Content Standard(s):
Social Studies 10 ) Describe social movement and social change.
• Comparing various forms of collective behavior, including mobs, riots, fads, and crowds
• Identifying major ethical and social issues facing modern society
Examples: technological, governmental, medical
• Explaining the impact of the modern Civil Rights Movement, the women's movement, the gun rights movement, the green movement, and other minority movements in the United States
Unpacked Content
Strand: Elective
Course Title: Sociology
Evidence Of Student Attainment:
Students:
Describe the impact of different social movements throughout history.
Compare various forms of collective behavior.
Analyze the causes and effects of ethical and social issues facing modern society. Teacher Vocabulary:
social movement
social change
collective behavior
mobs
riots
fads
crowds
Civil Rights movement
women's movement
gun rights movement
green movement
other minority movements Knowledge:
Students know:
The many historical movements related to social issues.
Several examples of collective behavior.
The ethical issues facing modern society. Skills:
Students are able to:
Discuss the factors leading to various social movements.
Understand how collective behavior works.
Analyze ethical and social issues facing modern society. Understanding:
Students understand that:
There have been many factors influencing the development of various social movements throughout history.
There are many examples of how collective behavior has worked.
There are a variety of dilemmas involved in the different social and ethical issues facing modern society.
Social Studies 5 ) Analyze cultural elements, including language, art, music, literature, and belief systems, to determine how they facilitate global understanding or misunderstanding.
Unpacked Content
Strand: Elective
Course Title: Contemporary World Issues and Civic Engagement
Evidence Of Student Attainment:
Students:
Analyze elements of cultures from countries around the world including various languages, pieces of art; music; literature, and differing beliefs systems.
Provide an argument with strong evidence for or against how cultural elements can facilitate a better global understanding or cause a misunderstanding between nations and cultures. Teacher Vocabulary:
global understanding
cultural elements
evidence
analyze
belief system
globalization
perspective
diversity Knowledge:
Students know:
The elements that form a culture.
Differing cultures around the world.
Culture conflicts throughout history.
The meaning of globalization as well as how globalization has provided a need and an avenue for global/cultural understanding. Skills:
Students are able to:
Analyze elements of culture using a variety of techniques.
Support analysis with global perspective of culture.
Identify cultures throughout the world through locating.
Form an argument with evidence to determine if cultural elements facilitate global understanding or misunderstanding. Understanding:
Students understand that:
Cultural elements facilitate global understanding or misunderstanding for any given culture.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Teacher Vocabulary:
R4.
Digital tools
Electronic tools
Appropriately
Safely
Ethically Knowledge:
R4. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically. Skills:
R4. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools. Understanding:
R4. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
Unpacked Content
Teacher Vocabulary:
21.
Rhetorical choices
Aesthetic choices
Organizational choices
Point of view
Purpose
Effectiveness Knowledge:
21. Students know:
Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation. Skills:
21. Students are able to:
Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation. Understanding:
21. Students understand that:
Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
