More New Immigrants
The Irish Potato Famine which began in 1848
resulted in large numbers of immigrating to the United States.
http://www.mediabistro.com/agencyspy/files/original/080808.Irish.potato.famine.jpg
Irish Immiration swelled
The second half of the 19th
century saw a dramatic in increase in immigration
many
worked in newly established industries
http://www.angelfire.com/ns/immigration/
The
Demographics of Immigration:
Using United States Census Data
The Popular Press frequently depicted immigrates
·
19th century
cartoons on immigration
·
19th labor
cartoons – many immigrants took low paying jobs
·
Election of 1898 and anti-immigrant
feelings
·
Jewish immigrant life
Restrictive Polices
Chinese
Exclusion Act of 1892 greatly limited Chinese immigration.
Gentlemen’s Agreement Japanese government agreed to limit emigration of
unskilled
workers to the United States
http://ushistory-b-block.wikispaces.com/file/view/Coolidge_Signs_1924_Immigration_Act.jpeg/173615603/Coolidge_Signs_1924_Immigration_Act.jpeg,mk
The Immigration Act of 1924 signed into law by President Coolidge
reduced immigration of non-Europeans.
The Immigration Act
of 1965
http://reformimmigrationforamerica.org/blog/wp-content/uploads/PresidentJohnsonSignsBill.jpg
President Johnson signs the
Hart-Cellar Immigration Act
The act ended restrictive
immigrations policies, and resulted in unprecedented numbers of immigrants from
Asia, Mexico, Latin America, and other non-Western nations entering the United
States. The act changed the face of
America
Investigate:
How it reversed decades of systematic exclusion
How it
changed Face of America
What the intended and unintended consequences were
While
Immigration Act of 1965 permitted thousands of new legal immigrants from Asia,
Mexico, Latin America and Africa thousands more simply walked across the border
or overstayed student or tourist visas.
Remember your TASK ,
You will
take part this nation
conversation about immigration today.
You will create a PowerPoint presentation to
promote your position within your round table.
You DO NOT have to personally agree with your
position
Use the Resources Below to develop a point of view:
Liberal – Conservative - Native
born
Recent legal immigrant - Illegal
immigrant
or
a develop special concern for a single topic
Border security – Schools – Jobs
- Overcrowding
21st Century Immigration Issues
Resources
U.S.
Immigration at the Beginning of the 21st Century (2000)
1.
Testimony before the
Subcommittee on Immigration and Claims Hearing on "The U.S. Population and
Immigration" Committee on the Judiciary U.S. House of Representatives The issues raised at
the turn of the 21st century parallel those of the earlier wave: Can the
country ...Urban Institute
2.
Immigration
and the United States: Recession Affects Flows, Prospects for Reform (2010)
o
U.S. Immigration Policy: What Should We Do?
o
Twenty-First Century Gateways: Immigrants in Suburban America
o
Obama’s 21st Century Immigration Blueprint brings new hope [for illegal
immigrants]
o
The Office of Immigration Statistics: Homeland Security
o
Frequently Requested Statistics on Immigrants and Immigration in the
United States
o
Immigration data: U.S. Census Bureau
o
The 21st Century Civil Rights Movement
Arizona’s new immigration law has awakened a sleeping giant, with hundreds of
thousands of people finding creative ways to stand in solidarity with Arizona’s
Latino community.
More Resources
·
Immigration
and U. S. School a chapter in Immigration
and Americas Future
·
Immigration
and School Overcrowding Immigration is overwhelming school systems
·
Illegal Immigration Explained - Profits &
Poverty, Social Security & Starvation
·
Colonizing,
21st Century Style Illegal Immigration from Mexico
·
Illegal Migration in the 21st Century
. 
EVALUATION
Your PowerPoint presentation will be evaluated with the following criteria: 
Read the first two columns in the
Rubric below; follow the comments for exemplary work.
Rubric
for the PowerPoint Presentation is based on 25 points. Your teacher may adjust the total point
value.
|
ELEMENT
|
Exemplary
Excellent
|
Proficient
Good
|
Satisfactory
|
Needs Improvement
Unsatisfactory
|
POINTS
|
|
Presentation
|
3 points
Familiar with material,
does not read
PowerPoint, presents extra material.
Speaks clearly.
|
2 points
Familiar with material, on PowerPoint, does not add
other material.
Speaks clearly.
|
1 point
Familiar with PowerPoint,
Just reads presentation.
Usually clear
|
0 points
Not familiar with material,
stumbles over material
|
___/3
|
|
Content
|
3 points
The content is written clearly and concisely with a
logical progression of ideas and supporting information.
Information is accurate, current .
|
2 points
The content is written with a logical progression of ideas
and supporting information.
|
1 point
The content is vague in conveying a point of view and does
not create a strong sense of purpose.
Includes few facts.
Some of the information may not seem to fit.
|
0 points
The content lacks a clear point of view and logical
sequence of information.
Information is incomplete, out of date and/or incorrect.
Sequencing of ideas is unclear.
|
___/3
|
|
Text
|
3 points
The fonts are easy-to-read and point size varies
Use of italics, bold, and indentations enhances
readability.
Text is appropriate in length.
The background and colors enhance the readability of text.
|
2 points
Sometimes the fonts are easy-to-read, but in a few places
the use of fonts, italics, bold, long paragraphs, color or busy background
detracts and does not enhance readability.
|
1 point
Overall readability is difficult with lengthy paragraphs,
too many different fonts, dark or busy background, overuse of bold or lack of
appropriate indentations of text.
|
0 points
The text is extremely difficult to read with long blocks
of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold
formatting.
|
___/3
|
|
Layout
|
3 points
The layout is visually pleasing and contributes to the
overall message with appropriate use of headings, subheadings and white
space.
|
2 points
The layout uses horizontal and vertical white space
appropriately.
|
1 point
The layout shows some structure, but appears cluttered and
busy or distracting with large gaps of white space or uses a distracting
background.
|
0 points
The layout is cluttered, confusing, and does not use
spacing, headings and subheadings to enhance the readability.
|
___/3
|
|
Citations
|
3 point
Sources of information are properly cited and the audience
can determine the credibility and authority of the information presented.
All sources of information are clearly identified and
credited using appropriate citation format.
|
2 points
Most sources of information use proper citation format and
sources are documented to make it possible to check on the accuracy of
information.
|
1 point
Sometimes copyright guidelines are followed and some
information, photos and graphics do not include proper citation format.
|
0 points
No way to check validity of information.
|
___/3
|
|
Graphics, Sound and/or Animation
|
3 points
The graphics, sound and/or animation assist in presenting
an overall theme
There is a consistent visual theme.
|
2 points
The graphics, sound/and or animation visually depict
material and assist the audience in understanding the flow of information or
content.
Images are proper size, resolution.
|
1 point
Some of the graphics, sounds, and/or animations seem
unrelated to the topic/theme and do not enhance the overall concepts.
.Images are too large/small in
size.
Images are poorly cropped or the color/resolution is
fuzzy.
|
0 points
The graphics, sounds, and/or
animations are unrelated to the content.
Graphics do not enhance understanding of the content, or
are distracting decorations that create a busy feeling and detract from the
content.
|
___/3
|
|
Writing Mechanics
|
3 points
The text is written with no errors in grammar,
capitalization, punctuation, and spelling.
|
2 points
The text is clearly written with little or no editing
required for grammar, punctuation, and spelling.
|
1 point
Spelling, punctuation, and grammar errors distract or
impair readability.
(3 or more errors)
|
0 points
Errors in spelling, capitalization, punctuation, usage and
grammar repeatedly distract the reader and major editing and revision is
required.
|
___/3
|
Immigration Issues Facing
21st
Century America
Conclusion
There are no easy
answers to in our current immigration policy.
There are many sides to the issues of 21st century
immigration. Students completing this
Webquest should now have a better understanding of some of these issues and the points of view hold. This
webquest should promote an ongoing dialog about one of the most important
issues facing America today
STANDARDS
English Language Arts
Standard - 1 - Students will read, write, listen, and speak for information and
understanding
As listeners and readers, students will collect data,
facts, and ideas; discover relationships, concepts, and generalizations; and
use knowledge generated from oral, written, and electronically produced texts.
As speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.
§Key Idea - 1 - Listening and reading to acquire information and understanding
involves collecting data, facts, and ideas; discovering relationships,
concepts, and generalizations; and using knowledge from oral, written, and
electronic sources
§English Language Skill - Listening
§Core PI - 9-12.L.1 Listen respectfully and responsively
§Core PI - 9-12.L.2 Recognize the use and impact of effective language
§Core PI - 9-12.L.3 Demonstrate appropriate body language as a listener
§Core PI - 9-12.L.4 Identify own purpose for listening
§Core PI - 9-12.L.5 Recognize content-specific vocabulary, terminology, or jargon
unique to particular groups of people
§Grade-Specific PI - Interpret and analyze information from media
presentations, such as documentary films, news broadcasts, taped interviews,
and debates
§Grade-Specific PI - Recognize the speaker's use of voice, tone,
diction, and syntax in school and public forums, debates, and panel discussions
§English Language Skill - Reading
§Core PI - 9-12.R.1 Identify the purpose for reading
§Core PI - 9-12.R.2 Adjust the reading rate according to the purpose for reading
§Core PI - 9-12.R.3 Determine the meaning of unfamiliar words by using classroom
and other resources
§Core PI - 9-12.R.4 Distinguish between dictionary meaning and implied meaning of
the writer's words
§Core PI - 9-12.R.5 Follow the logic of compound/complex sentence structure
§Core PI - 9-12.R.6 Use knowledge of punctuation to assist in comprehension
§Core PI - 9-12.R.7 Identify transitional words or phrases that make text cohesive
(e.g., finally, in addition, and in contrast)
§Core PI - 9-12.R.8 Recognize the organizational format, such as hierarchical,
chronological, and cause/effect
§Core PI - 9-12.R.9 Use strategies such as discussing with others, reading guides
and summaries, and reading aloud to assist in comprehension
§Core PI - 9-12.R.10 Identify opportunities for improvement of reading
comprehension skills; for example, exposure to seek a wider range of writers,
topics, and styles
§Core PI - 9-12.R.11 Maintain a personal reading list to reflect reading
accomplishments
§Grade-Specific PI - Locate and use school, public, academic, and
special library resources for information and research
- use primary and secondary sources, such as dictionaries and abstracts
- set purpose for reading by asking questions about what they need to know for
their research
§Grade-Specific PI - Check consistency of hypothesis with given
information and assumption
§Grade-Specific PI - Analyze and synthesize information from different
sources by making connections and showing relationships to other texts, ideas,
subjects, and the world at large
- employ a range of post-reading practices to think about new learning and to
plan future learning
§Key Idea - 2 - Speaking and writing to acquire and transmit information requires
asking probing and clarifying questions, interpreting information in one's own
words, applying information from one context to another, and presenting the
information and interpretation clearly, concisely, and comprehensibly.
§English Language Skill - Speaking
§Core PI - 9-12.S.1 Respond respectfully
§Core PI - 9-12.S.2 Initiate communication with peers and adults in the school and
local community
§Core PI - 9-12.S.3 Use a presentational format appropriate for the audience and
purpose
§Core PI - 9-12.S.4 Use the conventions of standard spoken English appropriate to
the message and audience
§Core PI - 9-12.S.5 Apply delivery techniques such as voice projection and
demonstrate physical poise
§Core PI - 9-12.S.6 Use nonverbal communication techniques to help disclose
message
§Core PI - 9-12.S.7 Use visual aids and props effectively
§Core PI - 9-12.S.8 Respond to the audience's reaction and adapt presentation
§Core PI - 9-12.S.9 Establish and maintain eye contact with audience
§Grade-Specific PI - Prepare and give presentations to a variety of
audiences on a range of informational topics, using a variety of techniques,
such as multimedia, group presentations, and dramatic approaches
§Grade-Specific PI - Give directions and explain complex processes
§English Language Skill - Writing
§Core PI - 9-12.W.1 Understand the purpose for writing; the purpose may be to
explain, describe, narrate, persuade, or express feelings
§Core PI - 9-12.W.2 Identify the intended audience
§Core PI - 9-12.W.3 Use tone and language appropriate to the audience and purpose
§Core PI - 9-12.W.4 Use prewriting activities (e.g., brainstorming, freewriting,
note taking, outlining, and paragraphing)
§Core PI - 9-12.W.5 Use the writing process (e.g., prewriting, drafting, revising,
proofreading, and editing)
§Core PI - 9-12.W.6 Write clear, concise sentences
§Core PI - 9-12.W.7 Observe the rules of punctuation, capitalization, and spelling
- punctuation of simple and compound sentences, dialogue, titles of articles
- capitalization of words such as proper adjectives, titles of persons, and
words in quotes
- spelling of commonly misspelled words, homonyms, content-area vocabulary
§Core PI - 9-12.W.8 Use correct grammatical construction
- parts of speech, such as nouns; adjectives and adverbs
(comparative/superlative); pronouns (indefinite/nominative/objective);
conjunctions (coordinating/subordinating); prepositions and prepositional
phrases; interjections; and conjunctions to connect ideas
- complete simple, compound, and complex sentences of varied structure
containing dependent clauses and using correct subject-verb agreement, correct
verb tense, and pronouns with clear antecedents
§Core PI - 9-12.W.9 Use dictionaries, thesauruses, and style manuals
§Core PI - 9-12.W.10 Use an organizational format that provides direction,
coherence, and/or unity
§Core PI - 9-12.W.11 Use computer technology to create, manipulate, and edit text
§Grade-Specific PI - Use and integrate a wide range of organizational
strategies to present information
§Grade-Specific PI - Define the meaning of and understand the
consequences of plagiarism; investigate college and university policies
§Grade-Specific PI - Maintain a portfolio that includes informational
writing
Standard - 2 - Students will read, write, listen, and speak for literary response
and expression
Students will read and listen to oral, written and electronically produced
texts and performances, relate texts and performances to their own lives, and
develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent. As speakers and writers,
students will use oral and written language for self-expression and artistic
creation.
§Key Idea - 1 - Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on
personal experiences and knowledge to understand the text, and recognizing the
social, historical and cultural features of the text.
§English Language Skill - Listening
§Core PI - 9-12.L.1 Listen respectfully and responsively
§Core PI - 9-12.L.2 Recognize the use and impact of effective language
§Core PI - 9-12.L.3 Demonstrate appropriate body language as a listener
§Core PI - 9-12.L.4 Identify own purpose for listening
§Core PI - 9-12.L.5 Recognize content-specific vocabulary, terminology, or jargon
unique to particular groups of people
§Grade-Specific PI - Interpret and respond to texts from a variety of
genres, authors, and subjects
§Grade-Specific PI - Respond to authors' reading and discussing their
works
§Grade-Specific PI - Identify how format and language are used in
presentations to communicate the author's message and evoke a response
§Grade-Specific PI - Recognize how presentation styles affect the
emotional responses of listeners
§English Language Skill - Reading
§Core PI - 9-12.R.1 Identify the purpose for reading
§Core PI - 9-12.R.2 Adjust the reading rate according to the purpose for reading
§Core PI - 9-12.R.3 Determine the meaning of unfamiliar words by using classroom
and other resources
§Core PI - 9-12.R.4 Distinguish between dictionary meaning and implied meaning of
the writer's words
§Core PI - 9-12.R.5 Follow the logic of compound/complex sentence structure
§Core PI - 9-12.R.6 Use knowledge of punctuation to assist in comprehension
§Core PI - 9-12.R.7 Identify transitional words or phrases that make text cohesive
(e.g., finally, in addition, and in contrast)
§Core PI - 9-12.R.8 Recognize the organizational format, such as hierarchical,
chronological, and cause/effect
§Core PI - 9-12.R.9 Use strategies such as discussing with others, reading guides
and summaries, and reading aloud to assist in comprehension
§Core PI - 9-12.R.10 Identify opportunities for improvement of reading
comprehension skills; for example, exposure to seek a wider range of writers,
topics, and styles
§Core PI - 9-12.R.11 Maintain a personal reading list to reflect reading
accomplishments
§Grade-Specific PI - Recognize and analyze the relevance of literature
to contemporary and/or personal events and situations from short stories,
novels, plays, film and video productions, poems, and essays
- read and discuss literary criticism
- engage in a variety of collaborative conversations, such as peer-led
discussions, paired reading and responding, and cooperative group discussions,
to make applications of the ideas in the text to other situations, extending
the ideas to broaden perspectives
§Grade-Specific PI - Read, view, and respond independently to literary
works that represent a range of social, historical, and cultural perspectives
§Grade-Specific PI - Compare a film, video, or stage version of a
literary work with the written version
§Grade-Specific PI - Read literary texts aloud to convey an
interpretation of the work
§Grade-Specific PI - Read and interpret literary texts from a range of
authors, genres, and subjects, including literary criticism
§Grade-Specific PI - Interpret multiple levels of meaning and
subtleties in text
§Key Idea - 2 - Speaking and writing for literary response involves presenting
interpretations, analyses, and reactions to the content and language of a text.
Speaking and writing for literary expression involves producing imaginative
texts that use language and text structures that are inventive and often
multilayered.
§English Language Skill - Speaking
§Core PI - 9-12.S.1 Respond respectfully
§Core PI - 9-12.S.2 Initiate communication with peers and adults in the school and
local community
§Core PI - 9-12.S.3 Use a presentational format appropriate for the audience and
purpose
§Core PI - 9-12.S.4 Use the conventions of standard spoken English appropriate to
the message and audience
§Core PI - 9-12.S.5 Apply delivery techniques such as voice projection and
demonstrate physical poise
§Core PI - 9-12.S.6 Use nonverbal communication techniques to help disclose
message
§Core PI - 9-12.S.7 Use visual aids and props effectively
§Core PI - 9-12.S.8 Respond to the audience's reaction and adapt presentation
§Core PI - 9-12.S.9 Establish and maintain eye contact with audience
§Grade-Specific PI - Present interpretations and responses to literary
texts and performances in presentations to school and public audiences
§English Language Skill - Writing
§Core PI - 9-12.W.1 Understand the purpose for writing; the purpose may be to
explain, describe, narrate, persuade, or express feelings
§Core PI - 9-12.W.2 Identify the intended audience
§Core PI - 9-12.W.3 Use tone and language appropriate to the audience and purpose
§Core PI - 9-12.W.4 Use prewriting activities (e.g., brainstorming, freewriting,
note taking, outlining, and paragraphing)
§Core PI - 9-12.W.5 Use the writing process (e.g., prewriting, drafting, revising,
proofreading, and editing)
§Core PI - 9-12.W.6 Write clear, concise sentences
§Core PI - 9-12.W.7 Observe the rules of punctuation, capitalization, and spelling
- punctuation of simple and compound sentences, dialogue, titles of articles
- capitalization of words such as proper adjectives, titles of persons, and words
in quotes
- spelling of commonly misspelled words, homonyms, content-area vocabulary
§Core PI - 9-12.W.8 Use correct grammatical construction
- parts of speech, such as nouns; adjectives and adverbs
(comparative/superlative); pronouns (indefinite/nominative/objective);
conjunctions (coordinating/subordinating); prepositions and prepositional
phrases; interjections; and conjunctions to connect ideas
- complete simple, compound, and complex sentences of varied structure
containing dependent clauses and using correct subject-verb agreement, correct
verb tense, and pronouns with clear antecedents
§Core PI - 9-12.W.9 Use dictionaries, thesauruses, and style manuals
§Core PI - 9-12.W.10 Use an organizational format that provides direction,
coherence, and/or unity
§Core PI - 9-12.W.11 Use computer technology to create, manipulate, and edit text
§Grade-Specific PI - Write interpretive and responsive essays of
approximately five pages to
- express judgments and support them through references to the text, using
direct quotations and paraphrase
- explain how the author's use of literary devices, such as allegory, stream of
consciousness, and irony, affects meaning
- engage in a variety of prewriting experiences, such as using a variety of
visual representations, to express interpretations, feelings, and new insights
§Grade-Specific PI - Use resources such as personal experience,
knowledge from other content areas, and independent reading to create literary,
interpretive, and responsive text
§Grade-Specific PI - Maintain a portfolio that includes literary,
interpretive, and responsive writing
Standard - 3 - Students will read, write, listen, and speak for critical analysis
and evaluation
As listeners and readers, students will analyze
experiences, ideas, information, and issues presented by others using a variety
of established criteria. As speakers and writers, they will present, in oral
and written language and from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
§Key Idea - 1 - Listening and reading to analyze and evaluate experiences, ideas,
information, and issues requires using evaluative criteria from a variety of
perspectives and recognizing the difference in evaluations based on different
sets of criteria.
§English Language Skill - Listening
§Core PI - 9-12.L.1 Listen respectfully and responsively
§Core PI - 9-12.L.2 Recognize the use and impact of effective language
§Core PI - 9-12.L.3 Demonstrate appropriate body language as a listener
§Core PI - 9-12.L.4 Identify own purpose for listening
§Core PI - 9-12.L.5 Recognize content-specific vocabulary, terminology, or jargon
unique to particular groups of people
§Grade-Specific PI - Determine points of view to clarify positions,
make judgments, and form opinions
§Grade-Specific PI - Evaluate content and organization of the
presentations, applying criteria such as the validity of the speaker's
conclusion
§Grade-Specific PI - Evaluate the expertise and possible bias of the
speaker in order to judge the validity of the content
§Grade-Specific PI - Recognize the use of protocols and traditional
practices in debating, public speaking, interviewing, reviewing literary works,
and other forms of speaking
§Grade-Specific PI - Evaluate the impact of the medium on the message
§English Language Skill - Reading
§Core PI - 9-12.R.1 Identify the purpose for reading
§Core PI - 9-12.R.2 Adjust the reading rate according to the purpose for reading
§Core PI - 9-12.R.3 Determine the meaning of unfamiliar words by using classroom
and other resources
§Core PI - 9-12.R.4 Distinguish between dictionary meaning and implied meaning of
the writer's words
§Core PI - 9-12.R.5 Follow the logic of compound/complex sentence structure
§Core PI - 9-12.R.6 Use knowledge of punctuation to assist in comprehension
§Core PI - 9-12.R.7 Identify transitional words or phrases that make text cohesive
(e.g., finally, in addition, and in contrast)
§Core PI - 9-12.R.8 Recognize the organizational format, such as hierarchical,
chronological, and cause/effect
§Core PI - 9-12.R.9 Use strategies such as discussing with others, reading guides
and summaries, and reading aloud to assist in comprehension
§Core PI - 9-12.R.10 Identify opportunities for improvement of reading
comprehension skills; for example, exposure to seek a wider range of writers,
topics, and styles
§Core PI - 9-12.R.11 Maintain a personal reading list to reflect reading
accomplishments
§Grade-Specific PI - Analyze and evaluate nonfiction texts, including
professional journals, technical manuals, and position papers, to determine the
writer's perspectives, purposes, and intended audience
- identify text structure, using supports such as graphic organizers
- preview a text (e.g., in order to build a schema), noticing structural
markers, such as headings and subheadings
- focus on key word/phrases that signal that the text is heading in a
particular direction
- identify the particular kinds of language used in particular texts
§Grade-Specific PI - Analyze and evaluate poetry in order to recognize
the use and effect of
- sensory imagery
- figurative language
- verse form
§Grade-Specific PI - Engage in oral reading activities, such as choral
readings, and a variety of written responses, such as double entry journals, to
identify and distinguish examples of verse form
§Grade-Specific PI - Form opinions and make judgments about literary
works by analyzing and evaluating texts from more than one critical
perspective, such as a social perspective
§Grade-Specific PI - Select, reject, and reconcile ideas and
information in light of beliefs
§Grade-Specific PI - Make judgments about the quality of literary texts
and performances by applying personal and academic criteria, such as that found
in literary criticism
§Grade-Specific PI - Analyze and evaluate the intellectual and/or
emotional impact of specific texts on the reader
§Key Idea - 2 - Speaking and writing for critical analysis and evaluation requires
presenting opinions and judgments on experiences, ideas, information, and
issues clearly, logically, and persuasively with reference to specific criteria
on which the opinion or judgment is based.
§English Language Skill - Speaking
§Core PI - 9-12.S.1 Respond respectfully
§Core PI - 9-12.S.2 Initiate communication with peers and adults in the school and
local community
§Core PI - 9-12.S.3 Use a presentational format appropriate for the audience and
purpose
§Core PI - 9-12.S.4 Use the conventions of standard spoken English appropriate to
the message and audience
§Core PI - 9-12.S.5 Apply delivery techniques such as voice projection and
demonstrate physical poise
§Core PI - 9-12.S.6 Use nonverbal communication techniques to help disclose
message
§Core PI - 9-12.S.7 Use visual aids and props effectively
§Core PI - 9-12.S.8 Respond to the audience's reaction and adapt presentation
§Core PI - 9-12.S.9 Establish and maintain eye contact with audience
§Grade-Specific PI - Express opinions and make judgments about ideas,
information, experiences, and issues in literary, scientific, and historical
articles, in public documents, and in advertisements
§Grade-Specific PI - Present reasons, examples, and details from
sources such as films to defend opinions or judgments
§Grade-Specific PI - Respond to constructive criticism
§Grade-Specific PI - Use visuals and technology to enhance presentation
§English Language Skill - Writing
§Core PI - 9-12.W.1 Understand the purpose for writing; the purpose may be to
explain, describe, narrate, persuade, or express feelings
§Core PI - 9-12.W.2 Identify the intended audience
§Core PI - 9-12.W.3 Use tone and language appropriate to the audience and purpose
§Core PI - 9-12.W.4 Use prewriting activities (e.g., brainstorming, freewriting,
note taking, outlining, and paragraphing)
§Core PI - 9-12.W.5 Use the writing process (e.g., prewriting, drafting, revising,
proofreading, and editing)
§Core PI - 9-12.W.6 Write clear, concise sentences
§Core PI - 9-12.W.7 Observe the rules of punctuation, capitalization, and spelling
- punctuation of simple and compound sentences, dialogue, titles of articles
- capitalization of words such as proper adjectives, titles of persons, and
words in quotes
- spelling of commonly misspelled words, homonyms, content-area vocabulary
§Core PI - 9-12.W.8 Use correct grammatical construction
- parts of speech, such as nouns; adjectives and adverbs
(comparative/superlative); pronouns (indefinite/nominative/objective); conjunctions
(coordinating/subordinating); prepositions and prepositional phrases;
interjections; and conjunctions to connect ideas
- complete simple, compound, and complex sentences of varied structure
containing dependent clauses and using correct subject-verb agreement, correct
verb tense, and pronouns with clear antecedents
§Core PI - 9-12.W.9 Use dictionaries, thesauruses, and style manuals
§Core PI - 9-12.W.10 Use an organizational format that provides direction,
coherence, and/or unity
§Core PI - 9-12.W.11 Use computer technology to create, manipulate, and edit text
§Grade-Specific PI - Develop critiques from more than one perspective,
such as historical, cultural, social, and psychological
§Grade-Specific PI - Use telecommunication to participate in Listserv
discussion groups
§Grade-Specific PI - Maintain a writing portfolio that includes writing
for critical analysis and evaluation
Standard - 4 - Students will read, write, listen, and speak for social interaction
Students will use oral and written language for effective social communication
with a wide variety of people. As readers and listeners, they will use the
social communications of others to enrich their understanding of people and
their views.
§Key Idea - 1 - Oral communication in formal and informal settings requires the
ability to talk with people of different ages, genders, and cultures, to adapt
presentations to different audiences, and to reflect on how talk varies in
different situations.
§English Language Skill - Listening
§Core PI - 9-12.L.1 Listen respectfully and responsively
§Core PI - 9-12.L.2 Recognize the use and impact of effective language
§Core PI - 9-12.L.3 Demonstrate appropriate body language as a listener
§Core PI - 9-12.L.4 Identify own purpose for listening
§Core PI - 9-12.L.5 Recognize content-specific vocabulary, terminology, or jargon
unique to particular groups of people
§Grade-Specific PI - Participate as a listener in social conversation
with one or more people who are friends, acquaintances, or strangers
§Grade-Specific PI - Respect the age, gender, social position, and
cultural traditions of the speaker
§Grade-Specific PI - Listen for multiple levels of meaning, articulated
and unspoken
§Grade-Specific PI - Encourage the speaker with appropriate facial
expressions and gestures
§Grade-Specific PI - Withhold judgment
§Grade-Specific PI - Appreciate the speaker's uniqueness
§English Language Skill - Speaking
§Core PI - 9-12.S.1 Respond respectfully
§Core PI - 9-12.S.2 Initiate communication with peers and adults in the school and
local community
§Core PI - 9-12.S.3 Use a presentational format appropriate for the audience and
purpose
§Core PI - 9-12.S.4 Use the conventions of standard spoken English appropriate to
the message and audience
§Core PI - 9-12.S.5 Apply delivery techniques such as voice projection and
demonstrate physical poise
§Core PI - 9-12.S.6 Use nonverbal communication techniques to help disclose
message
§Core PI - 9-12.S.7 Use visual aids and props effectively
§Core PI - 9-12.S.8 Respond to the audience's reaction and adapt presentation
§Core PI - 9-12.S.9 Establish and maintain eye contact with audience
§Grade-Specific PI - Speak informally with familiar and unfamiliar
people, individually and in group settings
§Grade-Specific PI - Respect the age, gender, social position, and
cultural traditions of the listener
§Grade-Specific PI - Use social communication in workplace settings to
foster trust and build goodwill
§Grade-Specific PI - Respond respectfully
§Key Idea - 2 - Written communication for social interaction requires using written
messages to establish, maintain, and enhance personal relationships with
others.
§English Language Skill - Reading
§Core PI - 9-12.R.1 Identify the purpose for reading
§Core PI - 9-12.R.2 Adjust the reading rate according to the purpose for reading
§Core PI - 9-12.R.3 Determine the meaning of unfamiliar words by using classroom
and other resources
§Core PI - 9-12.R.4 Distinguish between dictionary meaning and implied meaning of
the writer's words
§Core PI - 9-12.R.5 Follow the logic of compound/complex sentence structure
§Core PI - 9-12.R.6 Use knowledge of punctuation to assist in comprehension
§Core PI - 9-12.R.7 Identify transitional words or phrases that make text cohesive
(e.g., finally, in addition, and in contrast)
§Core PI - 9-12.R.8 Recognize the organizational format, such as hierarchical,
chronological, and cause/effect
§Core PI - 9-12.R.9 Use strategies such as discussing with others, reading guides
and summaries, and reading aloud to assist in comprehension
§Core PI - 9-12.R.10 Identify opportunities for improvement of reading
comprehension skills; for example, exposure to seek a wider range of writers,
topics, and styles
§Core PI - 9-12.R.11 Maintain a personal reading list to reflect reading
accomplishments
§Grade-Specific PI - Share reading experiences with a peer or adult;
for example, read together silently or aloud, and discuss reactions to texts
§Grade-Specific PI - Consider the age, gender, social position, and
cultural traditions of the writer
§Grade-Specific PI - Understand and anticipate the author's use of
tone, diction, and language appropriate to social communication, in a variety
of texts and conventions
§Grade-Specific PI - Recognize the types of language (e.g., informal
vocabulary, culture-specific terminology, jargon, colloquialisms, and email
conventions) that are appropriate to social communication
§English Language Skill - Writing
§Core PI - 9-12.W.1 Understand the purpose for writing; the purpose may be to
explain, describe, narrate, persuade, or express feelings
§Core PI - 9-12.W.2 Identify the intended audience
§Core PI - 9-12.W.3 Use tone and language appropriate to the audience and purpose
§Core PI - 9-12.W.4 Use prewriting activities (e.g., brainstorming, freewriting,
note taking, outlining, and paragraphing)
§Core PI - 9-12.W.5 Use the writing process (e.g., prewriting, drafting, revising,
proofreading, and editing)
§Core PI - 9-12.W.6 Write clear, concise sentences
§Core PI - 9-12.W.7 Observe the rules of punctuation, capitalization, and spelling
- punctuation of simple and compound sentences, dialogue, titles of articles
- capitalization of words such as proper adjectives, titles of persons, and
words in quotes
- spelling of commonly misspelled words, homonyms, content-area vocabulary
§Core PI - 9-12.W.8 Use correct grammatical construction
- parts of speech, such as nouns; adjectives and adverbs
(comparative/superlative); pronouns (indefinite/nominative/objective);
conjunctions (coordinating/subordinating); prepositions and prepositional
phrases; interjections; and conjunctions to connect ideas
- complete simple, compound, and complex sentences of varied structure
containing dependent clauses and using correct subject-verb agreement, correct
verb tense, and pronouns with clear antecedents
§Core PI - 9-12.W.9 Use dictionaries, thesauruses, and style manuals
§Core PI - 9-12.W.10 Use an organizational format that provides direction, coherence,
and/or unity
§Core PI - 9-12.W.11 Use computer technology to create, manipulate, and edit text
§Grade-Specific PI - Share the process of writing with peers and
adults; for example, write a condolence note, get-well card, or thank-you
letter with writing partner(s)
§Grade-Specific PI - Respect the age, gender, and cultural traditions
of the recipient
Social Studies
Standard - 4 - Economics
Students will use a variety of intellectual skills to demonstrate their
understanding of how the United States and other societies develop economic
systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and
how an economy solves the scarcity problem through market and nonmarket
mechanisms.
§Key Idea - 1 - The study of economics requires an understanding of major economic
concepts and systems, the principles of economic decision making, and the
interdependence of economies and economic systems throughout the world.
§Performance Indicator - analyze the effectiveness of varying ways
societies, nations, and regions of the world attempt to satisfy their basic
needs and wants by utilizing scarce resources.
§Performance Indicator - define and apply basic economic concepts such as
scarcity, supply/demand, opportunity costs, production, resources, money and
banking, economic growth, markets, costs, competition, and world economic
systems.
§Performance Indicator - understand the nature of scarcity and how nations
of the world make choices which involve economic and social costs and benefits.
§Performance Indicator - describe the ideals, principles, structure,
practices, accomplishments, and problems related to the United States economic
system.
§Performance Indicator - compare and contrast the United States economic
system with other national economic systems, focusing on the three fundamental
economic questions.
§Performance Indicator - explain how economic decision making has become
global as a result of an interdependent world economy.
§Performance Indicator - understand the roles in the economic system of
consumers, producers, workers, investors, and voters.
§Key Idea - 2 - Economics requires the development and application of the skills
needed to make informed and well-reasoned economic decisions in daily and
national life.
§Performance Indicator - identify, locate, and evaluate economic
information from standard reference works, newspapers, periodicals, computer
databases, monographs, textbooks, government publications, and other primary
and secondary sources.
§Performance Indicator - use economic information by identifying
similarities and differences in trends; inferring relationships between various
elements of an economy: organizing and arranging information in charts, tables,
and graphs; extrapolating and making conclusions about economic questions,
issues, and problems.
§Performance Indicator - apply a problem-solving model to identify economic
problems or issues, generate hypotheses, test hypotheses, investigate and
analyze selected data, consider alternative solutions or positions, and make
decisions about the best solution or position.
§Performance Indicator - present economic information and conclusions in
different formats, including graphic representations, computer models, research
reports, and oral presentations.
Standard - 5 - Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the U.S. and other nations; the United States Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
§Key Idea - 1 -
The study of civics, citizenship, and government involves learning about
political systems; the purposes of government and civic life; and the differing
assumptions held by people across time and place regarding power, authority,
and governance, and law. (Adapted from The National Standards for Civics and
Government, 1994).
§Performance Indicator - analyze
how the values of a nation and international organizations affect the guarantee
of human rights and make provisions for human needs.
§Performance Indicator - consider
the nature and evolution of constitutional democracies throughout the world.
§Performance Indicator - compare
various political systems with that of the United States in terms of ideology,
structure, function, institutions, decision-making processes, citizenship
roles, and political culture.
§Performance Indicator - identify
and analyze advantages and disadvantages of various governmental systems.
§Key Idea - 2 -
The state and federal governments established by the Constitutions of the
United States and the State of New York embody basic civic values (such as
justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property),
principles, and practices and establish a system of shared and limited
government. (Adapted from The National Standards for Civics and Government,
1994).
§Performance Indicator - trace
the evolution of American values, beliefs, and institutions.
§Performance Indicator - analyze
the disparities between civic values expressed in the United States
Constitution and the United Nation Universal Declaration of Human Rights and
the realities as evidenced in the political, social, and economic life in the
United States and throughout the world.
§Performance Indicator - identify,
respect, and model those core civic values inherent in our founding documents
that have been forces for unity in American society.
§Performance Indicator - compare
and contrast the Constitutions of the United States and New York State.
§Performance Indicator - understand
the dynamic relationship between federalism and state's rights.
§Key Idea - 3 -
Central to civics and citizenship is an understanding of the roles of the
citizen within the American constitutional democracy, and the scope and
limitations of a citizen's rights and responsibilities.
§Performance Indicator - understand
how citizenship includes the exercise of certain personal responsibilities,
including voting, considering the rights and interests of others, behaving in a
civil manner, and accepting responsibility for the consequences of one's
actions. (Adapted from The National Standards for Civics and Government,1994)
§Performance Indicator - analyze
issues at the local, state, and national levels and prescribe responses that
promote the public interest or general welfare, such as planning and carrying
out a voter registration campaign.
§Performance Indicator - describe
how citizenship is defined by the Constitution and important laws.
§Performance Indicator - explore
how citizens influence public policy in a representative democracy.
§Key Idea - 4 -
The study of civics and citizenship requires the ability to probe ideas and
assumptions, ask and answer analytical questions, take a skeptical attitude
toward questionable arguments, evaluate evidence, formulate rational
conclusions, and develop and refine participatory skills.
§Performance Indicator - participate
as informed citizens in the political justice system and processes of the
United States, including voting.
§Performance Indicator - evaluate,
take, and defend positions on what the fundamental values and principles of
American political life are and their importance to the maintenance of
constitutional democracy. (Adapted from The National Standards for Civics and
Government, 1994)
§Performance Indicator - take,
defend, and evaluate positions about attitudes that facilitate thoughtful and
effective participation in public affairs.
§Performance Indicator - consider
the need to respect the rights of others, to respect others' points of view.
(Adapted from The National Standards for Civics and Government, 1996)
§Performance Indicator - participate
in school/classroom/community activities that focus on an issue or problem.
§Performance Indicator - prepare
a plan of action that defines an issue or problem, suggests alternative
solutions or courses of action, evaluates the consequences for each alternative
solution or course of action, prioritizes the solutions based on established
criteria, and proposes an action plan to address the issue or to resolve the
problem.
§Performance Indicator - explain
how democratic principles have been used in resolving an issue or problem.
Technology
Standard - 2 Students will access, generate, process, and transfer information
using appropriate technologies
Standard – 5 - Students will apply
technological knowledge and skills to design, construct, use, and evaluate
products
and
systems to satisfy human and environmental needs.
