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Curriculum Objectives
10th Grade Language Arts 10.2.2 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 10.2.3 Demonstrate use of sophisticated technology by following technical directions. 10.2.4 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text. 10.3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. 10.3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies (the contrast between expectation and reality), and inconsistencies in a text. 10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively. 10.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 10.4.4 Use clear research questions and suitable research methods, including text and electronic resources and personal interviews, to compile and present evidence from primary and secondary print or Internet sources. 10.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions. 10.4.6 Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources. 10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs. 10.4.10 Review, evaluate, revise, edit and proofread writing, using an editing checklist. 10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing. 10.4.12 Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work. 10.5.3 Write expository compositions, including analytical essays and research reports that: • gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives. • communicate information and ideas from primary and secondary sources accurately and coherently. • make distinctions between the relative value and significance of specific data, facts, and ideas. • use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic. • include visual aids by using technology to organize and record information on charts, maps, and graphs. • anticipate and address readers’ potential misunderstandings, biases, and expectations. • use technical terms and notations accurately. 10.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject. 10.7.2 Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources. 10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. 10.7.5 Produce concise notes for extemporaneous speeches (speeches delivered without a planned script). 10.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations. 10.7.15 Deliver expository (informational) presentations that: • provide evidence in support of a thesis and related claims, including information on all relevant perspectives. • convey information and ideas from primary and secondary sources accurately and coherently. • make distinctions between the relative value and significance of specific data, facts, and ideas. • include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. • anticipate and address the listeners’ potential misunderstandings, biases, and expectations. • use technical terms and notations accurately. 10.7.16 Apply appropriate interviewing techniques that: • prepare and ask relevant questions. • make notes of responses. • use language that conveys maturity, sensitivity, and respect. • respond correctly and effectively to questions. • demonstrate knowledge of the subject or organization. • compile and report responses. • evaluate the effectiveness of the interview. United States History USH.2.1 Identify and explain the importance of key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation. (Economics; Civics and Government; Individuals, Society, and Culture) USH.2.2 Describe the economic development by which the United States became a major industrial power in the world and identify the factors necessary for industrialization. (Economics) USH.2.3 Explain the economic problems facing farmers during the late nineteenth century. (Economics) USH.2.4 Explain how industrialization affected the environment and the emergence of a conservation movement. (Economics; Individuals, Society, and Culture) USH.2.5 Analyze how new immigrant groups affected United States society and culture generally and Indiana particularly. (Individuals, Society, and Culture)
USH.2.8 Construct and explain a timeline of major technological inventions during the second half of the nineteenth century. Historical Research USH.9.1 Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past.
USH.9.2 Locate and use sources found at local and state libraries, archival collections, museums, historic sites, and electronic sites. Informational Literacy ILS 1: accesses information efficiently and effectively. ILS 2: evaluates information critically and competently. ILS 3: uses information accurately and creatively. ILS 4: pursues information related to personal interests. ILS 6: strives for excellence in information seeking and knowledge generation (generates knowledge). ILS 8: practices ethical behavior in regard to information and information technology. ILS 9: participates effectively in groups to pursue and generate information (shares and collaborates).
Technology Standards for Students Technology Standards for teachers
Learner Objectives
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Created by Amy R. Russell & Stephanie J. Reinert Last updated July 12, 2002 |