Girl%Scouts%Badges Grades:% States:% Senior:%Financial ... · LEARNING! EXPECTATION! 3001.2.16.!...

Girl Scouts Badges Grades: 9, 10 States: Tennessee Curriculum Standards

Senior: Financial Literacy & Cookie Business Badges Summary: Seniors can earn two additional badges each year to support entrepreneurship. Financial Literacy badges are: Financing My Future and Buying Power. Cookie Business badges are: My Portfolio and Customer Loyalty.

Tennessee Curriculum Standards

Language Arts

STRAND / STANDARD / COURSE

TN.3001. English I (3001)

CONCEPTUAL STRAND / GUIDING QUESTION

3001.1. Language

GUIDING QUESTION / LEARNING EXPECTATION

Course Level Expectations

LEARNING EXPECTATION

CLE 3001.1.2. Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.




3001.1. Language


Checks for Understanding (Formative/Summative Assessment)


3001.1.7. Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).




3001.1. Language

GUIDING

State Performance Indicators

QUESTION / LEARNING EXPECTATION


SPI 3001.1.14.

Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.




3001.2. Communication




CLE 3001.2.7. Speaking: Participate in work teams and group discussions.








3001.2.7. Listening: Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.


3001.2.15. Speaking: Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.





GUIDING QUESTION / LEARNING



3001.2.16.

Speaking: Participate productively in self-‐directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below.

INDICATOR 3001.2.16.2. Behavior of Individuals within the Group: Contribute relevant and appropriate information and ideas that move the team towards its goal.

INDICATOR 3001.2.16.3. Behavior of Individuals within the Group: Ask relevant, focused questions.

INDICATOR 3001.2.16.4. Behavior of Individuals within the Group: Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.

INDICATOR 3001.2.16.5. Goals and Aims of the Group: Understand the purpose for working as a team and work according to that purpose.

INDICATOR 3001.2.16.6. Goals and Aims of the Group: Articulate the goals for the team work, based on general task assigned.

INDICATOR 3001.2.16.7. Goals and Aims of the Group: Identify the needs of the team and share various resources to respond to those needs.

INDICATOR 3001.2.16.8.

Group Dynamics and Roles: Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, identify task(s) needed to meet goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task.

INDICATOR 3001.2.16.9. Group Dynamics and Roles: Establish clear group agreements and ensure appropriate individual contributions are respected by the team.

INDICATOR 3001.2.16.10. Group Dynamics and Roles: Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method.








SPI 3001.2.6. Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).


SPI 3001.2.7.

Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility to the ideas of others; identifying the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).




3001.3. Writing




CLE 3001.3.1. Write in a variety of modes for different audiences and purposes.




3001.3. Writing




3001.3.1. Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).




3001.3. Writing



LEARNING 3001.3.2. Create increasingly complex work-‐related texts (e.g.,

EXPECTATION instructions, directions, letters, bios, memos, e-‐mails, proposals, project plans, work orders, reports) that employ the strategies listed below.

INDICATOR 3001.3.2.1. Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

INDICATOR 3001.3.2.2. Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.

INDICATOR 3001.3.2.3. Select a medium or format, arrange supporting ideas, and craft diction and tone that anticipate the audience's needs.

INDICATOR 3001.3.2.4. Anticipate problems, mistakes, and misunderstandings that might arise for the audience.

INDICATOR 3001.3.2.5. Translate technical language into non-‐technical English.

INDICATOR 3001.3.2.6. Provide ideas, examples, and comparisons to support the main points in the text.

INDICATOR 3001.3.2.7. Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

INDICATOR 3001.3.2.8. Use a variety of techniques to format the text.

INDICATOR 3001.3.2.9. Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).

INDICATOR 3001.3.2.10. Use graphics and illustrative material effectively to support ideas in the text.




3001.3. Writing




3001.3.13. When sources are used or referenced (e.g., in research, informational essays, literary essays), adhere to the list below.

INDICATOR 3001.3.13.1. Acknowledge source material and create a reliable bibliography in a standard format.


3001.3.14. Generate notes while collecting information, following a logical note-‐taking system.


3001.3.17.

Based on readers' comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further

development.


3001.3.20. Use both basic and specialized software to incorporate graphics into writing products.




3001.3. Writing




SPI 3001.3.1. Proofread a passage for correct punctuation, mechanics, and usage.


SPI 3001.3.9. Identify a statement that reveals the writer's attitude.


SPI 3001.3.11.

Determine the writer's purpose in a writing sample.


SPI 3001.3.13.

Select the proper format to convey a set of work-‐related information.


SPI 3001.3.15.

Identify the mode in which a writing sample is written.




3001.4. Research




CLE 3001.4.1. Define and narrow a problem or research topic.


CLE 3001.4.2. Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.




3001.4. Research




3001.4.1. Narrow an increasingly complex topic so that the research process is manageable and a clear research question is identified.


3001.4.2. Take and organize notes on information relevant to the topic and identify areas for research.


3001.4.4. Use relevant data to support the research topic.


3001.4.7. Collect evidence in varied ways to answer the research question.


3001.4.16. Support a research topic by following a standard format and using appropriate technology to embed text graphics, including a title, numbered pages, and a bibliography.




3001.4. Research




SPI 3001.4.1. Select the research topic with the highest degree of focus.




3001.5. Logic




CLE 3001.5.1. Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.


CLE 3001.5.2. Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.




3001.5. Logic




SPI 3001.5.1. Make inferences and draw conclusions based on evidence in text.




3001.6. Informational Text


Checks for Understanding (Formative/Summative Assessments)


3001.6.12. Follow extended multi-‐tasked or multidimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.




3001.8. Literature




3001.8.1. Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and novels.


3001.8.4.

Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).


3001.8.14. Identify, analyze, and evaluate the development of the theme(s) of a literary text.




3001.8. Literature




SPI 3001.8.4.

Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).


TN.3002. English II (3002)


3002.1. Language








3002.1. Language

GUIDING QUESTION /








3002.1. Language




SPI 3002.1.15.

Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.
















3002.2.1. Listening: Follow multi-‐tasked or multi-‐dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.

LEARNING 3002.2.7. Listening: Listen actively in group discussions by posing

EXPECTATION relevant questions and by eliminating barriers to communication.










3002.2.16.

Speaking: Participate productively in self-‐directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the list below.





INDICATOR 3002.2.16.6. Goals and Aims of the Group: Articulate the goals for the teamwork, based on general task assigned.



Group Dynamics and Roles: Assign roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team, identify task(s) needed to meet the goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task.


INDICATOR 3002.2.16.10. Group Dynamics and Roles: Set the ground rules for decision

making, either by reaching consensus, following the majority, or some other method.










SPI 3002.2.7.

Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).




3002.3. Writing








3002.3. Writing



EXPECTATION


3002.3.1. Write in a variety of modes (e.g., summary, explanation, persuasion, informational, literary analysis, creative expression).




3002.3. Writing




3002.3.2.

Create increasingly complex work-‐related texts (e.g., instructions, directions, letters, bios, memos, e-‐mails, proposals, project plans, work orders, reports) that employ the strategies listed below.


INDICATOR 3002.3.2.2. Utilize various strategies (e.g., provide facts, describe the subject) to achieve complex purposes.







INDICATOR 3002.3.2.9. Employ formatting and other visual elements effectively (e.g., headings, bulleted lists, effective use of white space on the page).




CONCEPTUAL STRAND / GUIDING

3002.3. Writing

QUESTION









3002.3.17.

Based on reader's comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.






3002.3. Writing






SPI 3002.3.10.

Identify a statement that reveals the writer's attitude.


SPI 3002.3.12.



SPI 3002.3.14.



SPI 3002.3.16.

Identify the mode in which a writing sample is written.



CONCEPTUAL 3002.4. Research

STRAND / GUIDING QUESTION










3002.4. Research












3002.4.13. Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.






3002.4. Research








3002.5. Logic






CLE 3002.5.2. Analyze text for fact and opinion, cause-‐effect, inferences, evidence, and conclusions.




3002.5. Logic












3002.6.12. Follow extended multi-‐tasked or multi-‐dimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.




3002.8. Literature






3002.8.4.







3002.8. Literature




SPI 3002.8.4.



TN.3003. English III (3003)


3003.1. Language

QUESTION








3003.1. Language




SPI 3003.1.2. From a group of grammatically-‐correct sentences, choose the clearest, most coherent sentence.


SPI 3003.1.5.

Use previously learned techniques such as recognizing cognates, root words, affixes, foreign phrases, and textual context to identify unfamiliar words, including those specific to a particular content area.


SPI 3003.1.8. Choose correctly or incorrectly spelled words.


SPI 3003.1.9. Proofread for errors in capitalization and punctuation.
















3003.2.1. Listening: Follow multi-‐tasked or multi-‐dimensional spoken instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.


3003.2.7.

Listening: Listen actively in group discussions by asking clarifying, elaborating, and synthesizing questions and by managing internal barriers (e.g., emotional state, prejudices) and external barriers (e.g., physical setting, difficulty hearing, recovering from distractions) to aid comprehension.


3003.2.13. Speaking: Employ presentation skills including good eye contact, correct enunciation, appropriate rate and volume, and effective gestures.








3003.2.14.


INDICATOR 3003.2.14.2. Behavior of Individuals within the Group: Contribute relevant and appropriate information that moves the team towards its goals.

INDICATOR 3003.2.14.3. Behavior of Individuals within the Group: Ask relevant and challenging questions.

INDICATOR 3003.2.14.4. Behavior of Individuals within the Group: Gain the floor in orderly, respectful ways and listen to and respond with civility to the ideas of others.


INDICATOR 3003.2.14.6. Goals and Aims of the Group: Develop and articulate the goals for the teamwork and design tasks and strategies to

reach the stated goal.

INDICATOR 3003.2.14.7. Goals and Aims of the Group: Identify the needs of the team or group and evaluate and share various resources (e.g., texts, experts, websites) to respond to those needs.


Group Dynamics and Roles: Assign and develop roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team.

INDICATOR 3003.2.14.9. Group Dynamics and Roles: Identify and assign task(s) and develop a timeline for completion.

INDICATOR 3003.2.14.10. Group Dynamics and Roles: Establish group agreements and ensure appropriate contributions are respected by the team.

INDICATOR 3003.2.14.11. Group Dynamics and Roles: Use appropriate decision-‐making processes by coming to a consensus or by following the majority.

INDICATOR 3003.2.14.12.

Group Dynamics and Roles: Monitor whether the team dynamics are fostering achievement of the goal (e.g., monitor whether other team members are understanding and following discussion, seek additional ideas, summarize progress).








SPI 3003.2.6.

Select the most appropriate strategies for participating productively in a team (e.g., contributing relevant and appropriate information that moves the team towards its goals; understanding the purpose of working as a team and working according to that purpose; assigning and developing roles and responsibilities for team members based on an understanding of their strengths and weaknesses and the dynamics of the team).




3003.3. Writing




CLE 3003.3.1. Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.




3003.3. Writing




3003.3.1. Write in a variety of modes (e.g., a summary; an explanation; a description; a creative expression; a literary analysis, informational, research, or argumentative essay).




3003.3. Writing




3003.3.2.

Create sophisticated, complex work-‐related texts (e.g., instructions, directions, letters, bios, memos, e-‐mails, proposals, project plans, work orders, reports) that employ the strategies listed below.

INDICATOR 3003.3.2.1. Select a medium or format appropriate to purpose for writing.

INDICATOR 3003.3.2.2. Vary strategies to achieve complex purposes.

INDICATOR 3003.3.2.3. Sustain consistent and effective focus on audience through format, ideas, and word choice.

INDICATOR 3003.3.2.4. Anticipate potential problems, mistakes, and misunderstandings and respond to counterarguments.

INDICATOR 3003.3.2.5. Translate technical language into non-‐technical English when necessary.

INDICATOR 3003.3.2.6. Provide specific ideas, extended examples, and appropriate

comparisons to support the main points in the text.

INDICATOR 3003.3.2.7. Use an organizational strategy appropriate for medium, purpose, and audience.

INDICATOR 3003.3.2.8. Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos).


Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information).

INDICATOR 3003.3.2.10. Employ formatting and varied visual elements to guide the reader (e.g., headings, bulleted lists, effective use of white space on the page).

INDICATOR 3003.3.2.11. Include clear and purposeful illustrative material to support ideas effectively in the text.




3003.3. Writing




3003.3.14. When other sources are used or referenced (e.g., in research, informational, or literary essays), adhere to the list below.

INDICATOR 3003.3.14.1. Skillfully acknowledge source material (create a reliable bibliography, list of works cited, and/or works consulted).


3003.3.15. Generate notes while collecting information.


3003.3.17.

Edit writing for mechanics (e.g., punctuation, capitalization), spelling, grammar (e.g., pronoun-‐antecedent relationship, use of modifying phrases), style (e.g., eliminating verbiage), and tone and mood as appropriate to audience, purpose, and context.


3003.3.18.

Based on readers' comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.


3003.3.19. Use software (e.g., Photoshop, Acrobat, Dreamweaver, Pagemaker) to incorporate both basic and specialized effects into writing.


3003.3.20. Determine how and when to employ technology effectively in written communication.




3003.3. Writing






SPI 3003.3.11.



SPI 3003.3.12.

Identify a statement that reveals the writer's attitude.


SPI 3003.3.14.





3003.4. Research










3003.4. Research

GUIDING

Checks for Understanding (Formative/Summative


Assessment)


3003.4.1. Focus on a complex topic that is sufficiently narrow to examine in depth and for which adequate information is available.


3003.4.2. Take and organize notes on relevant knowledge, identifying multiple perspectives and areas for research.


3003.4.6.

Collect evidence in varied ways to answer the research question (e.g., gathering relevant reasons, examples, and facts; defining key terms; setting up comparisons; analyzing relationships such as cause/effect).


3003.4.11. Skillfully acknowledge source material (create a reliable bibliography or list of works cited and/or works consulted).


3003.4.14. Support a research topic by following a standard format and use appropriate technology to embed text graphics including a title, an abstract, numbered pages, and a bibliography.




3003.4. Research








3003.5. Logic




CLE 3003.5.1. Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.






3003.5. Logic








3003.8. Literature




3003.8.3. Analyze how plot developments determine characters' conflicts and dilemmas.


3003.8.5.

Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, w


3003.8.13. Identify, analyze, and explain the multiple levels of theme(s) within a complex literary text and of similar or contrasting themes across two or more texts.




3003.8. Literature



LEARNING SPI 3003.8.3. Analyze the effect of literary point-‐of-‐view (first person,

EXPECTATION third-‐person objective, third-‐person limited, third-‐person omniscient) on characters, theme, and conflict of a literary work.


SPI 3003.8.4.



SPI 3003.8.10.

Analyze the development of similar or contrasting themes across two or more literary passages.


TN.3005. English IV (3005)


3005.1. Language



















EXPECTATION




3005.2.7.











3005.2.14.






INDICATOR 3005.2.14.6. Goals and Aims of the Group: Develop and articulate the goals for the teamwork and design tasks and strategies to reach the stated goals.


INDICATOR 3005.2.14.8. Group Dynamics and Roles: Assign and develop roles and responsibilities for team members based on an

understanding of their strengths and weaknesses and the dynamics of the team.




INDICATOR 3005.2.14.12.





3005.3. Writing




CLE 3005.3.1. Write in a variety of modes for different purposes and audiences.




3005.3. Writing







CONCEPTUAL 3005.3. Writing





3005.3.2.







INDICATOR 3005.3.2.6. Provide specific ideas, extended examples, and appropriate comparisons to support the main points in the text.










3005.3. Writing

GUIDING



Assessment)







3005.3.17.



3005.3.18.









3005.4. Research









CONCEPTUAL STRAND /

3005.4. Research

GUIDING QUESTION




3005.4.1. Focus on a complex topic that is sufficiently narrow to examine in depth and that has adequate information available.




3005.4.6.





3005.4.14. To support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, an abstract, numbered pages, and a bibliography.




3005.5. Logic










3005.8. Literature



EXPECTATION




3005.8.5.





TN.3010. Competency English (3010)


3010.1. The student will master those areas of language arts which are necessary for success as a high school student.


Learning Expectations:


3010.1.5. Recognize propaganda techniques.


3010.1.6.

Identify main ideas of descriptive, expository, or narrative passages and make inferences; draw conclusions; identify cause and effect, fact and opinion, details, author's purpose and point of view; and interpret figurative language.


3010.1.7. Identify the correct positions of parts of business letters and envelopes.


TN.3012. Creative Writing (3012)


3012.1. The student will be given the opportunity to develop this creative outlet through additional writing experiences.




3012.1.1. Develop fluency, logic, clarity, and creativity.

LEARNING 3012.1.3. Explore diverse modes and genres of writing.

EXPECTATION


3012.1.4. Utilize evaluation and revision skills.


3012.1.6. Use available technology in the creative process.


TN.3015. Speech (3015)


3015.1. The student will develop the skills to generate ideas, research topics, organize information, and prepare for oral presentations.




3015.1.8. Preparing: Conduct interviews for research purposes.


3015.1.9. Preparing: Utilize all available library/research facilities and document bibliographic information.


3015.1.16. Preparing: Outline schedules for group discussions and/or meetings.


3015.1.19. Speaking: Demonstrate confidence and poise in various speaking situations.


3015.1.23. Speaking: Use gestures, vocal control, and body language.


3015.1.26. Speaking: Employ gestures to emphasize, to describe, and/or to replace verbal communication.


3015.1.27. Speaking: Use eye contact to enhance communication situations.


3015.1.28. Speaking: Express attitudes, ideas and emotions through appropriate body language.


3015.1.40. Listening: Demonstrate appropriate audience etiquette.


TN.3081. Content Area Reading (3081)


3081.1. The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-‐print text.


3081.1.1. Learning Expectation: Develop independent pre-‐reading strategies to facilitate comprehension.

EXPECTATION


3081.1.1.c. Identify and define content specific vocabulary.






3081.1.2. Learning Expectation: The student will use interactive strategies to derive meaning from text.


3081.1.2.a. Use interactive strategies to access vocabulary by decoding words or identifying words in context.


3081.1.2.b. Use interactive comprehension strategies to enhance understanding and to respond to text content.






3081.1.4. Learning Expectation: The student will evaluate and reflect upon learning strategies utilized to make meaning from text.


3081.1.4.a. Discern reading strategies appropriate to text and the individual.


3081.1.4.b. Apply the strategies and processes learned to a variety of texts and contents.

Mathematics

Grade: 9


TN.AI. Algebra I

CONCEPTUAL STRAND /

CLE 3102.1. Mathematical Processes: Course Level Expectations:

GUIDING QUESTION


CLE 3102.1.5.

Recognize and use mathematical ideas and processes that arise in different settings, with an emphasis on formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas, and communication of solution strategies.


CLE 3102.1.6.

Employ reading and writing to recognize the major themes of mathematical processes, the historical development of mathematics, and the connections between mathematics and the real world.


TN.AII. Algebra II




CLE 3103.1.5.



CLE 3103.1.6.



TN.AII. Algebra II


3103.5. Data Analysis, Statistics and Probability: Checks for Understanding (Formative/Summative Assessment):


3103.5.2. Organize and display data using appropriate methods (including spreadsheets and technology tools) to detect patterns and departures from patterns.


TN.G. Geometry



GUIDING CLE 3108.1.5. Recognize and use mathematical ideas and processes that


arise in different settings, with an emphasis on formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas, and communication of solution strategies.


CLE 3108.1.6.


Grade: 10


TN.AI. Algebra I




CLE 3102.1.5.



CLE 3102.1.6.



TN.AII. Algebra II




CLE 3103.1.5.



CLE 3103.1.6.



TN.AII. Algebra II

CONCEPTUAL STRAND /

3103.5. Data Analysis, Statistics and Probability: Checks for Understanding (Formative/Summative Assessment):

GUIDING QUESTION


3103.5.2. Organize and display data using appropriate methods (including spreadsheets and technology tools) to detect patterns and departures from patterns.


TN.G. Geometry




CLE 3108.1.5.



CLE 3108.1.6.


Social Studies

Grade: 9


TN.3435. Contemporary Issues


1.0.

Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.


1.3. The student will understand ethical debates on internet USAge.


TN.3405. United States History


Era 10: The Contemporary United States 1968-‐present

GUIDING USH.spi.10. Performance Indicators State:



USH.spi.10.1. Match innovators or entrepreneurs in the ''new economy'' (i.e., Sam Walton, Michael Dell, Ray Kroc, Lee Iococca, Donald Trump, Bill Gates, Steve Jobs, Jeff Bezos).


TN.3401. World History


5.0.

History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.


5.10. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.


TN.3431. Economics


4.0.

Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.


4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.


TN.3431. Economics


6.0.

Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.


6.1. The student will understand the elements of personal and fiscal responsibility


TN.3433. Psychology

CONCEPTUAL 2.0. Economics: Globalization of the economy, the explosion of


population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-‐making versus decision-‐making.


2.2. The student will understand how individual values and beliefs influence economic decisions.


TN.3432. Sociology


2.0.

Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-‐making versus decision-‐making.



Grade: 10




1.0.








GUIDING USH.spi.10. Performance Indicators State:



USH.spi.10.1. Match innovators or entrepreneurs in the ''new economy'' (i.e., Sam Walton, Michael Dell, Ray Kroc, Lee Iococca, Donald Trump, Bill Gates, Steve Jobs, Jeff Bezos).




5.0.





TN.3431. Economics


4.0.



4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.


TN.3431. Economics


6.0.



6.1. The student will understand the elements of personal and fiscal responsibility


TN.3433. Psychology

CONCEPTUAL 2.0. Economics: Globalization of the economy, the explosion of


population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-‐making versus decision-‐making.




TN.3432. Sociology


2.0.

Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-‐making versus decision-‐making.



Senior: Legacy Badges Summary: As a Senior, girls can earn seven Legacy badges: Collage, Cross-‐Training, Behind the Ballot, Locavore, Senior First Aid, Senior Girl Scout Way, and Sky.


Language Arts

Grade: 9, 10




3001.1. Language








3001.1. Language









GUIDING QUESTION /




















3001.2.16.



















SPI 3001.2.7.





3001.3. Writing








3001.3. Writing










3001.4. Research








3001.5. Logic










3001.5. Logic
















3001.8. Literature






3001.8.4.

Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the

character thinks).






3001.8. Literature




SPI 3001.8.4.





3002.1. Language








3002.1. Language




























3002.2.16.



INDICATOR 3002.2.16.3. Behavior of Individuals within the Group: Ask relevant,

focused questions.
















SPI 3002.2.7.













3002.3. Writing










3002.4. Research








3002.5. Logic










3002.5. Logic
















3002.8. Literature






3002.8.4.







3002.8. Literature




SPI 3002.8.4.





3003.1. Language








3003.1. Language

QUESTION




SPI 3003.1.5.

















3003.2.7.









3003.2.14.






INDICATOR 3003.2.14.6. Goals and Aims of the Group: Develop and articulate the goals for the teamwork and design tasks and strategies to reach the stated goal.







INDICATOR 3003.2.14.12.




CONCEPTUAL 3003.2. Communication





SPI 3003.2.6.





3003.3. Writing








3003.3. Writing







LEARNING 3003.3.20. Determine how and when to employ technology effectively

EXPECTATION in written communication.




3003.4. Research








3003.5. Logic










3003.5. Logic





STRAND / STANDARD /


COURSE


3003.8. Literature






3003.8.5.







3003.8. Literature




SPI 3003.8.3.

Analyze the effect of literary point-‐of-‐view (first person, third-‐person objective, third-‐person limited, third-‐person omniscient) on characters, theme, and conflict of a literary work.


SPI 3003.8.4.



SPI 3003.8.10. Analyze the development of similar or contrasting themes across two or more literary passages.




3005.1. Language

QUESTION




















3005.2.7.






GUIDING



Assessment)


3005.2.14.













INDICATOR 3005.2.14.12.




CONCEPTUAL STRAND /

3005.3. Writing

GUIDING QUESTION








3005.3. Writing












3005.4. Research







CONCEPTUAL 3005.5. Logic











3005.8. Literature






3005.8.5.











3010.1.6. Identify main ideas of descriptive, expository, or narrative passages and make inferences; draw conclusions; identify

cause and effect, fact and opinion, details, author's purpose and point of view; and interpret figurative language.










3012.1.3. Explore diverse modes and genres of writing.




TN.3015. Speech (3015)





































Science

Grade: 9


TN.3210. Biology I


CS.3210.Inq. Inquiry: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.

GUIDING QUESTION /

GQ.3210.Inq. What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?



CLE 3210.Inq. Course Level Expectations

INDICATOR CLE 3210.Inq.1. Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.


TN.3210. Biology I






3210.Inq. Checks for Understanding

INDICATOR 3210.Inq.2.

Conduct scientific investigations that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others.


TN.3210. Biology I






SPI 3210 Inq. State Performance Indicators

INDICATOR SPI 3210 Inq.2. Analyze the components of a properly designed scientific investigation.


TN.3210. Biology I


CS.3210.T/E. Technology and Engineering: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.


GQ.3210.T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?


CLE 3210.T/E. Course Level Expectations

INDICATOR CLE 3210.T/E.1.

Explore the impact of technology on social, political, and economic systems.


Explain the relationship between the properties of a material and the use of the material in the application of a technology.


TN.3210. Biology I






3210.T/E. Checks for Understanding

INDICATOR 3210.T/E.3. Explore how the unintended consequences of new technologies can impact human and non-‐human communities.


TN.3210. Biology I






SPI 3210.T/E. State Performance Indicators

INDICATOR SPI 3210.T/E.3. Evaluate the overall benefit to cost ratio of a new technology.


TN.3216. Biology II









TN.3216. Biology II









INDICATOR 3216.Inq.3. Analyze the components of a properly designed scientific investigation.

Social Studies

Grade: 9




1.0.




EXPECTATION


TN.3403. Modern History


Era 10: The Contemporary World (1989 to the present)


6.0.

Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.


6.1. The student will understand the impact of individual and group decisions on citizens and communities.




4.0.



4.2. The student will understand how individuals are affected differently by varied forms of governance.




5.0.



5.8. The student will understand the continuing impact of historical events on the modern world.



GUIDING 5.11. The student will understand the importance of major


trends and movements in world history.




6.0.



6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.


TN.3410. World Geography


6.0.





TN.3407. United States Government


6.0.





6.2. The student will understand how groups can effect change at the local, state national and world levels.

GUIDING 6.5. The student will understand the impact and influence of


participatory citizenship on government at all levels.


6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.


TN.3433. Psychology


4.0.



4.1. The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.


4.3. The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.


TN.3432. Sociology


4.0.



4.2. The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.


TN.3432. Sociology


6.0.


Grade: 10




1.0.









6.0.







4.0.



4.2. The student will understand how individuals are affected differently by varied forms of governance.




5.0. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They

QUESTION will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.


5.8. The student will understand the continuing impact of historical events on the modern world.




5.11. The student will understand the importance of major trends and movements in world history.




6.0.



6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.


TN.3410. World Geography


6.0.





TN.3407. United States Government


6.0. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this

QUESTION development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.




6.2. The student will understand how groups can effect change at the local, state national and world levels.


6.5. The student will understand the impact and influence of participatory citizenship on government at all levels.


6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.


TN.3433. Psychology


4.0.







TN.3432. Sociology


4.0.





TN.3432. Sociology


6.0.



6.2. The student will explore the various ways people interact.

Arts Education

Grade: 9


TN.V. Visual Arts


1.0. Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes.


1.2. The student will produce visual art that exhibits a communication of ideas through the use of media, tools, techniques, and processes.


1.3. The student will analyze, synthesize and evaluate the application of media, techniques and processes used to solve visual art problems.


TN.V. Visual Arts


3.0. Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas.


3.4. The student will research and create a series of related works in a particular subject matter.


TN.V. Visual Arts


6.0. Interdisciplinary Connections: Students will make connections between visual arts and other disciplines.


6.1. The student will examine the materials, technologies, processes, and terminology used in the visual and performing arts.


TN.V. Visual Art History




1.2. The student will research types of media, techniques, and processes used in select works and/or by select artists.




4.0. Historical and Cultural Relationships: Students will understand the visual arts in relation to history and cultures.


4.2. The student will research, analyze, and explain how visual art reflects and influences societies and cultures.




5.0. Reflection and Assessment: Students will reflect upon and assess the characteristics and merits of their work and the work of others.


5.1. The student will research and critique visual artworks and their meanings by using an art criticism model such as description, analysis, interpretation, and judgement.



CONCEPTUAL STRAND /


GUIDING QUESTION



Grade: 10


TN.V. Visual Arts








TN.V. Visual Arts






TN.V. Visual Arts





STRAND / STANDARD /


COURSE























Health and PE

Grade: 9


TN.PE. Physical Education


PE.1:

Motor Skills and Movement Patterns: A physically educated person will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.


1.1.

The student will demonstrate competency in basic and advanced motor skills and tactics in three or more of the following categories: aquatics, dance, fitness activities, individual/dual sports, outdoor pursuits, leisure pursuits self-‐defense, team sports and cooperative games/activities


1.2. The student will perform motor skills and movement patterns necessary to participate in a variety of physical activities




PE.2:

Cognitive Concepts: The student will demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


2.1. The student will apply an understanding of motor skills, movement patterns and strategies as they relate to the learning and performance of physical activities


2.3. The student will utilize content knowledge to achieve and maintain physical fitness


2.4. The student will understand the implications of and the benefits from involvement in physical activities


2.6. The student will understand the principles of exercise physiology and nutrition to avoid injury and enhance physical fitness



CONCEPTUAL STRAND /

PE.3: Active Lifestyle: The student will participate regularly in physical activity.

GUIDING QUESTION


3.1. The student will participate daily in physical activities in both school and non-‐school settings in order to achieve and maintain a healthy, active lifestyle


3.2. The student will understand factors that impact participation in physical activity


3.3. The student will select and participate in physical activities that provide enjoyment and challenge


3.4. The student will regularly assess personal physical activity level


3.5. The student will apply principles of exercise physiology and nutrition to avoid injury and enhance physical fitness




PE.4: Health Related Physical Fitness: The student will achieve and maintain a health-‐enhancing level of physical fitness.


4.2. The student will identify and define concepts of physical fitness


4.5.

The student will participate in developmentally appropriate physical activities that improve and maintain health-‐related fitness (i.e., cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition)


4.6. The student will develop challenging, yet attainable, personal short-‐term and long-‐term fitness goals


4.7. The student will develop, implement and assess a personal fitness plan designed to achieve and maintain a higher level of health-‐related physical fitness

GUIDING 4.8. The student will practice the basic principles of exercise


physiology and proper nutrition to avoid injury and enhance physical fitness




PE.6: Affective Concepts: The student will value physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.


6.3. The student will participate in physical activity either alone or with others during leisure time


6.4. The student will value the importance of participating in physical activity


6.5. The student will make a commitment to include physical activity as an essential part of a healthy lifestyle


6.6. The student will differentiate realistic and idealized body image and performance as portrayed by the media

Grade: 10




PE.1:



1.1.



1.2. The student will perform motor skills and movement patterns necessary to participate in a variety of physical activities




PE.2:



2.1. The student will apply an understanding of motor skills, movement patterns and strategies as they relate to the learning and performance of physical activities














3.2. The student will understand factors that impact participation in physical activity




3.4. The student will regularly assess personal physical activity level










4.5.



4.6. The student will develop challenging, yet attainable, personal short-‐term and long-‐term fitness goals


4.7. The student will develop, implement and assess a personal fitness plan designed to achieve and maintain a higher level of health-‐related physical fitness


4.8. The student will practice the basic principles of exercise physiology and proper nutrition to avoid injury and enhance physical fitness






6.3. The student will participate in physical activity either alone or with others during leisure time







Senior: It’s Your Planet Journey -‐ Skill Building Badges Summary: Seniors can earn five badges connected to MISSION: SISTERHOOD! National Leadership Journey. The badges are: Traveler, Voice for Animals, Game Visionary, Social Innovator, and Business Etiquette.


Language Arts




3001.1. Language








3001.1. Language




























3001.2.16.



















SPI 3001.2.7.





3001.3. Writing








3001.3. Writing








3001.4. Research






CLE 3001.4.3. Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.




3001.4. Research




3001.4.6. Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.




3001.4. Research




SPI 3001.4.3. Evaluate the reliability and credibility of sources for use in research.


SPI 3001.4.4. Evaluate the validity of Web pages as sources of information.


SPI 3001.4.5. Determine which statement presents an opposing view from those stated on a Web page.




3001.5. Logic










3001.5. Logic
















3001.7. Media




SPI 3001.7.5. Match a focused message to an appropriate medium.




3001.8. Literature






3001.8.4.

Analyze the role and function of characters (major/minor, protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the

character thinks).






3001.8. Literature




SPI 3001.8.4.





3002.1. Language








3002.1. Language




























3002.2.16.



INDICATOR 3002.2.16.3. Behavior of Individuals within the Group: Ask relevant,

focused questions.
















SPI 3002.2.7.













3002.3. Writing








3002.4. Research










3002.4. Research

QUESTION




3002.4.6. Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.




3002.4. Research












3002.5. Logic










3002.5. Logic

QUESTION
















3002.7. Media




CLE 3002.7.3. Recognize how visual and sound techniques or design (e.g., special effects, camera angles, music) carry or influence messages in various media.




3002.8. Literature






3002.8.4.







3002.8. Literature




SPI 3002.8.4.





3003.1. Language








3003.1. Language

QUESTION




SPI 3003.1.5.

















3003.2.7.









3003.2.14.













INDICATOR 3003.2.14.12.




CONCEPTUAL 3003.2. Communication





SPI 3003.2.6.





3003.3. Writing








3003.3. Writing







CONCEPTUAL 3003.4. Research











3003.4. Research




3003.4.4.

Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-‐informed audience.


3003.4.5. Select reliable resources using appropriate criteria and avoiding the overuse of any one source.




3003.4. Research












3003.5. Logic










3003.5. Logic








3003.7. Media





STRAND / TN.3003. English III (3003)

STANDARD / COURSE


3003.8. Literature






3003.8.5.







3003.8. Literature




SPI 3003.8.3.



SPI 3003.8.4.






CONCEPTUAL STRAND /

3005.1. Language

GUIDING QUESTION




















3005.2.7.









3005.2.14.













INDICATOR 3005.2.14.12.













3005.3. Writing








3005.4. Research










3005.4. Research

QUESTION




3005.4.4.

Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-‐informed audience.






3005.5. Logic










3005.7. Media







CONCEPTUAL STRAND /

3005.8. Literature

GUIDING QUESTION






3005.8.5.











3010.1.6.



3010.1.8. Use reference materials, written and graphic directions, and dictionary skills.







LEARNING 3012.1.1. Develop fluency, logic, clarity, and creativity.

EXPECTATION




TN.3015. Speech (3015)

























LEARNING 3081.1.2.a. Use interactive strategies to access vocabulary by decoding

EXPECTATION words or identifying words in context.













Science


TN.3210. Biology I










TN.3210. Biology I









TN.3210. Biology I


CS.3210.2. Interdependence: All life is interdependent and interacts with the environment.


GQ.3210.2. How do living things interact with one another and with the non-‐living elements of their environment?


3210.2. Checks for Understanding

INDICATOR 3210.2.5. Conduct research on how human influences have changed an ecosystem and communicate findings through written or oral presentations.


TN.3216. Biology II










STRAND / STANDARD /

TN.3216. Biology II

COURSE


CS.3216.7. Botany: Plants are essential for life to exist.


GQ.3216.7. What conditions are needed for plants to grow and reproduce?


CLE 3216.7. Course Level Expectations

INDICATOR CLE 3216.7.5. Investigate the impact of plants on humans.


TN.3216. Biology II







INDICATOR 3216.7.7. Prepare a presentation about plants that are harmful or beneficial to humans.


TN.3221. Chemistry I







INDICATOR SPI 3221.T/E.4. Use design principles to determine if a new technology will improve the quality of life for an intended audience.


TN.3237. Physical World Concepts






3237.T/E. Checks For Understanding

INDICATOR 3237.T/E.4. Present research on current engineering technologies that contribute to improvements in our daily lives.


TN.3204. Earth Science


CS.3204.2. Energy in the Earth System: Energy cycles drive the earth system.


GQ.3204.2. What are the scientific explanations for how energy cycles through the earth system?


3204.2. Checks For Understanding

INDICATOR 3204.2.4. Distinguish between renewable and nonrenewable resources in terms of resource conservation.


TN.3255. Ecology


CS.3255.1. Individuals: The individual organism is the basic unit of ecology.


GQ.3255.1. What determines the survival of individuals in a population?



INDICATOR CLE 3255.1.4. Investigate various approaches to maintain biodiversity.


TN.3255. Ecology

CONCEPTUAL CS.3255.6. Humans and Sustainability: Human activities have reduced


the earth's biodiversity .


GQ.3255.6. What can individuals do to sustain biodiversity locally and globally?



INDICATOR CLE 3255.6.2. Examine state, national, and international efforts to sustain native species and ecosystems.


TN.3255. Ecology


CS.3255.6. Humans and Sustainability: Human activities have reduced the earth's biodiversity .





INDICATOR 3255.6.2.

Design a vacation brochure, poster, slide show presentation or commercial advertisement that extols the virtues of a given area (e.g., state or national parks/forests) and ecotourism opportunities that may be found there.

INDICATOR 3255.6.6.

Research issues surrounding the adoption of environmentally and socially responsible behaviors (e.g., proper waste disposal, using fuel efficient transportation, planting native species, purchasing locally grown food, reducing/eliminating dependence on 'one use' products).

INDICATOR 3255.6.7. Create a list of the ''Five Biggest Threats to the Global Environment.''


TN.3260. Environmental Science


CS.3260.2. The Living World: The global ecosystem involves interactions between biotic and abiotic factors.


GQ.3260.2. How do living things interact with each other and the abiotic components of the environment?



INDICATOR 3260.2.7. Develop a visual display to compare and contrast primary and secondary biological succession in one of earth's major biomes or aquatic habitats.




CS.3260.4. Water and Land Resources: Humans use natural resources in a variety of ways.


GQ.3260.4. How can natural resources be sustainably managed for the benefit of all living things?



INDICATOR CLE 3260.4.3. Compare and contrast preservation and conservation.

INDICATOR CLE 3260.4.4. Evaluate the impact of human activities on natural resources.









INDICATOR 3260.4.8. Use an environmentally significant case study (e.g., oil exploration in the Alaskan Wildlife Refuge) to explain the difference between preservation and conservation.

INDICATOR 3260.4.9.

Summarize the roles of various public and private organizations (e.g., Nature Conservancy, Sierra Club, National Wildlife Federation, World Wildlife Fund, U.S. Forest Service, U.S. Fish and Wildlife, Bureau of Land Management, Department of Interior, Tennessee Wildlife resource Agency, Tennessee Department of Environment and Conservation) involved in natural resource protection and use.

INDICATOR 3260.4.10. Research a Tennessee city, such as Chattanooga. Incorporate green design features into a plan for sustainable development in your community.




CS.3260.5. Energy Resources and Consumption: Humans use both renewable and nonrenewable sources of energy.


GQ.3260.5. What are the environmental consequences of energy use?



INDICATOR CLE 3260.5.1. Compare and contrast various energy resources.

INDICATOR CLE 3260.5.2. Analyze the past and present use of energy resources.

INDICATOR CLE 3260.5.3. Predict future trends in energy resource use.









INDICATOR 3260.5.5. Describe energy saving alternatives to common appliances and electronic devices and explore energy saving alternatives.

INDICATOR 3260.5.6. Calculate personal carbon footprint and formulate plans for personal and commercial energy conservation.

INDICATOR 3260.5.7. Research technological advances in energy resources.

INDICATOR 3260.5.8. Research technological advances in energy conservation.



CONCEPTUAL STRAND /

CS.3260.6. Waste Production and Pollution: Many human activities result in pollution.

GUIDING QUESTION


GQ.3260.6. How can we mimic nature to provide goods and services for the growing human population in ways that do not pollute the environment?



INDICATOR 3260.6.3. Investigate a state or local environmental issue involving pollution of land, air or water.




CS.3260.7. Global Change And Civic Responsibility: Human interaction with the local environment has global consequences.


GQ.3260.7. How do the decisions of one generation create opportunities and impose limitations for future generations?



INDICATOR CLE 3260.7.2. Compare and contrast methods used by various governments to protect biodiversity.









INDICATOR 3260.7.1. Interview a senior citizen about past use and disposal of resources and compare with common practices today.

INDICATOR 3260.7.3. Identify how environmental protection can be carried out on a local level and explain choices that can be made to lessen the impact on the environment.

STRAND / STANDARD /

TN.3205. Geology

COURSE


CS.3205.6. Landforms: Geologic processes sculpt the earth into landforms characterized by differences in topography.


GQ.3205.6. How do earth's interacting systems produce a variety of landforms?



INDICATOR CLE 3205.6.1. Investigate the hydrosphere and how changes in the hydrosphere affect various landforms.


TN.3251. Human Anatomy and Physiology










TN.3202. Physical Science


















TN.3231. Physics









TN.3295. Scientific Research







INDICATOR 3295.T/E.6. Present research on current technologies that advance health and contribute to improvements in our daily lives.




CS.3295.1. Practice Ethics: Ethical practices must be adhered to during scientific research.


GQ.3295.1. What are the ethical practices that must be addressed while conducting scientific research?



INDICATOR CLE 3295.1.5. Follow safety procedures in the classroom, laboratory, and home environments.









INDICATOR 3295.1.2. Use printed references and correct citations to credit all sources of information.

INDICATOR 3295.1.6. Compose a review of literature using a proper format (e.g., APA, MLA).

INDICATOR 3295.1.7. Complete a research plan that adheres to appropriate regulatory guidelines.




CS.3295.2. Thinking Critically: Critical thinking skills are essential for identifying and solving scientific problems.


GQ.3295.2. What critical thinking skills are needed to answer researchable questions?



INDICATOR 3295.2.4. Formulate a research plan that addresses a problem to be solved.




CS.3295.5. Communicate Results: Results of scientific investigations should be shared in oral and written form to a variety of audiences.


GQ.3295.5. How and with whom should the methods and results of scientific investigations be shared?



INDICATOR CLE 3295.5.1. Present a scientific report in a clear, accurate, and appropriate manner to an audience.









INDICATOR 3295.5.3. Present research findings in expository form.

INDICATOR 3295.5.5. Design and implement an appropriate presentation format based upon the audience and nature of the research.

INDICATOR 3295.5.6. Present an effective and well-‐articulated oral report using audiovisual aids.

Grade: 10


TN.3210. Biology I



QUESTION








TN.3210. Biology I









TN.3210. Biology I







INDICATOR 3210.2.5. Conduct research on how human influences have changed an ecosystem and communicate findings through written or oral presentations.


TN.3216. Biology II











TN.3216. Biology II







INDICATOR CLE 3216.7.5. Investigate the impact of plants on humans.


TN.3216. Biology II







INDICATOR 3216.7.7. Prepare a presentation about plants that are harmful or beneficial to humans.






















CS.3204.2. Energy in the Earth System: Energy cycles drive the earth system.


GQ.3204.2. What are the scientific explanations for how energy cycles through the earth system?


3204.2. Checks For Understanding

INDICATOR 3204.2.4. Distinguish between renewable and nonrenewable resources in terms of resource conservation.


TN.3255. Ecology







INDICATOR CLE 3255.1.4. Investigate various approaches to maintain biodiversity.


TN.3255. Ecology







INDICATOR CLE 3255.6.2. Examine state, national, and international efforts to sustain native species and ecosystems.


TN.3255. Ecology







INDICATOR 3255.6.2. Design a vacation brochure, poster, slide show presentation or commercial advertisement that extols the virtues of a given area (e.g., state or national parks/forests) and

ecotourism opportunities that may be found there.

INDICATOR 3255.6.6.




















INDICATOR CLE 3260.4.3. Compare and contrast preservation and conservation.

INDICATOR CLE 3260.4.4. Evaluate the impact of human activities on natural resources.



CONCEPTUAL STRAND /


GUIDING QUESTION





INDICATOR 3260.4.8. Use an environmentally significant case study (e.g., oil exploration in the Alaskan Wildlife Refuge) to explain the difference between preservation and conservation.

INDICATOR 3260.4.9.

Summarize the roles of various public and private organizations (e.g., Nature Conservancy, Sierra Club, National Wildlife Federation, World Wildlife Fund, U.S. Forest Service, U.S. Fish and Wildlife, Bureau of Land Management, Department of Interior, Tennessee Wildlife resource Agency, Tennessee Department of Environment and Conservation) involved in natural resource protection and use.

INDICATOR 3260.4.10. Research a Tennessee city, such as Chattanooga. Incorporate green design features into a plan for sustainable development in your community.









INDICATOR CLE 3260.5.1. Compare and contrast various energy resources.

INDICATOR CLE 3260.5.2. Analyze the past and present use of energy resources.

INDICATOR CLE 3260.5.3. Predict future trends in energy resource use.









INDICATOR 3260.5.5. Describe energy saving alternatives to common appliances and electronic devices and explore energy saving alternatives.


INDICATOR 3260.5.7. Research technological advances in energy resources.

INDICATOR 3260.5.8. Research technological advances in energy conservation.


















INDICATOR CLE 3260.7.2. Compare and contrast methods used by various governments to protect biodiversity.

STRAND / TN.3260. Environmental Science

STANDARD / COURSE







INDICATOR 3260.7.1. Interview a senior citizen about past use and disposal of resources and compare with common practices today.



TN.3205. Geology


CS.3205.6. Landforms: Geologic processes sculpt the earth into landforms characterized by differences in topography.


GQ.3205.6. How do earth's interacting systems produce a variety of landforms?



INDICATOR CLE 3205.6.1. Investigate the hydrosphere and how changes in the hydrosphere affect various landforms.






























TN.3231. Physics

























INDICATOR CLE 3295.1.5. Follow safety procedures in the classroom, laboratory, and home environments.














Social Studies

Grade: 9




1.0.



1.4. The student will understand various issues concerning modern print and visual media.




5.0.





TN.3432. Sociology


6.0. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this

QUESTION development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.


6.10. The student will understand the role of media and social trends in determining the development of society.

Grade: 10




1.0.







5.0.





TN.3432. Sociology


6.0.




Arts Education

Grade: 9


TN.V. Visual Arts








TN.V. Visual Arts


2.0. Structures and Functions: Students will use knowledge of both structures and functions.


2.3. The student will evaluate the function of artworks as to utilitarian or intrinsic purposes.


TN.V. Visual Arts






TN.V. Visual Arts




4.1. The student will demonstrate an understanding of how historical and contemporary works of art reflect and influence societies and cultures.


4.2. The student will interpret the function and explore the meaning of specific art objects within varied cultures.


4.3. The student will demonstrate how history and culture influence the production of art


TN.V. Visual Arts
















2.2. The student will investigate how the function and the materials of a form influence its structure, shape or appearance.

STRAND / TN.V. Visual Art History

STANDARD / COURSE




4.1. The student will demonstrate an understanding of the ways in which history and culture influence the production of art.










5.2. The student will reflect analytically on various interpretations for understanding and evaluating works of visual art.







Grade: 10


TN.V. Visual Arts

CONCEPTUAL STRAND /


GUIDING QUESTION






TN.V. Visual Arts




2.3. The student will evaluate the function of artworks as to utilitarian or intrinsic purposes.


TN.V. Visual Arts






TN.V. Visual Arts




4.1. The student will demonstrate an understanding of how historical and contemporary works of art reflect and influence societies and cultures.


4.2. The student will interpret the function and explore the meaning of specific art objects within varied cultures.

EXPECTATION


4.3. The student will demonstrate how history and culture influence the production of art


TN.V. Visual Arts
















2.2. The student will investigate how the function and the materials of a form influence its structure, shape or appearance.





GUIDING 4.1. The student will demonstrate an understanding of the ways


in which history and culture influence the production of art.















Health and PE

Grade: 9




PE.1:



1.1.





PE.2:



2.5. The student will demonstrate safety practices and use equipment appropriately when participating in various physical activities
















4.4. The student will apply proper safety practices when participating in physical activity (e.g., warm-‐up, cool down)





CONCEPTUAL PE.5: Personal and Social Behavior: The student will exhibit


responsible personal and social behavior that respects self and others in physical activity settings.


5.2.

The student will demonstrate leadership by holding themselves and others accountable for safety practices, rules, procedures and etiquette in all physical activity settings

Grade: 10




PE.1:



1.1.





PE.2:



2.5. The student will demonstrate safety practices and use equipment appropriately when participating in various physical activities
















4.4. The student will apply proper safety practices when participating in physical activity (e.g., warm-‐up, cool down)






PE.5: Personal and Social Behavior: The student will exhibit responsible personal and social behavior that respects self and others in physical activity settings.


5.2.

The student will demonstrate leadership by holding themselves and others accountable for safety practices, rules, procedures and etiquette in all physical activity settings

Senior: It’s Your Story Journey -‐ Skill Building Badges Summary: Seniors can earn five badges connected to MISSION: SISTERHOOD! National Leadership Journey. The badges are: Traveler, Voice for Animals, Game Visionary, Social Innovator, and Business Etiquette.


Language Arts




3001.1. Language




CLE 3001.1.1. Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).






3001.1. Language




3001.1.5. Know and use Standard English conventions for punctuation, capitalization, and spelling.






3001.1. Language




SPI 3001.1.14. Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.








CLE 3001.2.2. Listening: Summarize, paraphrase, and critique information presented orally by others.










3001.2.3. Listening: Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.


3001.2.4. Listening: Paraphrase accurately multiple, challenging ideas and information presented orally by others.












3001.2.16.



Behavior of Individuals within the Group: Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement.


















SPI 3001.2.2. Distinguish between a summary and a paraphrase.




SPI 3001.2.7.





3001.3. Writing








3001.3. Writing








3001.3. Writing

GUIDING QUESTION /




3001.3.2.

Create increasingly complex work-‐related texts (e.g., instructions, directions, letters, bios, memos, e-‐mails, proposals, project plans, work orders, reports) that employ the strategies listed below.


INDICATOR 3001.3.2.2. Effectively vary strategies (e.g., provide facts, describe the subject) to achieve complex purposes.







INDICATOR 3001.3.2.9. Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page).





3001.3. Writing









3001.3.17.







3001.3. Writing








SPI 3001.3.11. Determine the writer's purpose in a writing sample.


SPI 3001.3.13. Select the proper format to convey a set of work-‐related information.


SPI 3001.3.15. Identify the mode in which a writing sample is written.




3001.4. Research







STRAND / TN.3001. English I (3001)

STANDARD / COURSE


3001.4. Research
















3001.4. Research








3001.5. Logic



EXPECTATION








3001.5. Logic
















3001.8. Literature




3001.8.1. Analyze the setting, plot, theme, characterization, and narration of classic and contemporary short stories and

novels.


3001.8.4.







3001.8. Literature




SPI 3001.8.4.





3002.1. Language









CONCEPTUAL STRAND /

3002.1. Language

GUIDING QUESTION










3002.1. Language




SPI 3002.1.15. Proofread a written passage for errors in punctuation and/or capitalization and/or spelling.










CLE 3002.2.6. Speaking: Deliver effective oral presentations.





CONCEPTUAL STRAND /


GUIDING QUESTION




3002.2.1. Listening: Follow multi-‐tasked or multi-‐dimensional instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.


3002.2.3. Listening: Summarize information presented orally by others, including the purposes, major ideas, and supporting details or evidence.






3002.2.9. Speaking: Organize oral presentations to emphasize the purpose of the presentation, citing first the simple examples or arguments and then the more abstract ones.










3002.2.16.



Behavior of Individuals within the Group: Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement.


















SPI 3002.2.2. Distinguish between a summary and a paraphrase.


SPI 3002.2.3. Distinguish between a critique and a summary.




SPI 3002.2.7. Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly,

respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).




3002.3. Writing








3002.3. Writing








3002.3. Writing




3002.3.2. Create increasingly complex work-‐related texts (e.g., instructions, directions, letters, bios, memos, e-‐mails, proposals, project plans, work orders, reports) that employ

the strategies listed below.


INDICATOR 3002.3.2.2. Utilize various strategies (e.g., provide facts, describe the subject) to achieve complex purposes.







INDICATOR 3002.3.2.9. Employ formatting and other visual elements effectively (e.g., headings, bulleted lists, effective use of white space on the page).





3002.3. Writing









3002.3.17.

Based on reader's comments, revise papers to focus on the thesis, develop ideas, address potential objections, employ effective transitions, identify a clear beginning and ending, correct logic errors, and identify areas for further development.






3002.3. Writing












SPI 3002.3.16. Identify the mode in which a writing sample is written.




3002.4. Research










3002.4. Research

QUESTION












3002.4.13. Acknowledge source material and create a bibliography, following a standard format and with a high degree of accuracy.






3002.4. Research








3002.5. Logic



LEARNING CLE 3002.5.1. Use logic to make inferences and draw conclusions in a

EXPECTATION variety of challenging oral and written contexts.






3002.5. Logic
















3002.8. Literature





LEARNING 3002.8.4. Analyze the role and function of characters (major/minor,

EXPECTATION protagonists/antagonists) and determine ways in which the author reveals those characters (e.g., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).






3002.8. Literature




SPI 3002.8.4.





3003.1. Language










3003.1. Language








3003.1. Language




SPI 3003.1.2. From a group of grammatically-‐correct sentences, choose the clearest, most coherent sentence.


SPI 3003.1.5.



SPI 3003.1.8. Choose correctly or incorrectly spelled words.


SPI 3003.1.9. Proofread for errors in capitalization and punctuation.














STANDARD / COURSE










3003.2.7.











3003.2.14.


INDICATOR 3003.2.14.1. Behavior of Individuals within the Group: Clarify, summarize, and paraphrase essential information from group members' input.


INDICATOR 3003.2.14.3. Behavior of Individuals within the Group: Ask relevant and

challenging questions.










INDICATOR 3003.2.14.12.









SPI 3003.2.6.

Select the most appropriate strategies for participating productively in a team (e.g., contributing relevant and appropriate information that moves the team towards its goals; understanding the purpose of working as a team and working according to that purpose; assigning and developing roles and responsibilities for team members

based on an understanding of their strengths and weaknesses and the dynamics of the team).




3003.3. Writing








3003.3. Writing








3003.3. Writing




3003.3.2.















3003.3.13.

Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or include a single-‐sentence paragraph for effect).




3003.3. Writing






LEARNING 3003.3.15. Generate notes while collecting information.

EXPECTATION


3003.3.17.



3003.3.18.







3003.3.21. Practice writing to a persuasive prompt within a specified time limit.


3003.3.23. Refine the techniques of a persuasive essay, including logical reasons, coherent organization, rebuttal arguments, rhetorical devices, and relevant illustrations.




3003.3. Writing













CONCEPTUAL STRAND /

3003.4. Research

GUIDING QUESTION










3003.4. Research




3003.4.1. Focus on a complex topic that is sufficiently narrow to examine in depth and for which adequate information is available.






3003.4.6.





3003.4.14.

Support a research topic by following a standard format and use appropriate technology to embed text graphics including a title, an abstract, numbered pages, and a bibliography.




3003.4. Research

QUESTION








3003.5. Logic










3003.5. Logic








3003.8. Literature



EXPECTATION




3003.8.5.







3003.8. Literature




SPI 3003.8.3.



SPI 3003.8.4.







3005.1. Language










3005.1. Language























LEARNING 3005.2.1. Listening: Follow multi-‐tasked or multi-‐dimensional spoken

EXPECTATION instructions to perform a specific role in a task, answer difficult questions, and solve challenging problems.




3005.2.7.











3005.2.14.


INDICATOR 3005.2.14.1. Behavior of Individuals within the Group: Clarify, summarize, and paraphrase essential information from group members' input.






INDICATOR 3005.2.14.7. Goals and Aims of the Group: Identify the needs of the

team or group and evaluate and share various resources (e.g., texts, experts, websites) to respond to those needs.






INDICATOR 3005.2.14.12.





3005.3. Writing








3005.3. Writing








3005.3. Writing




3005.3.2.















3005.3.13.

Employ grammar, usage, and mechanics as rhetorical tools, using incorrect structures as appropriate for effect (e.g., utilize short sentences or fragments for effect or include a single-‐sentence paragraph for effect).




3005.3. Writing









3005.3.17.



3005.3.18.









3005.4. Research










3005.4. Research




3005.4.1. Focus on a complex topic that is sufficiently narrow to examine in depth and that has adequate information available.






3005.4.6.





3005.4.14.

To support a research topic, follow a standard format and use appropriate technology to embed text graphics, including a title, an abstract, numbered pages, and a bibliography.




3005.5. Logic





LEARNING CLE 3005.5.2. Analyze text for fact and opinion, cause/effect, inferences,

EXPECTATION evidence, and conclusions.




3005.8. Literature






3005.8.5.











3010.1.3.

Spell words correctly when using singular, plural, and possessive forms of common nouns; adding prefixes and suffixes; forming contractions; and identifying homophones.


3010.1.6.



3010.1.7. Identify the correct positions of parts of business letters and envelopes.


3010.1.8. Use reference materials, written and graphic directions, and dictionary skills.












3012.1.4. Utilize evaluation and revision skills.




TN.3015. Speech (3015)






3015.1.1. Preparing: Identify the goals and purposes of oral presentation.




3015.1.9. Preparing: Utilize all available library/research facilities and document bibliographic information.


3015.1.11. Preparing: Choose topics that are of interest to the speaker and are appropriate for the audience.




3015.1.19. Speaking: Demonstrate confidence and poise in various speaking situations.


3015.1.22. Speaking: Adapt delivery to different environments and audiences.


3015.1.23. Speaking: Use gestures, vocal control, and body language.


3015.1.26. Speaking: Employ gestures to emphasize, to describe, and/or to replace verbal communication.


3015.1.27. Speaking: Use eye contact to enhance communication situations.


3015.1.28. Speaking: Express attitudes, ideas and emotions through appropriate body language.































Science


TN.3210. Biology I









TN.3210. Biology I










TN.3210. Biology I









TN.3210. Biology I












Describe the dynamic interplay among science, technology, and engineering within living, earth-‐space, and physical systems.


TN.3210. Biology I





LEARNING 3210.T/E. Checks for Understanding

EXPECTATION



TN.3210. Biology I









TN.3216. Biology II









TN.3216. Biology II











TN.3216. Biology II














TN.3216. Biology II








INDICATOR 3216.T/E.5. Evaluate the overall benefit to cost ratio of a new technology.











































TN.3222. Chemistry II












QUESTION



























LEARNING CLE 3237.Inq. Course Level Expectations

EXPECTATION



























CONCEPTUAL STRAND /

CS.3204.Inq. Inquiry: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st

GUIDING QUESTION

century.




























INDICATOR 3204.T/E.4. Explore how the unintended consequences of new

technologies can impact human and non-‐human communities.



TN.3255. Ecology









TN.3255. Ecology


CS.3255. T/E. Technology and Engineering: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.


GQ.3255. T/E. How do science concepts, engineering skills, and applications of technology improve the quality of life?










TN.3255. Ecology

CONCEPTUAL STRAND /

CS.3255. T/E. Technology and Engineering: Society benefits when engineers apply scientific discoveries to design materials

GUIDING QUESTION

and processes that develop into enabling technologies.




3255. T/E. Checks for Understanding

INDICATOR 3255. T/E.3. Explore how the unintended consequences of new technologies can impact human and non-‐human communities.


TN.3255. Ecology







INDICATOR CLE 3255.1.3. Relate specific animal behaviors and plant tropisms to survival.


TN.3255. Ecology







INDICATOR 3255.1.6. Investigate animal behavior by observing common invertebrates: termites, isopods, mealworms or bess beetles.


TN.3255. Ecology







INDICATOR 3255.6.6.

































3260. T/E. Checks for Understanding

INDICATOR 3260. T/E.3. Explore how the unintended consequences of new technologies can impact human and non-‐human communities.









INDICATOR CLE 3260.4.2. Explore best management practices related to water and soil resources.





QUESTION





INDICATOR 3260.4.2.

Summarize how environmental problems (e.g., erosion, desertification, acid deposition, simplified ecosystems, and soil salinization) are associated with farming practices and soil conservation practices.

INDICATOR 3260.4.3. Investigate the impact of the green revolution on world food production and on the environment.



















STRAND / STANDARD /


COURSE







INDICATOR 3260.7.2. Compare and contrast industrial agriculture and sustainable agriculture.


INDICATOR 3260.7.4. Choose three endangered species and predict how their removal would affect the ecosystems in which they live.


TN.3205. Geology









TN.3205. Geology





LEARNING CLE 3205.T/E. Course Level Expectations

EXPECTATION






Describe the dynamic interplay among science, technology, and engineering within living, earth-‐space, and physical systems


TN.3205. Geology















































STRAND / STANDARD /


COURSE




















CS.3202.4. Forces In Nature: Everything in the universe exerts a gravitational force on everything else; there is interplay between magnetic fields and electrical currents.


GQ.3202.4. What are the scientific principles that explain gravity and electromagnetism?


SPI 3202.4. State Performance Indicators

INDICATOR SPI 3202.4.1. Distinguish between mass and weight using SI units.

STRAND / STANDARD /

TN.3231. Physics

COURSE









TN.3231. Physics














TN.3231. Physics
































CONCEPTUAL CS.3295.1. Practice Ethics: Ethical practices must be adhered to during


scientific research.

















INDICATOR 3295.2.6. Compare risks and benefits involved with solving a problem.




CS.3295.3. Investigate: Investigative strategies are essential to answer a scientific question or solve a scientific problem.


GQ.3295.3. What strategies should be employed to solve a scientific problem or answer a scientific question?



INDICATOR CLE 3295.3.1. Formulate a working hypothesis to guide research.

INDICATOR CLE 3295.3.2. Develop experimental procedures to test a hypothesis.









INDICATOR 3295.3.5. Design and use appropriate procedures for laboratory and fieldwork.

INDICATOR 3295.3.11. Apply established procedures to novel situations.




CS.3295.4. Analyze and Evaluate Data: To synthesize, analyze,, and evaluate data is a vital part of solving scientific problem solving.


GQ.3295.4. What problem solving skills are necessary to synthesize, analyze, and evaluate data in order to draw accurate conclusions?



INDICATOR 3295.4.12. Develop alternative hypotheses.







LEARNING CLE 3295.5. Course Level Expectations

EXPECTATION













Social Studies

Grade: 9






6.0.






CONCEPTUAL STRAND /


GUIDING QUESTION


5.0.



5.2. The student will investigate domestic and foreign policy trends since 1968.




5.0.




Grade: 10






6.0.









5.0.



5.2. The student will investigate domestic and foreign policy trends since 1968.




5.0.




Health and PE

Grade: 9




PE.1:



1.1.





PE.2:























4.5.






CONCEPTUAL PE.6: Affective Concepts: The student will value physical activity


for health, enjoyment, challenge, self-‐expression and/or social interaction.







Grade: 10




PE.1:



1.1.





PE.2:























4.5.














Senior: It’s Your World Journey -‐ Skill Building Badges Summary: Seniors can earn five badges connected to GIRLtopia National Leadership Journey. The badges are: Website Designer, Women's Health, Troupe Performer, Science of Style, and Novelist.


Language Arts




3001.1. Language








3001.1. Language




























3001.2.16.




INDICATOR 3001.2.16.4. Behavior of Individuals within the Group: Gain the floor in orderly, respectful ways and listen with civility to the ideas

of others.















SPI 3001.2.7.





3001.3. Writing








3001.3. Writing










3001.4. Research






CLE 3001.4.4. Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.




3001.4. Research




3001.4.8. Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.


3001.4.9. Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.


3001.4.10. Maintain coherence through the consistent use of transitions.


3001.4.11. Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.


3001.4.12. Craft a conclusion in which the research question and topic are re-‐emphasized, the main findings are summarized, and conclusions are drawn.






3001.5. Logic








CLE 3001.5.5. Analyze written and oral communication for persuasive devices.




3001.5. Logic

GUIDING



Assessment)


3001.5.11.

Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-‐calling, plain folks, snob appeal, misuse of statistics).




3001.5. Logic
















3001.8. Literature



LEARNING 3001.8.1. Analyze the setting, plot, theme, characterization, and

EXPECTATION narration of classic and contemporary short stories and novels.


3001.8.4.







3001.8. Literature




SPI 3001.8.4.





3002.1. Language








3002.1. Language




























3002.2.16. Speaking: Participate productively in self-‐directed work teams for a particular purpose (e.g., to interpret literature,

to solve a problem, to make a decision) by adhering to the list below.


















SPI 3002.2.7.

Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear

group agreements and ensuring appropriate individual contributions are respected by the team).




3002.3. Writing








3002.3. Writing










3002.4. Research










3002.4. Research




3002.4.8. Summarize, paraphrase, and report research information supporting or refuting the thesis, as appropriate.


3002.4.9. Craft an introductory section in which a research topic is stated, point of view is stated or implied, terms are defined, and a research context is provided.


3002.4.10. Maintain coherence through the consistent use of transitions.


3002.4.11. Create an effective organizing structure based on increasingly complex research information, sometimes using multiple organizing structures within the essay.


3002.4.12. Craft a conclusion in which the research question and topic are reemphasized, the main findings are summarized, and conclusions are drawn.






3002.5. Logic












3002.5. Logic


Checks for Understanding (Formative / Summative Assessment)


3002.5.11.

Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-‐calling, plain folks, snob appeal, misuse of statistics, transfer).




3002.5. Logic













STRAND / STANDARD /


COURSE


3002.8. Literature






3002.8.4.







3002.8. Literature




SPI 3002.8.4.





3003.1. Language








3003.1. Language




3003.1.4. Be aware of the power of language well-‐used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).




3003.1. Language




SPI 3003.1.5.











STANDARD / COURSE






3003.2.7.









3003.2.14.







INDICATOR 3003.2.14.7. Goals and Aims of the Group: Identify the needs of the team or group and evaluate and share various resources

(e.g., texts, experts, websites) to respond to those needs.






INDICATOR 3003.2.14.12.









SPI 3003.2.6.





3003.3. Writing

GUIDING QUESTION /








3003.3. Writing












3003.4. Research









CONCEPTUAL STRAND /

3003.4. Research

GUIDING QUESTION




3003.4.7. Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.


3003.4.8. Maintain coherence through the consistent and effective use of connective transitions.


3003.4.9. Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.


3003.4.10.

Craft an effective conclusion by answering the research question, explaining the significance of the research findings, making appropriate recommendations, and suggesting future research needs.


3003.4.14.

Support a research topic by following a standard format and use appropriate technology to embed text graphics including a title, an abstract, numbered pages, and a bibliography.




3003.5. Logic












3003.5. Logic

QUESTION




3003.5.11.

Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-‐calling, plain folks, snob appeal, misuse of statistics, transfer, card stacking).




3003.5. Logic








3003.8. Literature






3003.8.5.







3003.8. Literature




SPI 3003.8.3.



SPI 3003.8.4.







3005.1. Language








3005.1. Language




3005.1.4. Be aware of the power of language well-‐used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion).
















3005.2.7.









3005.2.14.


INDICATOR 3005.2.14.2. Behavior of Individuals within the Group: Contribute

relevant and appropriate information that moves the team towards its goals.











INDICATOR 3005.2.14.12.





3005.3. Writing








3005.3. Writing












3005.4. Research










3005.4. Research



EXPECTATION


3005.4.7. Craft an introductory section including the limits of a research question, the perspective of the paper, a definition of terms, and a statement of the thesis.


3005.4.8. Maintain coherence through the consistent and effective use of connective transitions.


3005.4.9. Create an effective organizing structure based on complex research information, sometimes using multiple organizing structures within the essay.


3005.4.10.

Craft an effective conclusion by answering the research question, explaining the significance of the research findings, making appropriate recommendations, and suggesting future research needs.




3005.5. Logic












3005.5. Logic




3005.5.11.

Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-‐calling, plain folks, snob appeal, misuse of statistics, transfer, card stacking).




3005.8. Literature






3005.8.5.











3010.1.6.






GUIDING QUESTION /










TN.3015. Speech (3015)










3015.1.37. Listening: Recognize and analyze propaganda techniques.













CONCEPTUAL 3081.1. The student will develop the reading skills necessary for


word recognition, comprehension, interpretation, analysis, and evaluation of print and non-‐print text.

















Science


TN.3210. Biology I










TN.3210. Biology I









TN.3210. Biology I










TN.3210. Biology I







INDICATOR 3210.2.5. Conduct research on how human influences have changed

an ecosystem and communicate findings through written or oral presentations.


TN.3216. Biology II











TN.3216. Biology II










TN.3216. Biology II


CS.3216.6. Comparative Anatomy and Physiology: All living organisms are both alike and different.

GUIDING GQ.3216.6. In what ways are all living organisms similar and what


makes a species unique?



INDICATOR 3216.6.6. Develop a multimedia product for an immune disorder or infectious disease to demonstrate the impact on the individual organism.









INDICATOR CLE 3221.Inq.5. Compare experimental evidence and conclusions with those drawn by others.















QUESTION














INDICATOR CLE 3222.Inq.5. Compare experimental evidence and conclusions with those drawn by others about the same testable question.













CONCEPTUAL STRAND /

CS.3237.Inq. Inquiry: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st

GUIDING QUESTION

century.



























CONCEPTUAL CS.3204.T/E. Technology and Engineering: Society benefits when


engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.








TN.3255. Ecology










TN.3255. Ecology







INDICATOR 3255.1.9. Explore careers in conservation biology and bioinformatics.





















TN.3205. Geology
































CS.3251.3. Integration and Regulation: The nervous and endocrine systems work in an integrative manner to maintain homeostasis and communicate with all other body systems.


GQ.3251.3. What external and internal bodily mechanisms are involved in communication, control, growth, and development?



INDICATOR 3251.3.9. Analyze a case study of a neurological disorder to make a speculative diagnosis or prognosis.


























LEARNING 3202.T/E. Checks for Understanding

EXPECTATION














CS.3202.Math. Mathematics: Physical science applies mathematics to investigate questions, solve problems, and communicate findings.


GQ.3202.Math. What mathematical skills and understandings are needed to successfully investigate physical science?


3202.Math. Checks for Understanding

INDICATOR 3202.Math.3. Apply and interpret rates of change from graphical and numerical data.


TN.3231. Physics





LEARNING CLE 3231.Inq. Course Level Expectations

EXPECTATION



TN.3231. Physics










TN.3231. Physics














QUESTION






INDICATOR 3295.2.6. Compare risks and benefits involved with solving a problem.









INDICATOR CLE 3295.3.2. Develop experimental procedures to test a hypothesis.









INDICATOR 3295.3.5. Design and use appropriate procedures for laboratory and fieldwork.

INDICATOR 3295.3.11. Apply established procedures to novel situations.





















Social Studies

Grade: 9




1.0.




EXPECTATION






Era 9: Post World War II Era (1945-‐1970s)


6.0.

Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.


6.3. The student will investigate how technological change transformed American society and created popular culture.






1.0.



1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.






6.0.

Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of

how individuals and groups work independently and cooperatively.


6.2. The student will understand the implications of the changing American society.




5.0.



5.9. The student will understand the impact of developing technology on the world.




6.0.



6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.


TN.3433. Psychology


4.0.







TN.3432. Sociology


4.0.





TN.3432. Sociology


6.0.






Grade: 10




1.0.









Era 9: Post World War II Era (1945-‐1970s)


6.0.

Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.


6.3. The student will investigate how technological change transformed American society and created popular culture.






1.0.



1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.






6.0.



6.2. The student will understand the implications of the changing American society.

STRAND / TN.3401. World History

STANDARD / COURSE


5.0.



5.9. The student will understand the impact of developing technology on the world.




6.0.



6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.


TN.3433. Psychology


4.0.







TN.3432. Sociology


4.0. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and

QUESTION responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.




TN.3432. Sociology


6.0.






Arts Education

Grade: 9


TN.D. Dance


1.0. Elements and Skills: Students will identify and demonstrate movement elements and skills in performing dance.


1.4. The student will analyze dance movement according to the basic elements of dance (space, shape, time, and energy).


1.5. The student will identify and understand the basic elements of dance production.


TN.D. Dance

CONCEPTUAL 2.0. Choreography: Students will understand choreographic


principles, processes, and structures.


2.2. The student will examine movement studies as related to the principles of choreography.


TN.D. Dance


4.0. Criticism and Analysis: Students will apply and demonstrate critical and creative thinking skills in dance.


4.3. The student will understand the reasons for artistic decisions and the effects of those decisions.


4.4. The student will understand how skills developed in dance are applicable to a variety of careers.


TN.D. Dance


6.0. Health: Students will make connections between dance and healthful living.


6.1. The student will discuss how healthful/unhealthful living choices affect the dancer.


TN.M. Music (General)


1.0. Singing: Students will sing, alone and with others, a varied repertoire of music.


1.1. The student will demonstrate the ability to sing alone with expression and technical accuracy.

GUIDING QUESTION /

1.2. The student will demonstrate the ability to sing in an ensemble with expression and technical accuracy.



TN.M. Music (Music Theory)




1.1. The student will sing diverse musical examples alone with an emphasis on technical accuracy and analysis.




4.0. Composing: Students will compose and arrange music within specified guidelines.


4.1. The student will demonstrate their knowledge of the expressive effect of the elements of music through composing and arranging.


4.2. The student will demonstrate knowledge of practical vocal and instrumental ranges through composing and arranging.


TN.M. Music (Vocal/Choral)




1.1.

The student will demonstrate expression and technical accuracy in a large and varied repertoire of vocal literature with a level of difficulty of 6 on a scale of 1 to 6, including some songs performed from memory.


1.2. The student will demonstrate the fundamentals of correct vocal production.


TN.T. Theatre


1.0.

Script Writing: Students will write scripts through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history.


1.3. The student will demonstrate understanding of people, life, and story elements.


1.6. The student will utilize language to express meaning, character, and subtext.


TN.T. Theatre


2.0. Character Acting: Students will act by developing, communicating, and sustaining characters in improvisations and informal or formal productions.


2.1. The student will use sensory perception to enact multi-‐faceted characters, recognizing individual differences.


2.2. The student will use emotional recall to interpret and communicate experiences as actor and viewer, recognizing individual differences.


2.3. The student will use imagination to form and to express thought, feeling, and character.


2.4. The student will use characters to develop situations and environments through individual and ensemble work.


2.5. The student will utilize improvisational skills and techniques in creating a character.


2.7. The student will identify and use vocal techniques to portray thought, feeling, and character as an integral element of theatre production.


2.8. The student will employ movement to express thought, feeling, and characterization.


2.9. The student will explore characterization through the use of various styles of acting.


2.10. The student will examine technical theatre elements to enhance characterization.


TN.T. Theatre


3.0. Scene Design: Students will design and produce by conceptualizing and realizing artistic interpretations for informal or formal productions.


3.1. The student will understand processes, techniques, terminology and materials of technical theatre and theatre management.


TN.T. Theatre


4.0. Directing: Students will direct by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions.


4.2. The student will develop leadership and collaborative skills through directing formal and informal productions.


4.3. The student will explore solutions to acting, technical theatre, and theatre production problems and evaluate consequences and implications.

Grade: 10


TN.D. Dance


1.0. Elements and Skills: Students will identify and demonstrate movement elements and skills in performing dance.


1.4. The student will analyze dance movement according to the basic elements of dance (space, shape, time, and energy).


1.5. The student will identify and understand the basic elements of dance production.


TN.D. Dance


2.0. Choreography: Students will understand choreographic principles, processes, and structures.


2.2. The student will examine movement studies as related to the principles of choreography.


TN.D. Dance


4.0. Criticism and Analysis: Students will apply and demonstrate critical and creative thinking skills in dance.


4.3. The student will understand the reasons for artistic decisions and the effects of those decisions.


4.4. The student will understand how skills developed in dance are applicable to a variety of careers.


TN.D. Dance


6.0. Health: Students will make connections between dance and healthful living.


6.1. The student will discuss how healthful/unhealthful living choices affect the dancer.


TN.M. Music (General)

CONCEPTUAL STRAND /


GUIDING QUESTION


1.1. The student will demonstrate the ability to sing alone with expression and technical accuracy.


1.2. The student will demonstrate the ability to sing in an ensemble with expression and technical accuracy.






1.1. The student will sing diverse musical examples alone with an emphasis on technical accuracy and analysis.




4.0. Composing: Students will compose and arrange music within specified guidelines.


4.1. The student will demonstrate their knowledge of the expressive effect of the elements of music through composing and arranging.


4.2. The student will demonstrate knowledge of practical vocal and instrumental ranges through composing and arranging.


TN.M. Music (Vocal/Choral)




1.1. The student will demonstrate expression and technical accuracy in a large and varied repertoire of vocal literature with a level of difficulty of 6 on a scale of 1 to 6, including

EXPECTATION some songs performed from memory.


1.2. The student will demonstrate the fundamentals of correct vocal production.


TN.T. Theatre


1.0.

Script Writing: Students will write scripts through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history.


1.3. The student will demonstrate understanding of people, life, and story elements.


1.6. The student will utilize language to express meaning, character, and subtext.


TN.T. Theatre


2.0. Character Acting: Students will act by developing, communicating, and sustaining characters in improvisations and informal or formal productions.


2.1. The student will use sensory perception to enact multi-‐faceted characters, recognizing individual differences.


2.2. The student will use emotional recall to interpret and communicate experiences as actor and viewer, recognizing individual differences.


2.3. The student will use imagination to form and to express thought, feeling, and character.


2.4. The student will use characters to develop situations and environments through individual and ensemble work.


2.5. The student will utilize improvisational skills and techniques in creating a character.

EXPECTATION


2.7. The student will identify and use vocal techniques to portray thought, feeling, and character as an integral element of theatre production.


2.8. The student will employ movement to express thought, feeling, and characterization.


2.9. The student will explore characterization through the use of various styles of acting.


2.10. The student will examine technical theatre elements to enhance characterization.


TN.T. Theatre


3.0. Scene Design: Students will design and produce by conceptualizing and realizing artistic interpretations for informal or formal productions.


3.1. The student will understand processes, techniques, terminology and materials of technical theatre and theatre management.


TN.T. Theatre


4.0. Directing: Students will direct by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions.


4.2. The student will develop leadership and collaborative skills through directing formal and informal productions.


4.3. The student will explore solutions to acting, technical theatre, and theatre production problems and evaluate consequences and implications.

Health and PE

Grade: 9




PE.1:



1.1.





PE.2:














GUIDING QUESTION /








4.1. The student will identify the anatomy and the functions of the muscular, skeletal, and cardiovascular systems













Grade: 10




PE.1:


GUIDING QUESTION /

1.1. The student will demonstrate competency in basic and advanced motor skills and tactics in three or more of the


following categories: aquatics, dance, fitness activities, individual/dual sports, outdoor pursuits, leisure pursuits self-‐defense, team sports and cooperative games/activities




PE.2:




















GUIDING QUESTION /

4.1. The student will identify the anatomy and the functions of the muscular, skeletal, and cardiovascular systems

Girl%Scouts%Badges Grades:% States:% Senior:%Financial ... · LEARNING! EXPECTATION! 3001.2.16.!...

Documents

Transcript of Girl%Scouts%Badges Grades:% States:% Senior:%Financial ... · LEARNING! EXPECTATION! 3001.2.16.!...