperiod and relate

that philosophy tothe student's own.

4. Organize a mockinterview with apolitical leaderof the past.

5. Compare leadershipstyles of two his-torical figures.

6. Determine charac-

teristics of aneffective leader.

7. Analyze leadership

WORLD HISTORY


INTFNDED OUTCOME

3. Compare major individuals, events, and characteristics of historicalperiods.


he would like tohave lived andtell why.

7. Organize a GreekDay or a MedievalDay.

8. Compare theOlympic games oftoday with theOlympic games ofGreece, listingthe events andhow each haschanged.

9. Working in smallgroups, make atime line of theGolden Ages inGreece, Indiaor China, showingthe art, archi-tecture, etc., foreach country.

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qualities andstyles of twocontemporary fig-ures in opposingsocieties ornations.

8. Assess his personalleadership quali-ties, and styles.

9. Assess th? social,economic, and polit-ical policies ofthe U.S. regardingSouth and CentralAmerican countries.

10. Use creative prob-lem-solving pro-cess to identifyas an underlyingproblem that, whensolved, wouldimprove the U.S.position. Find

the best solutionand develop a planfor implementation.Write a paperusing informationgained and sendto the Secretaryof State.

WORLD HISTORY


INTENDED OUTCOME

3. Compare major individuals, events, and characteristics of historical

periods.


10. Compare the socialcharacteristicsthat may have beeninfloTnced by thepolitical andeconomic happeningsof a particularhistorical period(i.e., rise ofHitler, the use ofpoisonous gasesin World War I).

5-167-

WORLD HISTORY


INTENDED OUTCOME

4. Understand current and historic events from the perspective ofdiverse cultural and national groups.


4.01 given at least onemajor historicalevent or issueand an interpre-tation of thatevent or issue,identify thegroup that heldthat particularpoint of %Poi(i.e., Treatyof Versailles:German, French,and Americanviewpoints).

1. In a group offive students,select an event inhistory, clarifythe issues androles of variouspolitical leaderswho held partic-ular points ofview. Conduct amock debate ofthese variousideas and otherattitudes withstudents assumingthe role ofvarious leaders.

1. Pretend he is aGerman, French, orAmerican journal-ist after WorldWar I and writean editorial onthe Treaty ofVersailles; draw

an editorial car-toon concerningthe Treaty.Choose one of thebooks from eitherthe biography (non-fiction) or histor-ical ficticn listin the Men andNations text onpage 609 and pre-pare an indepen-dent or small-group project.Interview or tape

an American whoparticipated inWorld War TI orthe Vietnam Warto determine hisview of the con-flict (i.e.,reasons for fight-ing causes,his role, theeffects and out-come of the war).Interview someoneof Japanese,

WORLD HISTORY


INTENDED OUTCOME

4. Understand current and historic events from the perspective ofdiverse cultural and national groups.


German, or Viet-namese descentand ask similarquestions todetermine thatperson's viewof the war.Compare findingsand report to theclass.

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WORLD HISTORY


INTENDED OUTCOME

5. Compare the major world cultures, past and present, based on theirpolitical and economic systems, religious and moral beliefs, andsocialization processes.


5.01 compare the polit- 1.ical systems ofthe Ancient Greeksand Romans.

5.02 compare the reli-gious and moralbeliefs of theChristians andMoslems.

5.03 compare the polit-ical, economic,and social systemsof the U.S. andthe Soviet Union.

Compare the ways ofselecting the polit-ical leader ofAncient Greece andRome, the goals ofthe political leaderof each era, and thedownfall of each 2.

empire.

Parallel Activities

1. Discuss ways that `

the lack of areligion affectsthe life andcharacter of anation.

2. Find the similari-ties betweenChristianity andthe Islamic faith.Identify thesimilarity ofevents thathappened to Christand Mohammad, themiracles of bothmen, and theconcepts of theeternal life.

3. Decide whetherChristainity hashad as much of aneffect on life andcharacters inChristian nationsas Islam has hadon the Moslems.Explain hisanswer.

8

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Compare laborunions of the U.S.and labor unions ofthe Soviet Union,their politicalstructures, theireffects on politics,and the responsi-bilities ofnational leadersof these groups.

3. Create models thatdepict the politi-cal systems of theAncient Greeks orthe Romans.

4. Make a diagram ofthe Roman Republic.

5. Compare the Greekand Roman politi-cal systems todemocracy inAmerica today.

6. Using art work,prepare a slideshow that comparesthe religious andmoral beliefs of

WORLD HISTORY


INTENDED OUTCOME



4. On a chart, showthe politics,economic struc-tures, and socialsystems of theU.S. and theSoviet Union.

5. Compare the life-styles of a blue-collar Americanworker and thatof a blue-collarSoviet worker.

9 9

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the Christiansand the Muslims.Relate those basicbeliefs to thecurrent problemsbetween thesetwo religioussects today.

7. Compare and con-trast the lifeand teachings ofJesus and Mohammed.

8. Write and producea documentary com-paring life in theU.S. with lifein Russia today.Include political,economic, andsocial systems asthey relate.

9. Pretend he is ateen-ager livir,in the Soviet Union.Write a journalentry that depictshis thoughts,feelings, and activ-ities in a typicalday.

10. Explain how hewould create anideal world

WORLD HISTORY


INTENDED OUTCOME



100-177-

government thatcould unite theSoviet Union andthe U.S. Whatchanges would itmake in the world,the U.S., any othercountry, and hisindividual life?

11. Outline a ten-pointplan for worldpeace. Give it aname.

12. Explain what hecan personally doto bridge the gapbetween the U.S.and the SovietUnion and promote

world peace.

13. Research the dis-armament movementand present aspeech or preparea mini-debate onPeace ThroughDisarmament orMilitary Strength.

14. Read Animal Farmand discuss thesatire on revolu-tion and communism.

WORLD HISTORY


INTENDED OUTCOME

6. Explain how major belief systems (political, economic, and social)changed or altered historical patterns of development.


6.01 given a specific 1.

series of politi-cal events repre-senting a histori-cal pattern, iden-tify the pattern 2.

and explain thesignificance.

6.02 given a specificseries of socialevents represent-ing a historicalpattern, identifythe pattern andexplain the sig-nificance.

6.03 given a specificseries of eco-nomic events repre-senting a histor-ical pattern,identify thepattern andexplain the sig-nificance.

In small-group dis- 1.

cussion, define andtell how patternsare determined.

Take an event inhistory, identifywhat brought aboutthe change, whetherit was politically,economically orsocially motivated.Explain the causes.

3. Through patternsof economic,social, or polit-ical beliefs,explain why hisfamily is pre-sently locatedin Florida.

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Develop a smallgroup discussionon the followingpoints:

a. Does he haveany patternshe is following?Who or what de-termines these?

b. How are beliefsand patterns in-tertwined?Might the stu-dent have somenegative beliefsabout himselfthat cause himto follow nega-tive patternsof behavior?

c. Explain, if hecan determinehis own motivesfor what hedoes, why heacts as he does.Examine histhoughts andbehavior todetermine pat-terns. Can heeliminatethe negativethings in hislife?

d. Make a list ofall the posi-tive habits orbehaviors hehas learned

WORLD HISTORY


INTENDED OUTCOME



102-181-

that could makehim more success-ful in dealingwith others on apersonal basisand dealingwith teachersand school work.

e. List negativebehaviorpatterns andspeculate as tothe consequencesof continuingthese behaviors.

f. Could mistakeshe makes inschool be theresult of nega-tive patternsby teachers,students, and

parents?Explain howthis could be.

g. Is procrastina-tion a pattern?Why does he con-tinue? Whatis the payoff?

h. Is failing orsucceeding away to controlfriends, teach-ers, parents?Can people getwhat they wantby pleasingothers?

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INTENDED OUTCOME



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Can they manipu-late others,get attentionby failing orsucceEding?Do they playmind games withe,-h other ina struggle forpower?How do they gainpower overothers or howdo they gaiapower over them-selves?

i. How might coun-tries also playpower games?Could war bethe result ofa series ofevents thatfollow a pat-tern?

2. Prepare units onpatterns. Each

group will re-search eithera. political,b. social,c. economic

events thatimmediatelypreceeded in-volvement in awar by or inthis country.


INTENDED OUTCOME

WORLD HISTORY



3. Compare groupfindings. Compileand evaluate thesefindings to leadto an overviewof the causes ofwar. Relate thesefindings tocurrent positionsin regards toany approachingconflict.

4. Study political,social, economicevents that pre-ceeded the down-fall of powerfulcivilizations ofthe past andpredict America'sfuture as acivilization.

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WORLD HISTORY


INTENDED OUTCOME

7. Interpret changes that have occurred in historical development byanalyzing the causes and effects of that cnange.

The student will

7.01 explain the causes 1.and effects ofgiven social andintellectual move-ments (i.e., theRenaissance andthe Enlightenment).

7.02 explain the causesand effects ofgiven religiousmovements (i.e.,the growth ofBuddhism, rise ofChristianity, ex-pansion of Islam,and the Reforma-tion).

7.03 explain the causesand effects ofgiven examples ofcolonization andmigration (i.e.,Greco-Romans, theCrusades, theMongols, Russianexpansion eastward,Boer expansion inSouth Africa). 2.

7.04 explain the causesand effects ofgiven militaryconflicts (i.e.,the Hundred YearsWar, the World

Regular Activities

In group circles,discuss causes andeffects and givepersonal examples.of change. Analyzeexamples ofinductive anddeductive reason-ing to determinedifferences.Define change as itrelates to move-

ment:TTs change good,

bad, necessary?Give personalexamples.

b. What causeschange?

c. What are theeffects ofchange?

d. Give an exampleof a social, anintellectual, apolitical, and a

religious move-ment.

Given a unit onlife in the MiddleAges, research thecause and effectsof the following:a. chivalry,b. feudalism,

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105

Parallel Activities

1. Brainstorm changesthat have takenplace in hiscountry thiscentury. Discusscauses andeffects. Preparea project andgive an oral pre-sentation to class.

2. Prepare a unit onone major religiousmovement with em-phasis on thecauses and effectsof that movement.

3. Trace the routeof some famousmass migrationsin history (i.e.,Tartars, Romans,Eastern Europeans)and prepare alarge display map.Explain factorscontributing tothese migrations.

4. Describe the his-tory and under-lying causes whichled to the Negroimmigration toAmerica and migra-tion within America

WORLD HISTORY


INTENDED OUTCOME

7. Interpret changes that have occurred in historical development byanalyzing the causes and effects of that change.

The student will

World War I,World War II).

7.05 explain the causesand effects ofgiven examples ofeconomic systems(i.e., mercantil-

Regular Activities

c. the Crusadesand the HundredYears War,

d. revival ofculture,

e. monarch vs.papal rule.

ism, capitalism, 3. As a class, designsocialism, com- a mural depictingmunism). the history of the

Middle Ages.

1f.)6

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Parallel Activities

after the CivilWar.

5. Prepare charts orbulletin boardsshowing the causesand effects ofsuch economicsystems:

a. mercantilism,b. capitalism,c. socialism,d. communism.

6. Research thecauses and effectsof the followingconflicts:a. World War I,b. World War II,c. Korean War,d. Vietnam War.Discuss thefindings and com-pile a generalizedlist of commoncauses and effectsof war.

7. Discuss why theVietnam contro-versy :ontinuesand what theimplications arefor futuremilitary involve-ment.

WORLD HISTORY


INTENDED OUTCOME

7. Interpret changes that have occurred in historical development byanalyzing the causes and effects of that change.


8. Organize a debate,panel discussion,or write an edito-rial or essayconcerning thefollowing topic:"War Creates MoreProblems Than ItSolves."

9. Prepare an abstractmodel to show thecauses and effectsof one of thevarious economicsystems.

10. Complete "SocialChange," and"Popular Music,"in ideas forTeacEng GiftedStudents SocialStudies, pages9- 9.

197

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WORLD HISTORY


INTENDED OUTCOME

8. Understand the interaction of science, society, and technology inhistorical development.


8.01 explain how social 1.conditions en-hanced or inhib-ited scientificand technologicaldevelopment ingiven periods ofhistory.

8.02 describe theimpact of scien-tific and tech-nologicaladvances inperiods of his-tory.

In groups of three 1.

or four, discussways the intellec-tual movementcalled Humanismwas directlyrelated to thebirth of modernscience duringthe Renaissance.Explain why thisperiod was calledthe ScienceRevolution.

2. Explain whatoccurred duringthe IndustrialRevolution.

3. Explain the wayspeople werevictimized bythe suddenchanges of theIndustrial Revolu-tion.

4. Brainstorm a listof improvements oradvantages thatresulted from thetechnological ad-vancements of theIndustrialRevolution.

1(36-193-

Record ideas; sharethem with the classand develop aconclusion basedon all group input.(See Reg. Act 1.)

2. Choose a leader toresearch directly(i.e., DaVinci asa scientist,Copernicus,Galileo, Kepler,Versalius, orHarvey Gutenberg).

3. Make a criticalthinking researchskills checklistand rate himselfon a scale of1-10 before andafter he completesthe exercises.

4. Make a schedulefor completion ofactivities and forhis presentation.

5. Compile informa-tion on scientificdiscoveries andtechnologicaladvancement ofone of theinventors and

WORLD HISTORY


INTENDED OUTCOME

Understand the interaction of science, society, and technology inhistorical development.


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1 o 9

present it to theclass using visualaids to dramatizethe material.Evaluate himselfas the leader andas a group member.The group evalu-ates the leaderand each other.

6. View the filmFuture Shock, anddiscuss howchanges will affectus.

7. Read 1984, Brave NewWorld, or Anthem andconduct big-TO:-therapy sessionson the effects offutt're changes in

our lives.


INTENDED OUTCOME

WORLD HISTORY

9. Interpret the history, doctrines, objectives, and techniques ofCommunism as a political and economic system at odds with theAmerican political and economic systems.

The student will

9.01 interpret theimpact that thefollowing indi-viduals have hadupon the develop-ment of Communism:Marx, Lenin,Stalin, Kruschev,Mao Tse-Tung.

9.02 interpret the sig-nificance of thefollowing eventsin the develop-ments of world-wide Communism:the Writing ofthe CommunistManifesto, t el917 Russian Revo-lution, thepurges of JosephStalin, WorldWar II, theCommunist take-over of China,the Cold War,and the spreadof Communistinfluence in theThird World.

Regular Activities

1. List ideas of thefollowing leaderswho influencedCommunism:a. Marx,b. Lenin,c. Stalin,d. Kruschev,e. Mao Tse-Tung.

2. In pairs, inves-tigate how thefollowing eventscontributed tothe spread ofworld-wideCumunism:a. the writing of

the CommunistManifesto,

b. the RussianRevolution,

c..the purges ofJoseph Stalin,

d. World War II,e. the Communist

take-over China,f. the Cold War,g. the spread of

Communism inThird Worldcountries.

Parallel Activities

1. In groups of two,prepare an inter-view with one ofthe following in-dividualsconcerning thesignificance hehad upon thedevelopment ofworld-wideCommunism:a. Marx,b. Lenin,

c. Stalin,d. Kruschev,e. Mao Tse-Tung.

2. Pretend he isone of the aboveleaders and give aspeech ofinformation orpersuasion.

3. Make a time linethat reflects theimportant eventsin the developmentof Communism. Be

prepared to writea brief paper orgive an impromptuspeech on the sig-nificance of anyof these leaders.

WORLD HISTORY


INTENDED OUTCOME

9. Interpret the history, doctrines, objectives, and techniques ofCommunism as a political and economic system at odds with theAmerican political and economic systems.


9.03 compare the basictenets of Communismas a political andeconomic systemto the basictenets of theAmerican Demo-cratic and FreeEnterpriseSystems.

9.04 identify theevils ofCommunism, thefallacies ofCommunism, thefalse doctrinesof Communism, andthe ways to fightCommunism.

3. Make a list offacts and opinionsconcerningCommunism.

111-199-

4. Make charts, andprepare a speech,present paneldiscussion, orwrite a papercomparing Commu-nism, Socialism,and the FreeEnterprise system.

5. In small groups,exchange papersand discuss dis-tinguishing fac-tors betweenstatements offact and thoseof opinion.

WORLD HISTORY


INTENDED OUTCOME



10.01 define the follow- 1.ing vocabularywords peculiarto the study ofworld history: 2.

a. assimilation,b. autonomy,c. balance of

power, 3.

d. bourgeoisie,e. caste,f. civilization, 4.

g. clergy,h. culture,

i. detente,j. feudalism,k. genealogy,1. heresy,m. hierarchy, 5.

n. ideology,o. imperialism,p. monarch,q nationalism, 6.

r. propaganda,s. self-deter-

mination,t. vernacular.

10.02 interpret histori-cal information 7.

based upon thelegend of a map.

10.03 identify the loca-tion of the majorgeographic

Complete crosswordpuzzles and wordsearches.

Participate incharades of wordsmeanings.

In groups, make awall map.

Using list ofhistorical factsand opinion, iden-tify each aseither opinion orfact.

Participate in asurvey on pressingmatters.

Research the dayof his birth tofind what histori-cal events were inthe process of de-velopment.

Extend his re-search to determineimportant eventsthat have occurredin his lifetime(past 15 years).

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1. Design wordsearches, crosswordpuzzles, tests andanswer keys; ex-change these withthe class.

2. Use words andquestions to QuizBowl for points toreview for tests.

3. Do charades, pan-tomimes, or act outword meanings inpairs.

4. Design his owncountry, make amap that showslocation of geo-graphic features.Make a legend.

5. Design and usemaps in presenta-tions or seminars.

6. Map his own per-sonal history.Make a legend andcolor code it forclass presentation.

7. Design a game usinghistorical facts,opinion, or fictionfor a particularperiod, (i.e.,Trivial Pursuitor Games Law ).

WORLD HISTORY


INTENDED OUTCOME



features and polit-ical divisions ofthe earth.

10.04 distinguish a setof statements asbeing fact oropinion. (SeeMinimum StudentPerformanceStandard -Reading E-23.)

10.05 distinguish be-tween primary andsecondary sources.

10.06 interpret a timeline.

10.07 read and determinerelationships de-scribed by linegraphs, circlegraphs, or tables.(See MinumumStudent Perfor-mance Standard-MathematicsU-149.)

10.08 interpret thesteps of inquiryas: stating theproblem, gatheringdata, developingan hypothesis,

1 /3

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8. Make a list ofhistorical factsmixed with opinion,and exchange withpartner. Computethe accuracy.

9. Attack or defendthe following bygiving his opiniononly (i.e., compe-tition and theFree EnterpriseSystem are/are notworking satisfac-torily in America).

10. Develop a survey asa primary source,and compile data onstudent opinions re-garding some issue.Graph statistics.Research the sametopic using at leastthree sources in-cluding a personalinterview. Incor-

porate a time line,statistical charts,etc. Use fact andopinion to write a750-1000 documentedpaper. Presentand defend thepaper orally orprepare a

WORLD HISTORY


INTENDED OUTCOME



analyzing, andevaluating, andreaching a con-clusion.

10.09 recognize that aperson's personalexperience andphilosophy (frameof reference) in-fluences hisinterpretation ofhistorical events.

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mini-debate withstudents who haveopposing views.State a problemrelating to theFree EnterpriseSystem and histopic. Followthe problem-solving processand arrive at asolution.

11. In general, summarizethe political, social,and economic statusof the U.S. duringthe 70's. Ask hisparents for theirviews. How wouldhe characterizethe 80's by compari-son?

12. Explain ways a childliving in Russia,China, or Nicaraguamight also interpretthe events of the80's.

13. In a short paper,justify the state-ment that his per-sonal experience andphilosophy influenceshis interpretationof life. Givespecific example.

ENGLISH III

COURSE #1001370

SUPPLEMENTAL RESOURCES

Mallis, Jackie, Ed. Ideas For Teaching Gifted Students. English City,TX: Multi Media Arts, 1984.

Thompson, Doris Bane. Vocabulary Workshop. New York, NY: Harcourt,Brace, Jovanovich, 1982.

Warriner, John E. Warriner English Grammar. New York, NY: Harcourt,Brace, Jovanovich, 1982.

West, William W. Teaching The Gifted And Talented In The EnglishClassroom. NCTE, 1980.

ENGLISH IV

COURSE 11001400


Adler, Town. Looking In Looking Cut. New York, NY: Holt, Rinehart,Winston, 1984.

Mains, Jackie, Ed. Idea For Teaching Gifted Students English.Austin, TIC: Multi Media Arts, 1984.

O'Hare, Mernaring and Frank. The Writers' Work: Guide to EffectiveComposition. Second Edition, New York, NY: Prentice-Hall, 1984.

Weir, Ennis. Critical Thinking Essay Test. Pacific Grove, CA:Midwest Publications, 1980.

AMERICAN GOVERMENT

COURSE 12106310


Berich, Joan. The Science of Surveying. New York, NY: ATI1SCO SchoolPublishers, Inc., 1982.

Dolan, Daniel. Te.aching Problem Solving Strategies. Melo Park, CA:

Addison-Wesley Publishing Co., 1983.

Galbraith, Judy. The Gifted Kids Survival Guide. Minneapolis, MN:

Free Spirit Publishing Co., 1983.

Harnadelic, Anita. Critical Thinking. Pacific Grave, CA: Midwest

Publishing Co., 1980.

Mallised, Jackie. Ideas For Teaching Gifted Students Social Studies.

Austin, TX: Multi Media Arts, 1982.

Scribner, Evelyn. A. Casebook of ANnerican. Foreign Policy Problems.

Portland, ME: J. Weston Walch, 1982.

Scribner, Evelyn. Casebook of American Problems. Portland, ME:

J. Weston Which, 1983.

Turner, Mary Jane, and Lynn Parisi. Law in the Classroom. Boulder, CO:

Social Studies Education Consortium, 1984.

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ICIUD HISPORY

COURSE 12109310


Gourley, Theodore, and Samuel Miclus. Problems, Problems, Problems.Glassboro, NJ: Creative Competition, Inc., 1984.

Mazaur, Anatole, and John Peoples. Men And Nations: A World History.New York, NY: Harcourt, Brace, Jovanovich, Inc., 1983.

Toffler, Alvin. Future Shock. New York, NY: Bantam Books, 1970.

Torrance, E.P. S.E. Williams, J.P. Torrance, and R. Horng. HandbookFor Tr Problem-Solving Teams. Athens, GA: University ofGeorgia, 1978.

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19

Engtlish III

Sir.n.le and Metaphor Worksheet

Read the underlined sentences carefully; read the question belowDecide which one of the lettered items best answers the question andwrite the letter of that item in the space provided.

A. Tears splattered their faces like raindrops.What are the two parts of the simile?

(1) Tears and faces(2) Faces and raindrops(3) Tears and raindrops(4) Faces and the effect of being splattered.

B. Tina wears her heart on her sleeve.What does the metaphor mean?

(1) Tina is just a bit peculiar.(2) Tina reveals every emotion by the way she acts.(3) Tina has sawn a heart-shaped decoration on one sleeve.(4) Tina has undergone open-heart surgery.

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120

Futurist Bibliography

Asimov, Issac. I Robot. New York, NY: Fawcett, 1978.

Asimov, Issac. Caves of Steel. New York, NY: Fawcett, 1978.

Asimov, Issac. Science Past: Science Future. New York, NY: Doubleday,1975.

Beer, Stafford. Platform for Change. New York, NY: John Wiley, 1975.

Bell. The Coming of the Post Industrial Society. New York, NY: BasicBooks, 1973.

Bennis. The Temporary Society. New York, NY: Harper, 1969.

Berry, Adrian. The Next 10,000 Years: AVision of Man's Future in theUniverse. New York, NY: NAL, 1974.

Brown. By Bread Alone. Elmsford, NY: Pergamon, 1974.

deChardin. Toward The Future. f n Diego, CA: Harcourt, Brace, andWorld, 1975.

deChardin. The Future of Man. New York, NY: Harper and Row, 1964.

deChardin. Utopia or Oblivion: Prospects for Humanity. New York, NY:Bantam Books, 1969.

Clarke, Arthur. Profiles of the Future: An Inquiry Into The Limits ofThe Possible. New York, NY: Harper and Row, 1973.

Clarke, Arthur. The Promise of Space. New York, NY: Harper and Row,n.y.

Clarke, Arthur. Childhood's End. New York, NY: Harper and Row, n.y.

Club of Rome. Mankind at the Turning Point. New York, NY: DuttonPress, 1974.

Craig, James and Marge Craig. Synergic Power: Beyond Domination andPermissiveness. Berkley, CA: Proactive Press, 1974.

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Etzioni, Genetic Fix. New York, NY: Macmillan, 1973.

Fuller, Buckminster. Utopia or Oblivion: Prospects for Humanity.New York, NY: Bantam, 1969.

Fuller, Buckminster. The cion World of Buckminster Fuller. New York,NY: Doubleday, 1 / .

Gray, W. and N.D. Rizzo. Unity Through Diversi Fistschriff In Honorof Ludwig. New York, NY: Boron Brea , 1 7 .

Hardy and Koestler. The Challenge of Chance: A Mass Experimentationin Telepathy and Its Outcome. New York, NY: Random House, 1973.

Harkins and Marayuma. Cultures Beyond the Earth. Washington, D.C.:Vintage, 1975.

Heilbroner, Robert. An Inquiry Into the Human Prospect. New York, NY:W.W. Norton, 1974.

Heilbroner, Robert. The Future as History: Th_ Historic Currents ofOur Time and the Directions in Isach They Are Taking Us. Maryland:Peter Smith, n.y.

Heinlein, Robert. Stranger in a Strange Land. New York, NY:Putnam, 1961.

Heinlein, Robert. Tine Elough for Love. New York, NY: Putnam, 1973.

Hellman, Hal. The City in the World of the Future. New York, NY:M. Evans and Co., 1970.

Hellman, Hal. Camunication in the World of the Future. New York, NY:M. Evans and Co., 1969.

Iberall, Arthur. Toward a General Science of Viable Systems. New York, NY:McGraw-Hill, 1972.

Kahn. The Future of the Corporation. New York, NY: Mason and Lipscomb,1974.

Koestler, Arthur. The Roots of Coincidence. New York, NY: Random House,1972.

Koestler, Arthur. The Ghost in the Machine. New York, NY: Bateway, 1967.

Land, George. Grow or Die: The Unifying Principle of Transformation.New York, NY: Dell, 1973.

Langham, Derald. Genesa. Fallbrook, CA: Aero Publishers, 1969.

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Laszlo, Ervin. The Systems View of the World. Braziller, NY: n.p., 1970

Laszlo, Ervin. AStrategy for the Future: The Systems Approach to WorldOrder. Braziller, n.p., 1974.

McHale, John. The Ecol%ical Context. Braziller, NY: n.p., 1970.

McHale, John. The Future of the Future. Braziller, NY: n.p., 1969.

&Hale, John. World Facts and Trends. New York, NY: MedMillan, 1972.

McLuhan, Marshall. Understanding Media; The Extensions of Man. New York,NY: McGraw-Hill, 1964.

McRorg. Design with Nature. New York, NY: Natural History Press,1969.

Meadows, Donnelle and Dennis Meadows. Limits to Growth. New York, NY:Universe, 1972.

Meadows, Donnelle and Dennis Meadows. Dynamics of Growth in a FiniteWorld. New York, NY: Wright and AI1en, 1974.

Parsegian. This Cybernetic World of Men, Machines and Earth Systems.New York, NY: Doubleday, 1472.

Reich. The Greening of America. New York, NY: Random House, 1970.

Reischauer, Edwin. Toward the 21 Century: Education for a ChangingWorld. Washington, D.C.: Vintage, 1974.

Rocks. The Energy Crisis. New York, NY: Crown Publishing Co., 1972.

Schumacher, E.F., Small Is Beautiful: Economics as if People Mattered.New York, NY: Harp.T, 1976.

Spekke. The Next Twenty-Five Years. Washington, D.C.: World FutureSociety, n.y.

Shane, Harold. The Educational Significance of the Future. Washington,D.C.: World Future Society, 1973.

Theobald, Robert. Futures Conditional. New York, NY: Bobbs Merrill,1972.

Toffler, Alvin. The Futurists. New York, NY: Random House, 1972.

Toffler, Alvin. for Tomorrow: The Role of the Future Is Education.New York, NY:Random House, 1971.

Toffler, Alvin. Eco-Spasm Report. New York, NY: Bantam, 1980.

Toffler, Alvin. Future Shock. New York, NY: Bantam, 1971.

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