1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading.
1.C.4b Explain and justify an interpretation of a text.
1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.
1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal).
1.C.2d Summarize and make generalizations from content and relate to purpose of material.
1.C.3f Interpret tables that display textual information and data in visual formats.
2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
2.B.3a Respond to literary material from personal, creative and critical points of view.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.
3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement.
3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.
4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.
4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
4.B.2b Use speaking skills and procedures to participate in group discussions.
4.B.3b Design and produce reports and multi-media compositions that represent group projects.
4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict.
5.A.3a Identify appropriate resources to solve problems or answer questions through research.
5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
5.B.3b Identify, evaluate and cite primary sources.
5.C.1a Write letters, reports and stories based on acquired information.
5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.
5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.
5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.
5.C.1b Use print, nonprint, human and technological resources to acquire and use information.
5.C.2b Prepare and deliver oral presentations based on inquiry or research.
5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research
5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology.
5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.
14.B.2 Explain what government does at local, state and national levels
14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).
16.A.1a Explain the difference between past, present and future time; place themselves in time.
16.A.2a Read historical stories and determine events which influenced their writing.
16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).
16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
16.A.4b Compare competing historical interpretations of an event.
16.A.1c Describe how people in different times and places viewed the world in different ways.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16.A.3c Identify the differences between historical fact and interpretation.
16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).
16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions.
16.C.1b (US) Explain how the economy of the students’ local community has changed over time.
16.D.1 (US) Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community.
16.D.3a (US) Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.
16.D.1 (W) Identify how customs and traditions from around the world influence the local community.
16.E.1 (US) Describe how the local environment has changed over time.
16.E.2a (US) Identify environmental factors that drew settlers to the state and region.
16.E.3c ( US) Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.
17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).
17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.
17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).
18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).
18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
18.B.1b Identify major social institutions in the community.
18.B.2b Describe the ways in which institutions meet the needs of society.
18.B.3b Explain how social institutions contribute to the development and transmission of culture.
25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
27.B.1 Know how images, sounds and movement convey stories about people, places and times.
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
1C.3a. Set a short-term goal and make a plan for achieving it.
1C.4a. Identify strategies to make use of resources and overcome obstacles to achieve goals.
1C.3b. Analyze why one achieved or did not achieve a goal.
1C.5b. Monitor progress toward achieving a goal, and evaluate one’s performance against criteria.
2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness.
2C.4b. Evaluate one’s contribution in groups as a member and leader.
3C.2a. Identify and perform roles that contribute to the school community.
3C.2b .Identify and perform roles that contribute to one’s local community.
3C.3b. Evaluate one’s participation in efforts to address an identified need in one’s local community.
3C.4b. Plan, implement, and evaluate one’s participation in a group effort to contribute to one’s local community.
ISTE National Educational Technology Standards for Students
NETS
Technology Foundation Standards for Students
Basic operations and concepts
- Students demonstrate a sound understanding of the nature and operation of technology systems.
- Students are proficient in the use of technology.
- Students practice responsible use of technology systems, information, and software.
- Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
- Technology productivity tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
- Technology communications tools
- Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Technology research tools
- Students use technology to locate, evaluate, and collect information from a variety of sources.
- Students use technology tools to process data and report results.
- Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
- Technology problem-solving and decision-making tools
- Students use technology resources for solving problems and making informed decisions.
- Students employ technology in the development of strategies for solving problems in the real world.
Governors State University-An Adventure of the American Mind
Carol Meyer
Harvey School District 152
Last Upated:
Friday, April 1, 2005 1:34 AM