A. The following is a list of the content standards and benchmarks that have been referenced in this document. All referenced content area standards and benchmarks are for students in grades 9-12.1. English Language Arts (ELA) Standard One. Students read, comprehend, and respond to a variety of materials for a variety of purposes.
1--Using knowledge of word meaning and extending basic and technical vocabulary, employing a variety of strategies3--Reading, responding to, and critiquing written, spoken, and visual texts4--Interpreting texts to generate connections to real-life situations5--Applying reading strategies to achieve a variety of objectives Standard Two. Students write competently for a variety of purposes and audiences.
1--Focusing on information, concepts, and ideas that show an awareness of an intended audience and/or purpose2--Applying the steps of the writing process3--Using narration, description, exposition, and persuasion to develop various modes of writing4--Recognizing and applying literary devices and various stylistic elements5--Responding to text and life experiences as a basis for writing Standard Three: Students communicate using conventional grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
2--Demonstrating a command of the grammatical and mechanical conventions of standard English3--Spelling and pronouncing correctly using resources Standard Four: Students demonstrate competence in speaking and listening as tools for learning and communicating.
2--Giving and following directions/procedures3--Demonstrating a command of the features of speaking when giving prepared and extemporaneous presentations4--Speaking and listening for a variety of audiences and purposes5--Listening and responding to a wide variety of media6--Participating in a variety of roles in group discussions Standard Five: Students locate, select, and make use of information from a variety of texts, media, references, and technological sources.
1--Recognizing and using organizational features of printed text, other media, and electronic information2--Locating and evaluating information sources3--Accessing information and conducing research using outlining, note taking, summarizing, interviewing, and surveying to produce documented texts and graphics4--Using available technology to produce, revise, and publish a variety of works5--Citing references using various formats6--Interpreting charts/graphs, tables/schedules, diagrams/maps, and organizational charts/flowcharts Standard Seven: Students apply reasoning skills to their reading, writing, speaking, listening, viewing, and visually representing.
1--Using comprehension strategies in all contexts2--Problem solving by analyzing, prioritizing, categorizing, and evaluating; incorporating life experiences; and using available information4--Distinguishing fact from opinion, skimming and scanning for facts, determining cause and effect, generating inquiry, and making connections with real-life situations2. Mathematics Number and Number Relations Strand (N): In problem-solving investigations, use estimation, mental arithmetic, number lines, graphs, appropriate models, manipulatives, calculators, and computers to help develop an intuitive understanding of the real number system and communicate the relationships within that system.
N.1--Demonstrating an understanding of number systemsN.2--Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given situationN.3--Using number sense to estimate and determine reasonableness of solutionsN.4--Determining whether an exact or approximate answer is necessaryN.5--Selecting and using appropriate computational methods for given situationsN.6--Applying ratios and proportional thinking in a variety of situationsN.7--Justifying reasonableness of solutions and verifying results Algebra Strand (A): In problem-solving investigations, use appropriate manipulatives, models, graphs, tables, and technology to develop the understanding of concepts and to explore the applications of algebra.
A.1--Demonstrating the ability to translate between real world situations and algebraic expressions, equations, and languageA.3--Using tables and graphs as tools to interpret algebraic expressions, equations and inequalitiesA.4--Solving algebraic equations and inequalities using appropriate techniques Measurement Strand (M): In problem-solving investigations, use appropriate manipulatives and available technology to develop the understanding of the concepts, processes, and real-life applications of measurement.
M.1--Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurementsM.3--Estimating, computing, and applying physical measurement using suitable unitsM.4--Demonstrating the concept of measurement as it applies to real world experiences Geometry Strand (G): In problem-solving investigations, use appropriate models, drawings, manipulatives, and technology to understand concepts and explore real-world applications of one-, two-, and three-dimensional geometry, and justify solutions.
G.6--Demonstrating deductive reasoning and justification Data, Discrete Math, and Probability (D): In problem-solving investigations, use appropriate collecting and organizational techniques, manipulatives, and technology in order to discover trends, to formulate conjectures regarding cause-and-effect relationships, and to develop critical-thinking skills that enable the student to make informed decisions.
D.1--Collecting and representing data in various formsD.2--Recognizing data that relates two variables as linear, exponential, or otherwise in natureD.3--Using simulations to estimate probabilityD.4--Demonstrating an understanding of the calculation of finite probabilities using permutations, combinations, sample spaces, and geometric figuresD.5--Recognizing events as dependent or independent in nature and demonstrating techniques for computing multiple event probabilitiesD.6--Demonstrating the concept of distributions and recognizing normal and non-normal distributionsD.7--Making inferences from data that are organized in charts, tables, and graphsD.8--Demonstrating logical thinking procedures such as flow charts and truth tablesD.9--Using discrete math to model real life situations Patterns, Relations, and Functions (P): In problem-solving investigations, use appropriate number sense, manipulatives, drawings, tables, graphs, symbolic formulas, and technology to organize information, recognize patterns which may develop, and use those patterns to make predictions.
P.1--Modeling the concepts of variables, functions, and relations as they occur in the real world and using the basic notations and terminologyP.2--Translating between tabular, symbolic, and graphical representations of functionsP.4--Analyzing the changes in the graphs of functions caused by changing the coefficients and constants of arbitrary functions using technology whenever appropriateP.5--Analyzing real world relationships that can be modeled locally or globally by elementary functions3. Social Studies Geography Strand: Physical and Cultural Systems (G): Students develop a spatial understanding of the Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
Benchmark B: Places and Regions
1--Determining how social, cultural, and economic processes shape the features of places2--Analyzing the ways in which physical and human characteristics of places and regions have affected historic events3--Analyzing the different ways in which physical and human regions are structured and interconnected4--Explaining and evaluating the importance of places and regions to cultural identity Benchmark C: Physical and Human Systems
2--Determining the economic, political, and social factors that contribute to human migration and settlement and evaluating their impact on physical and human systems3--Analyzing the characteristics, distribution, and interrelationships of the world's cultures4--Analyzing how cooperation, conflict, and self-interests impact social, political, and economic entities on Earth Benchmark D: Environment and Society
1--Evaluating the ways in which technology has expanded the human capability to modify the physical environment2--Examining the challenges placed on human systems by the physical environment and formulating strategies to deal with these challenges3--Analyzing the relationship between natural resources and the exploration, colonization, and settlement of different regions of the world4--Evaluating policies and programs related to the use of natural resources5--Developing plans to solve local and regional geographic problems related to contemporary issues Civics Strand. Citizenship and Government (C): Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world while learning about the rights and responsibilities of citizenship.
Benchmark A: Structure and Purposes of Government
1--Analyzing the necessity and purposes of politics and government2--Comparing and evaluating the essential characteristics of various systems of government and identifying historical and contemporary examples of each3--Explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system4--Explaining the organization and functions of local, state, and national governments and evaluating their relationships5--Evaluating the role and importance of law in the American political system6--Examining the major responsibilities of the national government for domestic and foreign policy and explaining how government is financed through taxation Benchmark B: Foundations of the American Political System
4--Evaluating issues related to the differences between American ideals and the realities of American social and political life5--Evaluating the roles of political parties, campaigns, and elections in American politics6--Analyzing the historical and contemporary roles of associations and groups in local, state, and national politics Benchmark C: International Relationships
1--Analyzing how the world is organized politically and evaluating how the interaction of political entities, such as nation-states and international organizations, affects the United States2--Analyzing the major foreign policy positions of the United States and evaluating their consequences3--Evaluating the impact of American ideas and actions on the world and analyzing the effects of significant international developments on the United States Benchmark D: Roles of the Citizen
1--Evaluating and defending positions on issues regarding the personal, political, and economic rights of citizens2--Evaluating and defending positions regarding the personal and civic responsibilities of citizens in American constitutional democracy3--Explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy4--Analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy Economics Strand: Interdependence and Decision Making (E): Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.
Benchmark A: Fundamental Economic Concepts
1--Analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result2--Analyzing the roles that production, distribution, and consumption play in economic decisions3--Applying the skills and knowledge necessary in making decisions about career options4--Comparing and evaluating basic economic systems5--Explaining the basic features of market structures and exchanges6--Analyzing the roles of economic institutions, such as corporations and labor unions, that compose economic systems7--Analyzing the roles of money and banking in an economic system8--Applying economic concepts to understand and evaluate historical and contemporary issues Benchmark B: Individuals, Households, Businesses, and Governments
1--Analyzing how supply and demand, price, incentives, and profit influence production and distribution in a competitive market system2--Analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy3--Analyzing the causes and consequences of worldwide economic interdependence4--Evaluating the effects of domestic policies on international trade5--Analyzing Louisiana's role in the world economy Benchmark C: The Economy as a Whole
1--Explaining indicators, such as Gross Domestic Product and inflation/deflation, that have an impact on the state of the economy2--Analyzing unemployment and income distribution in a market economy3--Explaining the basic concepts of United States fiscal policy and monetary policy and describing their effects on the economy History Strand: Time, Continuity, and Change (H): Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmark A: Historical Thinking Skills
4--Utilizing knowledge of facts and concepts drawn from history and methods of historical inquiry to analyze historical and contemporary issues Benchmark B: United States History
11--Analyzing the causes, developments, and effects of the Great Depression and the New Deal12--Analyzing the origins, events, and results of World War II13--Examining and summarizing key developments in foreign and domestic policies during the Cold War era14--Analyzing the economic, political, social, and cultural transformation of the United States since World War II15--Explaining the major changes that have resulted as the United States has moved from an industrial to an information society16--Analyzing developments and issues in contemporary American society17--Discussing and demonstrating an understanding of recent developments in foreign and domestic policies Benchmark C: World History
13--Analyzing the causes and international consequences of World War I, World War II, and other 20th century conflicts14--Analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II15--Explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends4. Science Science As Inquiry Strand (SI): Students do science by engaging in partial and full inquiries that are within their developmental capabilities.
Benchmark A: The Abilities Necessary to do Scientific Inquiry
1--Identifying questions and concepts that guide scientific investigations2--Designing and conducting scientific investigations3--Using technology to improve investigations and communications4--Formulating and revising scientific explanations and models using logic and evidence5--Recognizing and analyzing alternative explanations and models6--Communicating and defending a scientific argument Benchmark B: Understanding Scientific Inquiry
1--Understanding that scientists usually base their investigations on existing questions or causal/functional questions2--Understanding that scientists conduct investigations for a variety of reasons, such as exploration of new areas, discovery of new aspects of the natural world, confirmation of prior investigations, prediction of current theories, and comparison of models and theories3--Understanding that scientists rely on technology to enhance the gathering and manipulation of data4--Understanding that scientists must adhere to criteria such as: A proposed explanation must have a logical structure, abide by the rules of evidence, be open to questions and modifications, be based on historical and current scientific knowledge, and be adequately reported to enhance further investigations5--Understanding that results of scientific inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists Physical Science Strand (PS): Students develop an understanding of the characteristics and interrelationships of matter and energy in the physical world
Benchmark H: Science and Technology
2--Developing an awareness and appreciation for the continuing progress in technology as it affects the quality of individual lives as well as of society in order to become better informed citizens and consumers3--Becoming computer literate and proficient as it applies to the computer's capability to acquire data (with sensors), interpret data (by graphing), and as a research tool (library and Internet) Life Science Strand (LS): Students become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Benchmark F: Systems and the Behavior of Organisms
3--Investigating mechanisms that affect behavior Benchmark G: Personal and Community Health
1--Discussing fitness and health as related to longevity Science and the Environment Strand (SE): In learning environmental science, students develop an appreciation of the natural environment, learn the value of environmental quality, and acquire a sense of stewardship through involvement in community action. As consumers and citizens, they are able to recognize how personal, professional, and political actions affect the natural world.
Benchmark A: Ecological Systems and Interactions
2--Demonstrating an understanding of the functions and values of Earth's major ecological systems6--Describing how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans)7--Demonstrating an understanding that change is a fundamental characteristic of every ecosystem and that ecosystems have varying capacities for change and recovery9--Demonstrating an understanding of how the Earth's biodiversity may be threatened by human actions and natural forces11--Describing how unwanted substances (pollutants) can bioaccumulate and adversely affect organisms, while some pollutants can be naturally decomposed through the action of microbes Benchmark B: Resources and Resource Management
1--Comparing and contrasting the various types of renewable and nonrenewable resources and explaining the relationships between these resources and populations2--Explaining how natural resources affect humans and how humans affect natural resources3--Recognizing that people of the world consume disproportionate amounts of the Earth's resources, a factor of both population size and inequitable geographic or economic distribution of resources4--Demonstrating an understanding that resource management issues and environmental problems may arise when resource use is motivated by short-term goals instead of long-term consequences5--Comparing the benefits and the costs of various resource management methods6--Analyzing how management of resources requires that they be viewed from a global, as well as a local, perspective7--Recognizing that sustainable development is a process of change in which resource use, investment direction, technological development, and institutional change meet society's future as well as present needs Benchmark D: Personal Choices and Responsible Actions
1--Demonstrating an understanding of the effects of personal choices and actions on the natural environment2--Describing how a healthy environment depends upon responsible human actions3--Analyzing how people are capable of reducing and reversing their negative impact on the environment through thinking, planning, educating, collaborating, and taking action4--Demonstrating that the most important factor in prevention and control of pollution is education and the resulting change in values, attitudes, and behavior patterns5--Explaining how responsible environmental decision-making involves scientific and sociological research, consideration of value systems, investigation and evaluation of alternative, and long-term global perspectives6--Demonstrating a knowledge that environmental issues should be an international concern7--Recognizing that philosophies, objectives, and practices of various types of resource management are sometimes incompatible, often necessitating compromises and tradeoffs8--Recognizing that the development of accountability toward the environment is essential for the continued health of the planet9--Developing an awareness of personal responsibility as stewards of the local and global environment