emergency response best practices: protection against hypothermia
Public Legal Safety Practices Emergency · PDF fileCalifornia Career Technical Education Model...
Transcript of Public Legal Safety Practices Emergency · PDF fileCalifornia Career Technical Education Model...
California Career Technical Education Model Curriculum Standards
Pu b l i c S e r v i c e
s
Public Safety
Legal Practices
Emergency Response
Table of ContentsPublic Services
Overview ............................................................................................................................................ iii
California Standards for Career Ready Practice ........................................................................... vi
Sector Description .............................................................................................................................1
Knowledge and Performance Anchor Standards ............................................................................2
1.0 Academics ..........................................................................................................................................2
2.0 Communications ...............................................................................................................................2
3.0 Career Planning and Management ..............................................................................................2
4.0 Technology .........................................................................................................................................3
5.0 Problem Solving and Critical Thinking .......................................................................................3
6.0 Health and Safety ............................................................................................................................3
7.0 Responsibility and Flexibility ........................................................................................................4
8.0 Ethics and Legal Responsibilities .................................................................................................4
9.0 Leadership and Teamwork ..............................................................................................................5
10.0 Technical Knowledge and Skills ....................................................................................................5
11.0 Demonstration and Application ...................................................................................................5
Pathway Standards ............................................................................................................................7
A. Public Safety Pathway .......................................................................................................................7
B. Emergency Response Pathway .......................................................................................................12
C. Legal Practices Pathway ..................................................................................................................17
Academic Alignment Matrix ..........................................................................................................23
Contributors .................................................................................................................................... 46
References ....................................................................................................................................... 48
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Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.
Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)
California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.
Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).
Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.
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The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.
Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.
Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:
• unique to an industry sector
• has an occupational focus
• consistent in size and scope
• composed of similar functions
• inclusive of all aspects of the industry
• includes 8–12 pathway-specific standards
• demonstrates sequence potential
• reasonable and appropriate for high school
• leads to high-skill, high-wage, or high-demand jobs
• sustainable and viable over the next 10 years
Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.
The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.
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ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.
The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.
The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.
Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.
The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.
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California Standards for CareerReady Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.
6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace perfor-mance. They contribute to their personal well-being through a healthy diet, regular exercise, and men-tal health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
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11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.
12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.
Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).
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Public Services
Sector DescriptionA public service is one that is provided by government to its citizens, either
directly or through the financing of another entity to provide that service. Careers
in public service are unique because they center on challenging issues that define
the public agenda and involve the provision of vital services to the public—from
local to international levels. Public service professions offer many career
opportunities, including the following career pathways: Public Safety, Emergency
Response, and Legal Practices. Students engage in an instructional program that
integrates academic and technical preparation and focuses on career awareness,
career exploration, skill preparation in the industry, and preparation for post-
secondary education and training. Knowledge and skills are learned and applied
within a sequential, standards-based pathway program that integrates classroom,
laboratory, and project- and work-based instruction. Standards in this sector are
designed to prepare students for technical training, postsecondary education, and
entry-level employment.
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Public ServicesKnowledge and Performance Anchor Standards
1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Public Services academic alignment matrix for identification of standards.
2.0 CommunicationsAcquire and accurately use Public Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)
3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
3.3 Explore how information and communication technologies are used in career planning and decision making.
3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.
3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
3.7 Recognize the importance of small business in the California and global economies.
3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.
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4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Public Services sector workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.
4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
4.5 Research past, present, and projected technological advances as they impact a particular pathway.
4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a ques-tion or solve a problem unique to the Public Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)
5.1 Identify and ask significant questions that clarify various points of view to solve problems.
5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Public Services sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)
6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.
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6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
6.6 Maintain a safe and healthful working environment.
6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Public Services sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)
7.1 Recognize how financial management impacts the economy, workforce, and community.
7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
7.3 Understand the need to adapt to changing and varied roles and responsibilities.
7.4 Practice time management and efficiency to fulfill responsibilities.
7.5 Apply high-quality techniques to product or presentation design and development.
7.6 Demonstrate knowledge and practice of responsible financial management.
7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
7.8 Explore issues of global significance and document the impact on the Public Services sector.
8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SLS 11-12.1d)
8.1 Access, analyze, and implement quality assurance standards of practice.
8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Public Services industry sector.
8.3 Demonstrate ethical and legal practices consistent with Public Services sector workplace standards.
8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.5 Analyze organizational culture and practices within the workplace environment.
8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Public Services sector laws and practices.
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9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA and SkillsUSA career technical student organizations. (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
9.4 Explain how professional associations and organizations and associated leadership develop-ment and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded global view.
9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.
9.7 Participate in interactive teamwork to solve real Public Services sector issues and problems.
10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Public Services sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)
10.1 Interpret and explain terminology and practices specific to the Public Services sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Public Services sector.
10.3 Construct projects and products specific to the Public Services sector requirements and expectations.
10.4 Collaborate with industry experts for specific technical knowledge and skills.
11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Public Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the Cal-HOSA and SkillsUSA career technical student organizations.
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Public Services sector program of study.
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11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Public Services sector opportunities.
11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
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Public ServicesPathway Standards
A. Public Safety PathwayThe Public Safety pathway prepares students with a broad-based foundational knowledge in careers that involve public safety. The educational foundation will assist students who wish to pursue related professional training at the postsecondary level. Students will gain experience through classroom instruction, hands-on training, and community exercises. The evolving integration of state public safety organizations, their connections with federal and state intelligence and security agencies, interoperability and coordination of effort, and the shared mission to protect the public in a post-9/11 world are areas of emphasis for the pathway. The careers included in this pathway primarily address law enforcement services, homeland and cyber security services, and correctional services.
Sample occupations associated with this pathway:
Animal Control Worker
Correctional Officer/Probation Officer
Law Enforcement Officer
Loss Prevention Specialist
Military Service
A1.0 Demonstrate an awareness of the personal, physical, and psychological qualities found in successful public safety job candidates, and recall critical types of decisions and outcomes which determine employability in public safety occupations.
A.1.1 State the major types of occupations found in the Public Safety Pathway and the number of those occupations that require background-investigation security clearance and personal records free of disqualifying information.
A1.2 Identify a range of personal choices and conduct that would disqualify an individual from public safety occupations, and describe ways to avoid such behaviors.
A1.3 Recognize the extent and scope of a background investigation, what sorts of informa-tion is collected, and how it may impact the evaluation of a candidate for a position in a public safety occupation.
A1.4 Know personal and ethical behaviors that demonstrate commitment to professional ethics and legal responsibilities.
A1.5 Demonstrate strategies and requirements for individuals and organizations to employ to respond to unethical and illegal actions in a variety of workplace situations.
A1.6 Understand the necessity of maintaining strong academic records, high levels of physical fitness, and positive personal history to successfully pursue a career in a public safety.
A1.7 Understand the selection process for many public safety occupations that require certifications, reading and writing assessments, psychological evaluations, medical evaluations, and probationary periods.
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A1.8 Understand the importance of security and background checks, credit checks, and other assessments—including oral interviews and polygraph tests—that are required for some public safety occupations.
A1.9 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings.
A1.10 Understand how loyalty, duty, honor, integrity, selfless service, and personal courage play an important role in many public safety occupations.
A1.11 Understand how to interact with others in ways that demonstrate respect for persons, property, individual lifestyle choices, and cultural differences.
A1.12 Compile a personal portfolio specific to the expectations for employment in a public safety career.
A2.0 Describe the history, shared mission, and roles of public safety agencies and professionals at the national, state, and local government levels.
A2.1 Recognize issues particular to policing and other public safety occupations, including accountability, codes of ethical conduct, jurisdiction, and civil rights of individuals.
A2.2 Describe the public safety agency role in saving lives, protecting lives and property, reducing the vulnerability of critical infrastructure, identifying key resources, and maintaining order.
A2.3 Describe public safety agency roles in preventing terrorism, enhancing security, managing border security, securing cyberspace, and preparing for and responding to emergencies and disasters.
A2.4 Identify the major public safety agencies at the international, national, state, and local levels, as well as scenarios (including response to catastrophic events with multiple casualties) that call for a referral to a higher-level agency or collaboration with other public safety agencies.
A2.5 Analyze information to make prompt, effective, and appropriate decisions.
A2.6 Use conflict-resolution and anger-management skills and procedures to resolve problems.
A2.7 Apply critical-thinking skills to manage emergency response situations.
A2.8 Survey the history of public safety agencies in the United States and their influence on the current systems.
A2.9 Analyze and evaluate ideas, proposals, and solutions to problems.
A2.10 Create a scenario that includes a potential threat from terrorism, a hostage situation, or danger at a school site, describing who should respond and actions that should be taken.
A3.0 Demonstrate an understanding of the appropriate level of nutrition, fitness, and agility required by the public safety career fields.
A3.1 Understand the need for physical fitness and proper nutrition in the public safety career areas.
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A3.2 Recognize the different physical agility assessments required for entrance into a public safety career and understand the skills and techniques necessary for success in agility testing.
A3.3 Design and implement a personal plan for achieving and maintaining an acceptable level of agility and a lifetime fitness mindset.
A4.0 Employ active listening, concise reporting, and familiarity with professional equipment to communicate effectively.
A4.1 Know the basic techniques and methods of active listening to obtain and clarify information in oral communications.
A4.2 Demonstrate effective methods of communicating with the public with a variety of techniques, such as command presence, active listening, and empathy; projecting a pro-fessional tone of voice; paraphrasing; and the proper use of nonverbal body language.
A4.3 Demonstrate the use of clear, concise, and legible entries based on experience and observation to prepare and submit required reports.
A4.4 Understand the professional use of a variety of communication methods and equipment.
A4.5 Practice public safety verbal communication techniques that can be used when interacting with difficult individuals.
A4.6 Narrate a sequence of events consistent with agency reporting formats.
A4.7 Convey information and ideas from primary and secondary sources accurately and coherently, consistent with agency report-writing formats.
A5.0 Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields.
A5.1 Describe how federal, state, and local laws and regulations affect public safety operations.
A5.2 Explain the importance of individual liberties and civil rights provided in the Constitution and how public safety workers should safeguard these rights when interacting with the public.
A5.3 Prepare a chart showing the organizational chain of command and other administra-tive systems to assign tasks and responsibilities for maximum effectiveness.
A6.0 Know the skills and equipment needed to deal with various types of situations found in public safety occupations (e.g., working with special populations, responding to emergencies, and assisting with incidents).
A6.1 Know the principles of emergency communications management and the importance of technological interoperability for information sharing among public safety agencies and for effective public address/warning systems.
A6.2 Identify the skills required to deal effectively with emergency situations.
A6.3 Become familiar with personal safety procedures to meet prescribed regulations and situations.
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A6.4 List the key elements of an action plan.
A6.5 Understand the safety and health issues related to serving persons with disabilities.
A6.6 Demonstrate the techniques for restraining individuals without violating their individual rights or jeopardizing safety.
A6.7 Practice basic emergency lifesaving techniques in order to apply those skills as needed in emergencies.
A6.8 Implement procedures for emergency response and know the requirements for handling hazardous materials—in normal and emergency situations—to avoid health and envi-ronmental risks (e.g., airborne and blood-borne pathogens, contamination).
A6.9 Explain the management of crisis negotiations to promote the safety of individuals and the public.
A6.10 Apply appropriate problem-solving strategies and critical-thinking skills to work-related issues and tasks.
A7.0 Demonstrate an understanding of the major elements and career opportunities within the United States Department of Defense (DOD), including the Army, Navy, Marine Corps, Air Force, and Coast Guard.
A7.1 Describe the mission and role of the DOD and the individual armed services.
A7.2 Understand the chain of command within organizations of the DOD.
A7.3 Understand the initial entry assessments of physical, educational, and legal for military recruitment and levels of service.
A7.4 Describe the structure and composition of the DOD.
A7.5 Understand and adhere to the following personal attributes within the DOD: leadership, teamwork, fitness, honor, integrity, respect, selfless service, and personal courage.
A7.6 Describe the need for, and the responsibilities of, the following functions within the DOD: armored security, maritime security and welfare, air superiority, space operations, and cyber security.
A7.7 Understand the role and structure of federal agencies and national organizations.
A8.0 Demonstrate an understanding of the functions and career opportunities within the U.S. Department of Homeland Security (DHS).
A8.1 Describe the mission, roles, and responsibilities of the U.S. Department of Homeland Security.
A8.2 Assess the local, state, national, and global perspectives on homeland security and the implications of protecting the public from natural and man-made threats to public safety.
A8.3 Recognize the impact of the September 11, 2001, terror attacks on the security and intelligence community structure and the resulting emphasis placed on coordination and cooperation between public safety agencies.
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A8.4 Identify the current global and national issues and policies concerning terrorism and homeland security.
A8.5 List the various techniques and methods of infrastructure and facilities protection.
A8.6 Understand the role of cyber-security professionals within the homeland defense community and the methods and techniques used to combat public and private cyber attacks.
A8.7 Survey the roles, functions, and interdependency among local, federal, and international law enforcement, intelligence, and military agencies.
A8.8 Analyze the various elements of emergency preparedness, including emergency response and recovery, within the context of homeland security.
A9.0 Demonstrate an understanding of the functions of the U.S. Foreign Service.
A9.1 Describe the primary mission of the U.S. Department of State and the role of the Foreign Service within that Department.
A9.2 Describe the primary mission and role of the Foreign Service.
A9.3 Describe the roles and responsibilities of different career tracks within the Foreign Service: Consular Officers, Economic Officers, Management Officers, Political Officers, and Public Diplomacy Officers.
A9.4 Research the history of the Foreign Service and describe how its careers have evolved and how the Foreign Service has impacted the United States and other societies.
A9.5 Describe the countries and settings in which Foreign Service Officers serve.
A9.6 Understand the potential impact of assignments to “hardship posts” and dangerous posts on life and family choices.
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PS | California Career Technical Education Model Curriculum Standards
Public ServicesPathway Standards
B. Emergency Response PathwayThe Emergency Response pathway encompasses standards for designing student coursework in preparation for a number of careers in this field. The standards provide the foundation for further professional education and training at a postsecondary level, leading to certification and employ-ment. By mastering these standards, students gain critical knowledge and skills through classroom and job-site experiences, simulations, and other learning modalities. Careers in this pathway include those in fire services, emergency medical services, wildland services, and emergency management.
Sample occupations associated with this pathway:
Firefighter I, Firefighter II, Wildland Firefighter
Emergency Medical Technician (EMT)
Fire Prevention Technician
Emergency Response Dispatcher
Fire Management Officer
B1.0 Analyze the characteristics of different career fields within the Emergency Response pathway to develop a perspective on the nature of the work, entry-level requirements, career options, and expectations.
B1.1 Understand the responsibilities, requirements, and advancement opportunities in emergency response careers.
B1.2 List the standards for emergency response employee qualifications, training, and certification.
B1.3 Outline a realistic program of study (education plan) based on career choice, job-entry requirements, and personal commitment.
B1.4 Describe the roles and responsibilities of emergency response agencies.
B1.5 Summarize the laws, regulations, and organizational protocols that define the guidelines governing selected emergency agencies and services.
B2.0 Understand the processes by which emergency management organizations and emergency managers exert command and control over an emergency response and recovery operation.
B2.1 Describe the mechanisms by which emergency management stakeholder agencies and resources are coordinated for mutual aid.
B2.2 Understand the importance of an organized Command and Control System to provide for interoperability, efficiency, and effectiveness.
B2.3 Understand the core set of basic concepts, principles, terminology, and technologies of emergency response management.
B2.4 Recognize multiagency coordination; unified command, training, identification and management of resources; qualification and certification; and the collection, tracking, evaluation, and dissemination of information.
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Public Services | PS
B2.5 Describe the principles and responsibilities of the Incident Command System (ICS) and the National Incident Management System (NIMS).
B2.6 Review a simulated local hazard mitigation plan based on a potential hazard to the community, and describe the appropriate response.
B2.7 Design an emergency plan for an earthquake in a major metropolitan area that has shut off access from all directions.
B3.0 Demonstrate necessary leadership qualities, team concepts, and personal integrity for emergency response personnel.
B3.1 Identify the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in emergency services.
B3.2 Understand the characteristics and benefits of teamwork, leadership, and citizenship in community and workplace settings.
B3.3 Employ active listening, concise reporting, and familiarity with emergency response communication equipment to interact efficiently and effectively.
B3.4 Describe emergency response techniques and methods of active listening to obtain and clarify information in oral communications.
B3.5 Demonstrate a variety of appropriate and effective methods of communicating with the public, including techniques such as professional demeanor, active listening, empathy, projecting a confident tone of voice, paraphrasing, and the proper use of nonverbal body language.
B3.6 Adhere to Health Insurance Portability and Accountability Act (HIPAA) regulations and agency guidelines regarding public and media communications.
B3.7 Use appropriate terminology in clear, concise, and legible report entries when preparing and submitting required reports.
B3.8 Use and maintain a variety of communication equipment, understanding the importance of using current and up-to-date technology and communication equipment.
B3.9 Practice verbal and nonverbal emergency terminology and communication techniques to be used when interacting with emergency response personnel in a variety of emergency situations.
B3.10 Gather information and ideas from primary and secondary sources accurately and coherently.
B4.0 Execute safety procedures and protocols associated with local, state, and federal regulations in order to effectively and safely conduct duties within fire and emergency services.
B4.1 Describe the basic elements of safety and survival for emergency response personnel.
B4.2 Know and use the appropriate personal protective equipment (PPE) required for emergency services duties.
B4.3 Know how to establish situational awareness, identify hazards, and assess personal, team, or environmental risks.
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PS | California Career Technical Education Model Curriculum Standards
B4.4 Understand and adhere to comprehensive and systematic risk management strategies to reduce injury and fatalities for self, team, and community.
B4.5 Demonstrate strategies to identify and eliminate hazards.
B4.6 Complete certification in emergency care as appropriate—for example, cardiopulmonary resuscitation (CPR), automated external defibrillator (AED), and first aid.
B5.0 Develop the level of nutrition, fitness, strength, agility, and psychological health and well-being required for safely working in emergency response career fields.
B5.1 Understand that physical fitness and proper nutrition are needed to perform the duties of emergency response personnel.
B5.2 Recognize the different physical strength and agility assessments required for entrance into emergency response employment.
B5.3 Apply the skills and techniques necessary for success in strength and agility testing.
B5.4 Design and implement a personal plan for achieving and maintaining an acceptable level of nutrition, strength and agility, and a lifetime fitness mindset.
B5.5 Recognize and understand the importance of maintaining psychological health and well-being in emergency response occupations.
B6.0 Understand the roles of federal, state, and local agencies in catastrophic event planning, preparation, response, and recovery.
B6.1 Describe steps for each potential catastrophic event.
B6.2 Analyze the history and outcomes of catastrophic events and the appropriate emergency responses.
B6.3 Review a hazard mitigation plan to reduce death and injury for potential man-made and natural hazards.
B6.4 Prepare an emergency preparedness and response plan that includes the roles of emergency response personnel for a potential catastrophic event in the community.
B6.5 Recognize the importance and variety of recovery strategies to support individuals and communities impacted by a catastrophic event.
B7.0 Research and define what is considered to be hazardous materials incidents and threats.
B7.1 Describe commonly encountered hazardous materials.
B7.2 Describe the hazardous materials labeling system and identify definitions associated with various hazardous materials.
B7.3 Describe the type of damage and injury that can occur if hazardous materials are handled improperly.
B7.4 Explain the steps taken, including appropriate personnel and safety measures, for a hazardous-material release.
B7.5 Research and report on the most common incidents involving hazardous materials.
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B8.0 Understand the fundamental mission of fire services occupations and the responsibility to preserve life and property, promote public safety, and reduce fire deaths.
B8.1 Understand the history, organization, and operation of fire services.
B8.2 Describe the skills and knowledge necessary for an entry-level firefighter to safely perform the tasks required of the job.
B8.3 Explain the fundamentals and scientific principles of fire behavior, combustible materials, extinguishing agents, hazardous and toxic materials, forms of energy, and fire prevention/suppression techniques for all types of fires and conditions.
B8.4 Demonstrate the operation of fire protection equipment and systems.
B8.5 Demonstrate the skills necessary to perform fire suppression and basic rescue operations using firefighting techniques and rescue equipment.
B8.6 Identify structural characteristics of building construction types as they relate to fire protection and suppression, and recognize the signs and causes of potential building collapse and other hazards.
B8.7 Apply principles of proper body mechanics, including ergonomics, equipment use, and techniques to prevent personal injury.
B8.8 Participate in public education aimed at reducing loss of life and property, through programs and activities on fire prevention and safety as well as other injury-prevention education.
B9.0 Demonstrate the immediate basic life support and interim medical care for a sick, injured, or compromised person until advanced medical care is provided or transport is initiated.
B9.1 Understand and use medical terminology and related knowledge of anatomy, physiology, diseases, diagnoses, pharmacology, therapeutics, and common abbreviations necessary for emergency medical services.
B9.2 Know the common acronyms used in fire and emergency services.
B9.3 Perform technical skill and equipment use required for emergency response occupations—for example, airway, oxygen, and ventilation procedures; suction; bleeding control; shock management; cardiac arrest management; immobilization techniques; traction; splinting; transport; defibrillation; and wound management.
B9.4 Follow instructions for immediate care procedure as transmitted by an emergency medical dispatcher during transport.
B9.5 Demonstrate administration of a limited number of drugs appropriate to the scope of practice.
B9.6 Manage an incident scene as the first responder, using emergency response skills appropriate to training and certification.
B9.7 Execute protocols in emergency management response when working with an on-scene accident.
B9.8 Demonstrate the ability to assess the nature and extent of an illness or injury to establish and prioritize medical response.
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PS | California Career Technical Education Model Curriculum Standards
B9.9 Communicate with treatment-center staff to arrange reception of victims and to get instructions for further treatment.
B9.10 Demonstrate the ability to receive and provide patient-care information to other medical providers.
B9.11 Describe the function of emergency vehicles, use of medical and communication equipment, and the necessity of maintaining inventory as required for emergency services practices and procedures.
B10.0 Analyze and describe the functions and responsibilities of federal, state, and local wildland services.
B10.1 Describe wildland firefighter safety and survival preparations.
B10.2 Explain the role of fire personnel in wildland fires, structure fires, auto accidents, medical aid, swift-water rescue, civil disturbances, search and rescue operations, hazardous material spills, train wrecks, floods, and earthquakes.
B10.3 Describe fire prevention and planning procedures to save wildland structures during a forest fire.
B10.4 Assess the value of the resource management program, including the impact on timber, watershed, wildlife, and recreation.
B10.5 Create a state map showing the locations of wildland lookouts, and describe the lookouts’ purpose and staffing.
B10.6 Evaluate the importance of the fire suppression aviation program.
B10.7 Recognize factors that influence the start and spread of wildland fires.
B10.8 Describe and evaluate the importance of the various types of equipment used to control and/or extinguish wildland fires.
B10.9 Build a plan describing processes and procedures to follow prior to, during, and after a wildfire event.
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Public Services | PS
Public ServicesPathway Standards
C. Legal Practices PathwayThe Legal Practices pathway prepares students with a broad-based foundation of knowledge pertaining to the various types of law and of legal practice and provides a foundation of basic skills necessary at all levels in the legal professions.
Sample occupations associated with this pathway:
Paralegal
Court Reporter
Law Librarian
Legal Researcher
Lawyer
C1.0 Demonstrate an understanding of the state and federal justice system, the Rule of Law, and the environment/practice settings for legal professionals.
C1.1 Describe the different levels of federal courts and their jurisdictions.
C1.2 Identify the primary legal practice settings (e.g., private firms, government and public-sector entities, corporate counsel, and public interest practice), and explain the nature and scope of each practice area.
C1.3 Identify, by practice area, the types of clients served and related legal needs and issues.
C1.4 Become familiar with educational and experiential requirements needed to establish and maintain successful careers in each practice area.
C1.5 Explain the court system of the State of California, including the different types of state courts and their jurisdictions.
C1.6 Become familiar with the concept of equal access to justice.
C1.7 Present and defend the case for diversity in the legal professions.
C1.8 Contrast the fundamental features of civil, criminal, and administrative law.
C2.0 Demonstrate an understanding and ability to utilize legal research and writing.
C2.1 List the basic steps in legal research, including the legal publications most commonly used in the practice of law.
C2.2 Explain the importance and purpose of legal research.
C2.3 Explain the difference between legal publications, treatises, and other legal writings.
C2.4 Demonstrate a working knowledge of the legal research system by writing a short memorandum on a given question of law and explaining the steps taken to find sources and reach conclusions.
C2.5 Demonstrate the ability to use a uniform system of citing cases for updating and cross-referencing cases.
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PS | California Career Technical Education Model Curriculum Standards
C2.6 Demonstrate the ability to locate and update legal authority using computer-assisted legal research tools.
C2.7 Demonstrate how to analogize or distinguish the facts and law of one case from the facts of a given legal problem.
C2.8 Demonstrate how to “brief” a case.
C2.9 Discuss the term “authority” as it is used in legal writing, and explain the hierarchy of authority and the difference between mandatory and persuasive authority.
C2.10 Discuss the purpose of a legal memorandum, brief or points, and authorities to a particular audience (how the memorandum may vary in emphasis and style, depending on the audience).
C2.11 Discuss case law, how it is made, its component parts, and how to use cases to resolve a legal problem.
C2.12 Contrast case law with statutory law and explain how to interpret statutes using intrinsic and extrinsic sources.
C2.13 Create a hypothetical case and identify the applicable statutory, regulatory, and case law.
C2.14 Prepare a legal brief to represent the defendant in the hypothetical case.
C3.0 Demonstrate an understanding of tort law and concepts and their application to factual situations.
C3.1 Define the tort concept of civil wrong and apply the concept to factual situations with persons, property, and defenses of an intentional tort.
C3.2 Describe the tort of negligence and the elements of negligence (e.g., “reasonable person,” res ipsa loquitur, proximate cause).
C3.3 Describe defenses to negligence actions, including strict and product liability.
C4.0 Demonstrate knowledge of constitutional law, criminal law, immigration law, and related concepts, as well as their application to factual situations.
C4.1 Discuss the United States Constitution, including its philosophical underpinnings and structure.
C4.2 Analyze the Fourteenth Amendment, particularly (1) the Due Process Clause and Substantive Due Process, as contrasted with Procedural Due Process; and (2) the Equal Protection Clause.
C4.3 Discuss and define terms and concepts of criminal law, including the theory of criminal law (Malum in se and Malum prohibitum) and the evolving nature of criminal law (e.g., the legal definition of a viable human being).
C4.4 Describe types and elements of crimes against persons and property, overlapping crimes against people and their property, and inchoate crimes.
C4.5 Discuss each stage in a criminal proceeding, from investigation to disposition (e.g., arrest, prosecution of crimes, and defenses of criminal prosecution) and post-conviction procedure.
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C4.6 Research court data regarding annual statewide numbers of criminal proceedings and demographics of defendants; discuss disproportionate minority contact.
C4.7 Discuss the concept of implicit bias and the impact it has on the criminal and civil justice systems.
C4.8 Define a variety of legal terms and concepts related to immigration law.
C4.9 Describe the various types of immigration visas.
C4.10 Explain the process and basis for political asylum.
C4.11 Prepare a chart displaying the process for applying for citizenship, including a display of the average number of immigrants who apply each year and the percentage of successful applicants.
C5.0 Demonstrate a familiarity with fundamental principles of contract law (including the uniform commercial code) and fundamentals of consumer protection law.
C5.1 Recognize the differences between void and voidable contracts.
C5.2 Recognize various types of contracts, such as adhesion, bilateral, unilateral, implied, and express.
C5.3 Identify emerging business practices that may result in consumer fraud or deception.
C5.4 Identify ways by which the Internet and social media can be used to inform consumers and address deceptive business practices.
C5.5 Describe the elements of a contract, including contract terminology.
C5.6 Explain the Statute of Frauds.
C5.7 Explain the Parole Evidence Rule.
C5.8 Interpret contract rules and expectations, including specific performance, breach of contract, remedies for breach of contract, third-party beneficiary, and requirements for modifications.
C5.9 Analyze deceptive business practices, including false advertising, “bait and switch” sales practices, and truth-in-lending disclosure requirements.
C5.10 Prepare a sample of a false advertisement.
C6.0 Demonstrate knowledge of property law and its application to property transactions, estate planning and probate administration, and housing law, including landlord/tenant and fair housing laws.
C6.1 Distinguish personal property from real property.
C6.2 Define a variety of terms associated with real estate transactions.
C6.3 Discuss real property concepts, including but not limited to the types of estates that can be conveyed under California law.
C6.4 Contrast the basic responsibilities of the lawyer and the real estate broker in the con-veyance of real property, from the sales or option contract to the recording of the deed.
C6.5 Describe the basic requirements of a contract for sale of real property.
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PS | California Career Technical Education Model Curriculum Standards
C6.6 Discuss the purpose of title insurance, a title search, and how the “search” is made.
C6.7 Explain how “recording” is accomplished and the importance of recording a deed, mortgage, or other real estate documents.
C6.8 Explain the most common forms of limitations on real property use, such as covenants, easements, zoning laws, and land-use regulations.
C6.9 Explain at least two types of encumbrances that can be placed against real property.
C6.10 Describe the steps and procedures in a typical real estate closing.
C6.11 Compare a variety of real property documents, such as a lease, a promissory note, an option contract, and an agreement for deed or a mortgage, and be able to prepare at least one.
C6.12 Define a variety of terms and concepts associated with wills, trusts, and probate administration.
C6.13 Define a simple Inter Vivos, and a Testamentary trust.
C6.14 Compare and contrast a trust and a will, including advantages and disadvantages for each.
C6.15 Explain the general procedures of the probate process.
C6.16 Explain the purposes of wills and codicils.
C6.17 Create a personal will, following legal guidelines.
C6.18 Identify the types of discrimination that renters and home buyers might face.
C6.19 Understand the basic rights and responsibilities of both landlords and tenants.
C6.20 Explain the basic procedures, claims, and responses in an unlawful detainer case.
C7.0 Understand the fundamental principles of the law of business organizations.
C7.1 Define a variety of terms associated with business organizations.
C7.2 Describe the procedures necessary to form, modify, and dissolve various types of business organizations.
C7.3 Compare the major advantages and disadvantages of the various types of business organizations.
C7.4 Discuss the rights, duties, and liabilities of the owners, officers, directors, and employees of various types of business organizations.
C7.5 Discuss the nature of the agency relationship, including the duties and liabilities of the principal, the agent, and third parties.
C8.0 Recognize the importance of laws and procedures related to intellectual property.
C8.1 Explore emerging issues of law related to personal access to, and use of, technology.
C8.2 Describe the economic barriers to equal public access to technology and legal strategies for overcoming them.
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C8.3 Demonstrate an appreciation for balancing the First Amendment right to free speech vs. the interest of parents, schools, and the government regulating social media because of concerns about privacy, online bullying, defamation/slander, and harassment.
C8.4 Discuss how social media can be used by governments or individuals to suppress or enhance freedom of expressions.
C8.5 Understand the definition of “intellectual property”: the legal concept that certain types of creations—musical, literary, and artistic works; discoveries and inventions; and words, phrases, symbols, and designs—are types of property “owned” by their creators and cannot be copied or used without the permission of the creators.
C8.6 Explain the ways in which creative rights can be compromised, such as plagiarism and “sampling.”
C8.7 Identify emerging issues of law related to infringement of intellectual property and discuss how personal access to, and use of, technology makes intellectual property infringement easier.
C9.0 Demonstrate a general understanding of all phases of trial practice and procedure, as well as knowledge of and ability to perform litigation techniques and procedures.
C9.1 Define a variety of terms associated with litigation and trial practice.
C9.2 Describe the typical steps in jury and nonjury civil trials, from pretrial through the appeal.
C9.3 Explain the sequence and basic contents of pleadings.
C9.4 List and briefly explain six causes of action in civil cases.
C9.5 Explain the basic concept of the Statute of Limitations.
C9.6 Discuss the basic rules of procedure and evidence code.
C9.7 Describe how evidence and exhibits are organized for trial.
C9.8 Describe the purpose and contents of a trial notebook.
C9.9 Describe the techniques for asking questions and list the basic points for good listening.
C9.10 Describe the purpose of background investigations and analysis.
C9.11 List the sources of information for conducting background investigations.
C9.12 Describe how the results of background investigation and analysis can be presented to the attorney.
C9.13 Discuss the evaluation and use of evidence.
C9.14 Describe the role of a jury in a criminal case versus a civil case in state court proceedings.
C9.15 Understand the importance of the jury in relation to fairness and due process.
C9.16 Understand the purpose and process of jury voir dire and how it determines the makeup of the jury panel.
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PS | California Career Technical Education Model Curriculum Standards
C9.17 Describe the judge’s role, the role of the prosecutor, and that of the defense attorney.
C9.18 Create a hypothetical case and describe why you would or would not like to participate as a juror on that case.
C10.0 Demonstrate an understanding of the ethical and professional standards of the legal professions and knowledge of management techniques and procedures.
C10.1 Define a variety of legal terms and concepts related to professionalism and the unauthorized practice of law.
C10.2 Explain how judges, lawyers, and paralegal personnel function in our legal system.
C10.3 Understand the roles and responsibilities that lawyers (including judges) have in our society.
C10.4 Describe alternative methods for resolving ethical dilemmas within the legal environment.
C10.5 Define a variety of terms and concepts related to law-office management and structure.
C10.6 List and discuss techniques for improving the confidence that clients will have in the personnel of the law office.
C10.7 Describe how client files are opened, maintained, and closed.
C10.8 List the advantages of data management and microcomputer skills in a law office.
C10.9 List, discuss, and apply the rules of ethics in the legal profession, with special empha-sis on client confidentiality.
C10.10 Discuss what constitutes legal malpractice, and illustrate the discussion with examples of malpractice.
C10.11 Discuss the various aspects of fee setting in the law office, including fixed fees, minimum fees, contingent fees, retainers, payment schedules, and billing practice.
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Acad
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lyze
the
impa
ct o
f the
aut
hor’s
cho
ices
reg
ardi
ng h
ow t
o de
velo
p an
d re
late
el
emen
ts o
f a s
tory
or d
ram
a (e
.g.,
whe
re a
sto
ry is
set
, how
the
act
ion
is o
rder
ed, h
ow
the
char
acte
rs/a
rche
type
s ar
e in
trod
uced
and
dev
elop
ed).
11-1
2.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
the
tex
t, in
clud
ing
figur
ativ
e an
d co
nnot
ativ
e m
eani
ngs;
ana
lyze
the
impa
ct o
f spe
cific
wor
d B2
.0, B
3.0,
B4.
0C2
.0, C
5.0,
C6.
0ch
oice
s on
mea
ning
and
ton
e, in
clud
ing
wor
ds w
ith m
ultip
le m
eani
ngs
or la
ngua
ge t
hat
is p
artic
ular
ly f
resh
, eng
agin
g, o
r bea
utifu
l.
23
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT –
(St
anda
rd A
rea,
Gra
de
Leve
l, St
anda
rd #
)11
-12.
1. C
ite s
tron
g an
d th
orou
gh t
extu
al e
vide
nce
to s
uppo
rt a
naly
sis
of w
hat
the
text
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
sa
ys e
xplic
itly
as w
ell a
s in
fere
nces
dra
wn
from
the
tex
t, in
clud
ing
dete
rmin
ing
whe
re
A4.0
, A5.
0, A
6.0,
B1
.0, B
2.0,
B3.
0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0th
e te
xt le
aves
mat
ters
unc
erta
in.
A7.0
11-1
2.2.
Det
erm
ine
two
or m
ore
cent
ral i
deas
of a
tex
t an
d an
alyz
e th
eir d
evel
opm
ent
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0, B
8.0,
ov
er t
he c
ours
e of
the
tex
t, in
clud
ing
how
the
y in
tera
ct a
nd b
uild
on
one
anot
her t
o A4
.0, A
5.0,
A6.
0,
C2.0
, C3.
0, C
4.0,
C5.
0, C
6.0
B10.
0pr
ovid
e a
com
plex
ana
lysi
s; p
rovi
de a
n ob
ject
ive
sum
mar
y of
the
tex
t.A7
.0
11-1
2.3.
Ana
lyze
a c
ompl
ex s
et o
f ide
as o
r seq
uenc
e of
eve
nts
and
expl
ain
how
spe
cific
A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
B4.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
in
divi
dual
s, id
eas,
or e
vent
s in
tera
ct a
nd d
evel
op o
ver t
he c
ours
e of
the
tex
t.A4
.0, A
5.0,
A6.
0,
B10.
0C6
.0A7
.0
11-1
2.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
a t
ext,
incl
ud-
ing
figur
ativ
e, c
onno
tativ
e, a
nd t
echn
ical
mea
ning
s; a
naly
ze h
ow a
n au
thor
use
s an
d A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
re
fines
the
mea
ning
of a
key
ter
m o
r ter
ms
over
the
cou
rse
of a
tex
t (e
.g.,
how
Mad
ison
A4
.0, A
5.0,
A6.
0,
B1.0
, B2.
0, B
3.0
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
defin
es fa
ctio
n in
Fed
eral
ist N
o. 1
0). (
See
grad
e 11
/12
Lang
uage
sta
ndar
ds 4
-6 o
n pa
ge
A7.0
46 f
or a
dditi
onal
exp
ecta
tions
.)
11-1
2.5.
Ana
lyze
and
eva
luat
e th
e ef
fect
iven
ess
of t
he s
truc
ture
an
auth
or u
ses
in h
is
A1.0
, A2.
0, A
3.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
or h
er e
xpos
ition
or a
rgum
ent,
incl
udin
g w
heth
er t
he s
truc
ture
mak
es p
oint
s cl
ear,
A4.0
, A5.
0, A
6.0,
B1
.0, B
2.0,
B3.
0, B
10.0
C6.0
, C7.
0, C
8.0
conv
inci
ng, a
nd e
ngag
ing.
A7.0
11-1
2.6.
Det
erm
ine
an a
utho
r’s p
oint
of v
iew
or p
urpo
se in
a t
ext
in w
hich
the
rhe
to-
A1.0
, A2.
0, A
3.0,
ric
is p
artic
ular
ly e
ffec
tive,
ana
lyzi
ng h
ow s
tyle
and
con
tent
con
trib
ute
to t
he p
ower
, A4
.0, A
5.0,
A6.
0,
B1.0
C2.0
pers
uasi
vene
ss, o
r bea
uty
of t
he t
ext.
A7.0
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iffe
rent
A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
B8.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
m
edia
or f
orm
ats
(e.g
., vi
sual
ly, q
uant
itativ
ely)
as
wel
l as
in w
ords
in o
rder
to
addr
ess
a A4
.0, A
5.0,
A6.
0,
B9.0
, B10
.0C6
.0, C
7.0,
C8.
0, C
10.0
ques
tion
or s
olve
a p
robl
em.
A7.0
11-1
2.8.
Del
inea
te a
nd e
valu
ate
the
reas
onin
g in
sem
inal
U.S
. tex
ts, i
nclu
ding
the
A1
.0, A
2.0,
A3.
0,
appl
icat
ion
of c
onst
itutio
nal p
rinci
ples
and
use
of l
egal
rea
soni
ng (e
.g.,
in U
.S. S
upre
me
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
A4
.0, A
5.0,
A6.
0,
Cour
t m
ajor
ity
opin
ions
and
dis
sent
s) a
nd t
he p
rem
ises
, pur
pose
s, a
nd a
rgum
ents
in
C6.0
, C7.
0, C
8.0,
C10
.0A7
.0w
orks
of p
ublic
adv
ocac
y (e
.g.,
The
Fede
ralis
t, pr
esid
entia
l add
ress
es).
11-1
2.9
Anal
yze
seve
ntee
nth-
, eig
htee
nth-
, and
nin
etee
nth-
cent
ury
foun
datio
nal U
.S.
A1.0
, A2.
0, A
3.0,
do
cum
ents
of h
isto
rical
and
lite
rary
sig
nific
ance
(inc
ludi
ng t
he D
ecla
ratio
n of
Inde
-A4
.0, A
5.0,
A6.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
10.0
pend
ence
, the
pre
ambl
e to
the
Con
stitu
tion,
the
Bill
of R
ight
s, a
nd L
inco
ln’s
Seco
nd
A7.0
Inau
gura
l Add
ress
) for
the
ir th
emes
, pur
pose
, and
rhe
toric
al f
eatu
res.
24
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT –
(St
anda
rd A
rea,
Gra
de
Leve
l, St
anda
rd #
) (c
ontin
ued)
11-1
2.10
By
the
end
of g
rade
11,
rea
d an
d co
mpr
ehen
d lit
erar
y no
nfict
ion
in t
he g
rade
s A1
.0, A
2.0,
A3.
0,
11-C
CR t
ext
com
plex
ity
band
pro
ficie
ntly
, with
sca
ffol
ding
as
need
ed a
t th
e hi
gh e
nd o
f A4
.0, A
5.0,
A6.
0,
C1.0
, C2.
0, C
3.0,
C4.
0th
e ra
nge.
By
the
end
of g
rade
12,
rea
d an
d co
mpr
ehen
d lit
erar
y no
nfict
ion
at t
he h
igh
A7.0
end
of t
he g
rade
s 11
-CCR
tex
t co
mpl
exit
y ba
nd in
depe
nden
tly a
nd p
rofic
ient
ly.
Read
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es –
RH
SS –
(S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
1. C
ite s
peci
fic t
extu
al e
vide
nce
to s
uppo
rt a
naly
sis
of p
rimar
y an
d se
cond
ary
A1.0
, A2.
0, A
3.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
sour
ces,
con
nect
ing
insi
ghts
gai
ned
from
spe
cific
det
ails
to
an u
nder
stan
ding
of t
he
A4.0
, A5.
0, A
6.0,
B1
.0, B
2.0,
B3.
0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0te
xt a
s a
who
le.
A7.0
11-1
2.2
Dete
rmin
e th
e ce
ntra
l ide
as o
r inf
orm
atio
n of
a p
rimar
y or
sec
onda
ry s
ourc
e;
B1.0
, B2.
0, B
3.0,
B8.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
pr
ovid
e an
acc
urat
e su
mm
ary
that
mak
es c
lear
the
rel
atio
nshi
ps a
mon
g th
e ke
y de
tails
A3
.0B9
.0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0an
d id
eas.
11-1
2.3.
Eva
luat
e va
rious
exp
lana
tions
for
act
ions
or e
vent
s an
d de
term
ine
whi
ch e
xpla
-A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
na
tion
best
acc
ords
with
tex
tual
evi
denc
e, a
ckno
wle
dgin
g w
here
the
tex
t le
aves
mat
tes
A4.0
, A5.
0, A
6.0,
B2
.0, B
3.0
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
unce
rtai
n.A7
.0
11-1
2.5.
Ana
lyze
in d
etai
l how
a c
ompl
ex p
rimar
y so
urce
is s
truc
ture
d, in
clud
ing
how
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
key
sent
ence
s, p
arag
raph
s, a
nd la
rger
por
tions
of t
he t
ext
cont
ribut
e to
the
who
le.
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
11-1
2.6.
Eva
luat
e au
thor
s’ di
ffer
ing
poin
ts o
f vie
w o
n th
e sa
me
hist
oric
al e
vent
or i
ssue
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
by a
sses
sing
the
aut
hors
’ cla
ims,
rea
soni
ng, a
nd e
vide
nce.
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iver
se
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0, B
8.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
form
ats
and
med
ia (e
.g.,
visu
ally
, qua
ntita
tivel
y, a
s w
ell a
s in
wor
ds) i
n or
der t
o ad
dres
s A4
.0, A
5.0,
A6.
0,
B9.0
, B10
.0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0a
ques
tion
or s
olve
a p
robl
em.
A7.0
11-1
2.8.
Eva
luat
e an
aut
hor’s
pre
mis
es, c
laim
s, a
nd e
vide
nce
by c
orro
bora
ting
or c
hal-
leng
ing
them
with
oth
er in
form
atio
n.
11-1
2.9
Inte
grat
e in
form
atio
n fr
om d
iver
se s
ourc
es, b
oth
prim
ary
and
seco
ndar
y, in
to a
A
2.0,
A3.
0, A
4.0,
B1
.0, B
2.0,
B3.
0, B
8.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
cohe
rent
und
erst
andi
ng o
f an
idea
or e
vent
, not
ing
disc
repa
ncie
s am
ong
sour
ces.
A5.0
, A6.
0, A
7.0
B9.0
, B10
.0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0
11-1
2.10
. By
the
end
of g
rade
12,
rea
d an
d co
mpr
ehen
d hi
stor
y/so
cial
stu
dies
tex
ts in
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
th
e gr
ades
11-
12 t
ext
com
plex
ity
band
inde
pend
ently
and
pro
ficie
ntly
.A4
.0, A
5.0,
A6.
0,
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
A7.0
25
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Read
ing
Stan
dard
s fo
r Li
tera
cy in
Sci
ence
and
Tec
hnic
al S
ubje
cts
– RL
ST –
(S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
2. D
eter
min
e th
e ce
ntra
l ide
as o
r con
clus
ions
of a
tex
t; s
umm
ariz
e co
mpl
ex c
on-
A1.0
, A2.
0, A
3.0,
B2
.0, B
3.0,
B8.
0, B
9.0,
ce
pts,
pro
cess
es, o
r inf
orm
atio
n pr
esen
ted
in a
tex
t by
par
aphr
asin
g th
em in
sim
pler
but
A4
.0, A
5.0,
A6.
0,
B10.
0st
ill a
ccur
ate
term
s.A7
.0
11-1
2.3.
Fol
low
pre
cise
ly a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut e
xper
imen
ts,
A2.
0, A
3.0,
A5.
0,
taki
ng m
easu
rem
ents
, or p
erfo
rmin
g te
chni
cal t
asks
; ana
lyze
the
spe
cfii
c re
sult
s ba
sed
A6.0
, A7.
0on
exp
lana
tions
in t
he t
ext.
11-1
2.4.
Det
erm
ine
the
mea
ning
of s
ymbo
ls, k
ey t
erm
s, a
nd o
ther
dom
ain-
spec
ific
wor
ds
and
phra
ses
as t
hey
are
used
in a
spe
cific
sci
entifi
c or
tec
hnic
al c
onte
xt r
elev
ant
to
A5.0
, A6.
0, A
7.0
B2.0
, B3.
0gr
ades
11-
12 t
exts
and
top
ics.
A1.0
, A2.
0, A
3.0,
11
-12.
5. A
naly
ze h
ow t
he t
ext
stru
ctur
es in
form
atio
n or
idea
s in
to c
ateg
orie
s or
hie
rar-
A4.0
, A5.
0, A
6.0,
B2
.0, B
3.0,
B10
.0ch
ies,
dem
onst
ratin
g un
ders
tand
ing
of t
he in
form
atio
n or
idea
s.A7
.0
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iver
se
A1.0
, A2.
0, A
3.0,
fo
rmat
s an
d m
edia
(e.g
., qu
antit
ativ
e da
ta, v
ideo
, mul
timed
ia) i
n or
der t
o ad
dres
s a
A4.0
, A5.
0, A
6.0,
B1
.0, B
2.0,
B3.
0, B
10.0
ques
tion
or s
olve
a p
robl
em.
A7.0
11-1
2.8.
Eva
luat
e th
e hy
poth
eses
, dat
a, a
naly
sis,
and
con
clus
ions
in a
sci
ence
or t
echn
i-A
2.0,
A3.
0, A
6.0,
ca
l tex
t, ve
rifyi
ng t
he d
ata
whe
n po
ssib
le a
nd c
orro
bora
ting
or c
halle
ngin
g co
nclu
sion
s B2
.0, B
3.0
A7.0
with
oth
er s
ourc
es o
f inf
orm
atio
n.
11-1
2.9
Synt
hesi
ze in
form
atio
n fr
om a
ran
ge o
f sou
rces
(e.g
., te
xts,
exp
erim
ents
, sim
u-A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
B8.
0,
latio
ns) i
nto
a co
here
nt u
nder
stan
ding
of a
pro
cess
, phe
nom
enon
, or c
once
pt, r
esol
ving
A4
.0, A
5.0,
A6.
0,
B9.0
, B10
.0co
nflic
ting
info
rmat
ion
whe
n po
ssib
le.
A7.0
11-1
2.10
. By
the
end
of g
rade
12,
rea
d an
d co
mpr
ehen
d sc
ienc
e/te
chni
cal t
exts
in t
he
A1.0
, A2.
0, A
3.0,
gr
ades
11-
12 t
ext
com
plex
ity
band
inde
pend
ently
and
pro
ficie
ntly
.A4
.0, A
5.0,
A6.
0,
B1.0
A7.0
26
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
PU
BLI
C S
ER
VIC
ES
Publ
ic
Emer
genc
y Le
gal
Safe
tyRe
spon
sePr
acti
ces
Writ
ing
Stan
dard
s –
WS
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
1. W
rite
argu
men
ts t
o su
ppor
t cl
aim
s in
an
anal
ysis
of s
ubst
antiv
e to
pics
or t
exts
, usi
ng v
alid
rea
soni
ng a
nd r
elev
ant
and
suffi
cien
t ev
iden
ce.
a. In
trod
uce
prec
ise,
kno
wle
dgea
ble
clai
m(s
), es
tabl
ish
the
sign
ifica
nce
of t
he c
laim
(s),
dist
ingu
ish
the
clai
m(s
) fro
m a
lter-
nate
or o
ppos
ing
clai
ms,
and
cre
ate
an o
rgan
izat
ion
that
logi
cally
seq
uenc
es c
laim
(s),
coun
terc
laim
s, r
easo
ns, a
nd e
vide
nce.
C2.0
, b.
Dev
elop
cla
im(s
) and
cou
nter
clai
ms
fairl
y an
d th
orou
ghly
, sup
plyi
ng t
he m
ost
rele
vant
evi
denc
e fo
r eac
h w
hile
poi
ntin
g C3
.0,
out
the
stre
ngth
s an
d lim
itatio
ns o
f bot
h in
a m
anne
r tha
t an
ticip
ates
the
aud
ienc
e’s
know
ledg
e le
vel,
conc
erns
, val
ues,
and
B1
.0, B
2.0,
C4
.0,
poss
ible
bia
ses.
A2.
0,
B3.0
, B5.
0,
C5.0
, c.
Use
spe
cific
rhe
toric
al d
evic
es t
o su
ppor
t as
sert
ions
(e.g
., ap
peal
to
logi
c th
roug
h re
ason
ing;
app
eal t
o em
otio
n or
eth
ical
A3
.0B6
.0, B
8.0,
C6
.0,
belie
f; re
late
a p
erso
nal a
necd
ote.
Cas
e st
udy
or a
nalo
gy).
B9.0
, B10
.0C7
.0,
C8.0
, d.
Use
wor
ds, p
hras
es, a
nd c
laus
es a
s w
ell a
s va
ried
synt
ax t
o lin
k th
e m
ajor
sec
tions
of t
he t
ext,
crea
te c
ohes
ion,
and
cla
rify
C10.
0th
e re
latio
nshi
ps b
etw
een
clai
m(s
) and
rea
sons
, bet
wee
n re
ason
s an
d ev
iden
ce, a
nd b
etw
een
clai
m(s
) and
cou
nter
clai
ms.
e. E
stab
lish
and
mai
ntai
n a
form
al s
tyle
and
obj
ectiv
e to
ne w
hile
att
endi
ng t
o th
e no
rms
and
conv
entio
ns o
f the
dis
cipl
ine
in
whi
ch t
hey
are
writ
ing.
f. Pr
ovid
e a
conc
ludi
ng s
tate
men
t or
sec
tion
that
fol
low
s fr
om a
nd s
uppo
rts
the
argu
men
t pr
esen
ted.
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s, a
nd in
form
atio
n cl
early
and
ac
cura
tely
thr
ough
the
eff
ectiv
e se
lect
ion,
org
aniz
atio
n, a
nd a
naly
sis
of c
onte
nt.
a. In
trod
uce
a to
pic
or t
hesi
s st
atem
ent;
org
aniz
e co
mpl
ex id
eas,
con
cept
s, a
nd in
form
atio
n so
tha
t ea
ch n
ew e
lem
ent
build
s on
tha
t w
hich
pre
cede
s it
to c
reat
e a
unifi
ed w
hole
; inc
lude
for
mat
ting
(e.g
., he
adin
gs),
grap
hics
(e.g
., fig
ures
, tab
les)
, and
C2
.0,
mul
timed
ia w
hen
usef
ul t
o ai
ding
com
preh
ensi
on.
C3.0
, b.
Dev
elop
the
top
ic t
horo
ughl
y by
sel
ectin
g th
e m
ost
sign
ifica
nt a
nd r
elev
ant
fact
s, e
xten
ded
defin
ition
s, c
oncr
ete
deta
ils,
C4.0
, B1
.0, B
2.0,
qu
otat
ions
, or o
ther
info
rmat
ion
and
exam
ples
app
ropr
iate
to
the
audi
ence
’s kn
owle
dge
of t
he t
opic
.A1
.0,
C5.0
, B3
.0, B
4.0,
c.
Use
app
ropr
iate
and
var
ied
tran
sitio
ns a
nd s
ynta
x to
link
the
maj
or s
ectio
ns o
f the
tex
t, cr
eate
coh
esio
n, a
nd c
larif
y th
e A4
.0,
C6.0
, B5
.0, B
6.0,
re
latio
nshi
ps a
mon
g co
mpl
ex id
eas
and
conc
epts
.A7
.0C7
.0,
B8.0
, B9.
0C8
.0,
d. U
se p
reci
se la
ngua
ge, d
omai
n-sp
ecifi
c vo
cabu
lary
, and
tec
hniq
ues
such
as
met
apho
r, si
mile
, and
ana
logy
to
man
age
the
C9.0
, co
mpl
exit
y of
the
top
ic.
C10.
0e.
Est
ablis
h an
d m
aint
ain
a fo
rmal
sty
le a
nd o
bjec
tive
tone
whi
le a
tten
ding
to
the
norm
s an
d co
nven
tions
of t
he d
isci
plin
e in
w
hich
the
y ar
e w
ritin
g.
f. Pr
ovid
e a
conc
ludi
ng s
tate
men
t or
sec
tion
that
fol
low
s fr
om a
nd s
uppo
rts
the
info
rmat
ion
or e
xpla
natio
n pr
esen
ted
(e
.g.,
artic
ulat
ing
impl
icat
ions
or t
he s
igni
fican
ce o
f the
top
ic).
27
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Writ
ing
Stan
dard
s –
WS
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)
(con
tinue
d)11
-12.
3 W
rite
narr
ativ
es t
o de
velo
p re
al o
r im
aged
exp
erie
nces
or e
vent
s us
ing
effe
ctiv
e A5
.0B2
.0, B
3.0
tech
niqu
e, w
ell-
chos
en d
etai
ls, a
nd w
ell-
stru
ctur
ed e
vent
seq
uenc
es.
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
gani
zatio
n,
B1.0
, B2.
0, B
3.0,
B5.
0,
C2.0
, C3.
0, C
4.0,
C5.
0, C
6.0,
an
d st
yle
are
appr
opria
te t
o ta
sk, p
urpo
se, a
nd a
udie
nce.
A1.0
B6.0
, B8.
0, B
9.0,
C7
.0, C
8.0,
C9.
0, C
10.0
B10.
0
11-1
2.5.
Dev
elop
and
str
engt
hen
writ
ing
as n
eede
d by
pla
nnin
g, r
evis
ing,
edi
ting,
rew
rit-
B1.0
, B2.
0, B
3.0,
B5.
0,
ing,
or t
ryin
g a
new
app
roac
h, f
ocus
ing
on a
ddre
ssin
g w
hat
is m
ost
sign
ifica
nt f
or a
B6
.0, B
8.0,
B9.
0,
spec
ific
purp
ose
and
audi
ence
.B1
0.0
11-1
2.6.
Use
tec
hnol
ogy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e
indi
vidu
al o
r sha
red
writ
ing
prod
ucts
in r
espo
nse
to o
ngoi
ng f
eedb
ack,
incl
udin
g ne
w
A3.0
, A5.
0, A
7.0
B3.0
, B6.
0ar
gum
ents
or i
nfor
mat
ion.
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry
B2.0
, B3.
0, B
5.0,
B6.
0,
C2.0
, C3.
0, C
4.0,
C5.
0, C
6.0,
A3
.0, A
5.0,
A7.
0w
hen
appr
opria
te; s
ynth
esiz
e m
ultip
le s
ourc
es o
n th
e su
bjec
t, de
mon
stra
ting
unde
r-B1
0.0
C7.0
, C8.
0, C
9.0,
C10
.0st
andi
ng o
f the
sub
ject
und
er in
vest
igat
ion.
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal
sour
ces,
usi
ng a
dvan
ced
sear
ches
eff
ectiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f ea
ch s
ourc
e in
ter
ms
of t
he t
ask,
pur
pose
, and
aud
ienc
e; in
tegr
ate
info
rmat
ion
into
the
B2
.0, B
3.0,
B5.
0, B
6.0,
A3
.0, A
5.0,
A7.
0C1
.0, C
2.0,
C10
.0te
xt s
elec
tivel
y to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd o
verr
elia
nce
on
B7.0
, B8.
0, B
9.0,
B10
.0an
y on
e so
urce
and
fol
low
ing
a st
anda
rd f
orm
at f
or c
itatio
n in
clud
ing
foot
note
s an
d en
dnot
es.
11-1
2.9.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
-C2
.0, C
3.0,
C4.
0, C
5.0,
C6.
0,
A5.0
, A7.
0B6
.0tio
n, a
nd r
esea
rch.
C7.0
, C8.
0, C
9.0,
C10
.0
11-1
2.10
Writ
e ro
utin
ely
over
ext
ende
d tim
e fr
ames
(tim
e fo
r res
earc
h, r
eflec
tion,
and
re
visi
on) a
nd s
hort
er t
ime
fram
es (a
sin
gle
sitt
ing
or a
day
or t
wo)
for
a r
ange
of t
asks
, B2
.0, B
3.0
purp
oses
, and
aud
ienc
es.
28
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Writ
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es, S
cien
ce, a
nd
Tech
nica
l Sub
ject
s –
WH
SST
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
1. W
rite
argu
men
ts f
ocus
ed o
n di
scip
line-
spec
ific
cont
ent.
A2.
0, A
3.0,
A4.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
B2
.0, B
3.0
A5.0
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts,
incl
udin
g th
e na
rrat
ion
of h
isto
rical
A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
3.0,
B5.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
ev
ents
, sci
entifi
c pr
oced
ures
/exp
erim
ents
, or t
echn
ical
pro
cess
es.
A4.0
, A5.
0, A
6.0,
B6
.0, B
8.0,
B9.
0,
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
A7.0
B10.
0
11-1
2.3.
Inco
rpor
ate
narr
ativ
e el
emen
ts e
ffec
tivel
y in
to a
rgum
ents
and
info
rmat
ive/
A1.0
, A2.
0, A
3.0,
ex
plan
ator
y te
xts.
A4.0
, A5.
0, A
6.0,
B5
.0C2
.0, C
9.0,
C10
.0A7
.0
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
gani
zatio
n,
A1.0
, A2.
0, A
3.0,
B1
.0, B
2.0,
B3.
0, B
5.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
and
styl
e ar
e ap
prop
riate
tot
tas
k, p
urpo
se, a
nd a
udie
nce.
A4.0
, A5.
0, A
6.0,
B6
.0, B
7.0,
B8.
0, B
9.0,
C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0A7
.0B1
0.0
11-1
2.5.
Dev
elop
and
str
engt
hen
writ
ing
as n
eede
d by
pla
nnin
g, r
evis
ing,
edi
ting,
rew
rit-
B1.0
, B2.
0, B
3.0,
B5.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
in
g, o
r try
ing
a ne
w a
ppro
ach,
foc
usin
g on
add
ress
ing
wha
t is
mos
t si
gnifi
cant
for
a
B6.0
, B7.
0, B
8.0,
B9.
0,
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
spec
ific
purp
ose
and
audi
ence
.B1
0.0
11-1
2.6.
Use
tec
hnol
ogy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
di-
B2.0
, B3.
0, B
5.0,
B6.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
vi
dual
or s
hare
d w
ritin
g pr
oduc
ts in
res
pons
e to
ong
oing
fee
dbac
k, in
clud
ing
new
arg
u-A
2.0,
A3.
0B7
.0, B
10.0
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
men
ts o
r inf
orm
atio
n.
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry
A2.
0, A
3.0,
A5.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
w
hen
appr
opria
te; s
ynth
esiz
e m
ultip
le s
ourc
es o
n th
e su
bjec
t, de
mon
stra
ting
unde
r-A7
.0C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0st
andi
ng o
f the
sub
ject
und
er in
vest
igat
ion.
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal
sour
ces,
usi
ng a
dvan
ced
sear
ches
eff
ectiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
each
sou
rce
in t
erm
s of
the
spe
cific
tas
k, p
urpo
se, a
nd a
udie
nce;
inte
grat
e in
form
atio
n C6
.0, C
7.0,
C8.
0, C
9.0,
C10
.0in
to t
he t
ext
sele
ctiv
ely
to m
aint
ain
the
flow
of i
deas
, avo
idin
g pl
agia
rism
and
ove
rrel
i-an
ce o
n an
y on
e so
urce
and
fol
low
ing
a st
anda
rd f
orm
at f
or c
itatio
n.
11-1
2.9.
Dra
w e
vide
nce
from
info
rmat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
tion,
and
re
sear
ch.
29
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
MAT
HEM
ATIC
S
Alge
bra
– A-
SSE
– Se
eing
Str
uctu
re in
Exp
ress
ions
Inte
rpre
t the
stru
ctur
e of
exp
ress
ions
1. In
terp
ret
expr
essi
ons
that
rep
rese
nt a
qua
ntit
y in
ter
ms
of it
s co
ntex
t.
a. In
terp
ret
part
s of
an
expr
essi
on, s
uch
as t
erm
s, f
acto
rs, a
nd c
oeffi
cien
ts.
C4.0
b. In
terp
ret
com
plic
ated
exp
ress
ions
by
view
ing
one
or m
ore
of t
heir
part
s as
a s
ingl
e en
tity.
For
exa
mpl
e, in
terp
ret P
(1+r
)n as
the
prod
uct o
f P a
nd a
fact
or n
ot d
epen
ding
on
P.
Writ
e ex
pres
sion
s in
equi
vale
nt fo
rms t
o so
lve
prob
lem
s
Alge
bra
– A-
CED
– Cr
eatin
g Eq
uati
ons
Crea
te e
quat
ions
that
des
crib
e nu
mbe
rs o
r rel
atio
nshi
ps
1. C
reat
e eq
uatio
ns a
nd in
equa
litie
s in
one
var
iabl
e in
clud
ing
ones
with
abs
olut
e va
lue
and
use
them
to
solv
e pr
oble
ms
in a
nd o
ut o
f con
text
, inc
ludi
ng e
quat
ions
aris
ing
from
line
ar
func
tions
.B2
.0, B
6.0
C10.
01.
1 Ju
dge
the
valid
ity
of a
n ar
gum
ent
acco
rdin
g to
whe
ther
the
pro
pert
ies
of r
eal n
umbe
rs,
expo
nent
s, a
nd lo
garit
hms
have
bee
n ap
plie
d co
rrec
tly a
t ea
ch s
tep.
(CA
Stan
dard
Alg
ebra
II
- 11
.2)
2. C
reat
e eq
uatio
ns in
tw
o or
mor
e va
riabl
es t
o re
pres
ent
rela
tions
hips
bet
wee
n qu
antit
ies;
B2
.0, B
6.0
C4.0
grap
h eq
uatio
ns o
n co
ordi
nate
axe
s w
ith la
bels
and
sca
les.
3. R
epre
sent
con
stra
ints
by
equa
tions
or i
nequ
aliti
es, a
nd b
y sy
stem
s of
equ
atio
ns a
nd/o
r in
equa
litie
s, a
nd in
terp
ret
solu
tions
as
viab
le o
r non
viab
le o
ptio
ns in
a m
odel
ing
cont
ext.
For
B2.0
, B6.
0ex
ampl
e, r
epre
sent
ineq
ualit
ies
desc
ribin
g nu
triti
onal
and
cos
t co
nstr
aint
s on
com
bina
tions
of
dif
fere
nt f
oods
.
4. R
earr
ange
for
mul
as t
o hi
ghlig
ht a
qua
ntit
y of
inte
rest
, usi
ng t
he s
ame
reas
onin
g as
in s
olv-
B2.0
, B6.
0, B
8.0
ing
equa
tions
. For
exa
mpl
e, r
earr
ange
Ohm
’s la
w V
= IR
to
high
light
res
ista
nce
R.
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
s
Unde
rsta
nd so
lvin
g eq
uatio
ns a
s a p
roce
ss o
f rea
soni
ng a
nd e
xpla
in th
e re
ason
ing
1. E
xpla
in e
ach
step
in s
olvi
ng a
sim
ple
equa
tion
as f
ollo
win
g fr
om t
he e
qual
ity
of n
umbe
rs
asse
rted
at
the
prev
ious
ste
p, s
tart
ing
from
the
ass
umpt
ion
that
the
orig
inal
equ
atio
n ha
s a
B2.0
, B6.
0, B
8.0
solu
tion.
Con
stru
ct a
via
ble
argu
men
t to
just
ify
a so
lutio
n m
etho
d.
30
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emic
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atrix
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UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
s (c
ontin
ued)
Solv
e eq
uatio
ns a
nd in
equa
litie
s in
one
varia
ble
3. S
olve
line
ar e
quat
ions
and
ineq
ualit
ies
in o
ne v
aria
ble,
incl
udin
g eq
uatio
ns w
ith c
oeffi
cien
ts r
epre
-se
nted
by
lett
ers.
B2.0
, B6.
0, B
7.0,
B8.
0,
C10.
03.
1 So
lve
equa
tions
and
ineq
ualit
ies
invo
lvin
g ab
solu
te v
alue
. (CA
Sta
ndar
d Al
gebr
a I -
3.0
and
CA
B9.0
, B10
.0St
anda
rd A
lgeb
ra II
- 1
.0)
Solv
e sy
stem
s of e
quat
ions
5. P
rove
tha
t, gi
ven
a sy
stem
of t
wo
equa
tions
in t
wo
varia
bles
, rep
laci
ng o
ne e
quat
ion
by t
he s
um o
f th
at e
quat
ion
and
a m
ultip
le o
f the
oth
er p
rodu
ces
a sy
stem
with
the
sam
e so
lutio
ns.
6. S
olve
sys
tem
s of
line
ar e
quat
ions
exa
ctly
and
app
roxi
mat
ely
(e.g
., w
ith g
raph
s), f
ocus
ing
on p
airs
C4
.0of
line
ar e
quat
ions
in t
wo
varia
bles
.
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
Unde
rsta
nd th
e co
ncep
t of a
func
tion
and
use
func
tion
nota
tion
1. U
nder
stan
d th
at a
fun
ctio
n fr
om o
ne s
et (c
alle
d th
e do
mai
n) t
o an
othe
r set
(cal
led
the
rang
e)
assi
gns
to e
ach
elem
ent
of t
he d
omai
n ex
actly
one
ele
men
t of
the
ran
ge. I
f f is
a f
unct
ion
and
x is
an
B2.0
, B6.
0, B
10.0
elem
ent
of it
s do
mai
n, t
hen
f(x)
den
otes
the
out
put
of f
corr
espo
ndin
g to
the
inpu
t x.
The
gra
ph o
f f
is t
he g
raph
of t
he e
quat
ion
y =
f(x)
.
2. U
se f
unct
ion
nota
tion,
eva
luat
e fu
nctio
ns f
or in
puts
in t
heir
dom
ains
, and
inte
rpre
t st
atem
ents
B2
.0, B
6.0,
B10
.0C2
.0, C
4.0
that
use
fun
ctio
n no
tatio
n in
ter
ms
of a
con
text
.
Inte
rpre
t fun
ctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of t
he c
onte
xt
4. F
or a
fun
ctio
n th
at m
odel
s a
rela
tions
hip
betw
een
two
quan
titie
s, in
terp
ret
key
feat
ures
of g
raph
s an
d ta
bles
in t
erm
s of
the
qua
ntiti
es, a
nd s
ketc
h gr
aphs
sho
win
g ke
y fe
atur
es g
iven
a v
erba
l des
crip
-B2
.0, B
6.0,
B7.
0, B
8.0,
tio
n of
the
rel
atio
nshi
p. K
ey f
eatu
res
incl
ude:
inte
rcep
ts; i
nter
vals
whe
re t
he f
unct
ion
is in
crea
sing
, C4
.0B1
0.0
decr
easi
ng, p
ositi
ve, o
r neg
ativ
e; r
elat
ive
max
imum
s an
d m
inim
ums;
sym
met
ries;
end
beh
avio
r; an
d pe
riodi
city
.
5. R
elat
e th
e do
mai
n of
a f
unct
ion
to it
s gr
aph
and,
whe
re a
pplic
able
, to
the
quan
titat
ive
rela
tions
hip
B2.0
, B6.
0, B
7.0,
B8.
0,
it de
scrib
es. F
or e
xam
ple,
if t
he f
unct
ion
h(n)
giv
es t
he n
umbe
r of p
erso
n-ho
urs
it ta
kes
to a
ssem
ble
C4.0
B10.
0n
engi
nes
in a
fac
tory
, the
n th
e po
sitiv
e in
tege
rs w
ould
be
an a
ppro
pria
te d
omai
n fo
r the
fun
ctio
n.
6. C
alcu
late
and
inte
rpre
t th
e av
erag
e ra
te o
f cha
nge
of a
fun
ctio
n (p
rese
nted
sym
bolic
ally
or a
s a
B2.0
, B6.
0, B
7.0,
B8.
0,
tabl
e) o
ver a
spe
cifie
d in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
B10.
0
31
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
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UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Geom
etry
– G
-CO
– C
ongr
uenc
eEx
perim
ent w
ith tr
ansf
orm
atio
ns in
the
plan
e
1. K
now
pre
cise
defi
nitio
ns o
f ang
le, c
ircle
, per
pend
icul
ar li
ne, p
aral
lel l
ine,
and
line
seg
men
t, ba
sed
B2.0
, B6.
0, B
7.0,
B8.
0,
A2.
0, A
9.0
on t
he u
ndefi
ned
notio
ns o
f poi
nt, l
ine,
dis
tanc
e al
ong
a lin
e, a
nd d
ista
nce
arou
nd a
circ
ular
arc
.B9
.0, B
10.0
Geom
etry
– G
-GM
D –
Geom
etric
Mea
sure
men
t an
d Di
men
sion
s
Visu
aliz
e re
latio
nshi
ps b
etw
een
two-
dim
ensi
onal
and
thre
e-di
men
sion
al o
bjec
ts
1. G
ive
an in
form
al a
rgum
ent
for t
he f
orm
ulas
for
the
circ
umfe
renc
e of
a C
ircle
, are
a of
a c
ircle
, B2
.0, B
6.0,
B7.
0, B
8.0,
vo
lum
e of
a c
ylin
der,
pyra
mid
, and
con
e. u
se d
isse
ctio
n ar
gum
ents
, Cav
alie
ri’s
prin
cipl
e, a
nd in
form
al
B9.0
, B10
.0lim
it ar
gum
ents
.
3. U
se v
olum
e fo
rmul
as f
or c
ylin
ders
, pyr
amid
s, c
ones
, and
sph
eres
to
solv
e pr
oble
ms.
B2.0
, B6.
0, B
7.0,
B8.
0,
B9.0
, B10
.0
5. D
eter
min
e ho
w c
hang
es in
dim
ensi
ons
affe
ct t
he p
erim
eter
, are
a, a
nd v
olum
e of
com
mon
geo
met
-B2
.0, B
6.0,
B9.
0,
ric fi
gure
s an
d so
lids.
B10.
0
Geom
etry
– G
-GPE
– E
xpre
ssin
g Ge
omet
ric P
rope
rtie
s w
ith
Equa
tion
s7.
Use
coo
rdin
ates
to
com
pute
per
imet
ers
of p
olyg
ons
and
area
s of
tria
ngle
s an
d re
ctan
gles
, e.g
., B2
.0, B
6.0,
B7.
0, B
8.0,
A
2.0,
A9.
0us
ing
the
dist
ance
for
mul
a.B1
0.0
Geom
etry
– G
-MG
– M
odel
ing
wit
h Ge
omet
ryAp
ply
geom
etric
con
cept
s in
mod
elin
g sit
uatio
ns
2. A
pply
con
cept
s of
den
sity
bas
ed o
n ar
ea a
nd v
olum
e in
mod
elin
g si
tuat
ions
(e.g
., pe
rson
s pe
r B6
.0, B
8.0,
B9.
0,
A2.
0sq
uare
mile
, BTU
s pe
r cub
ic f
oot)
. B1
0.0
Num
ber
and
Qua
ntit
y –
N-Q
– Q
uant
itie
sRe
ason
qua
ntita
tivel
y an
d us
e un
its to
solv
e pr
oble
ms
1. U
se u
nits
as
a w
ay t
o un
ders
tand
pro
blem
s an
d to
gui
de t
he s
olut
ion
of m
ulti-
step
pro
blem
s;
B2.0
, B6.
0, B
7.0,
B8.
0,
choo
se a
nd in
terp
ret
unit
s co
nsis
tent
ly in
for
mul
as; c
hoos
e an
d in
terp
ret
the
scal
e an
d th
e or
igin
in
A2.
0, A
8.0,
A9.
0B9
.0, B
10.0
grap
hs a
nd d
ata
disp
lays
.
2. D
efine
app
ropr
iate
qua
ntiti
es f
or t
he p
urpo
se o
f des
crip
tive
mod
elin
g.B2
.0, B
6.0,
B7.
0, B
8.0,
A
2.0,
A8.
0, A
9.0
B9.0
, B10
.0
3. C
hoos
e a
leve
l of a
ccur
acy
appr
opria
te t
o lim
itatio
ns o
n m
easu
rem
ent
whe
n re
port
ing
quan
titie
s.A
2.0,
A7.
0, A
8.0,
B2
.0, B
6.0,
B7.
0, B
8.0,
A9
.0B9
.0, B
10.0
32
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nmen
t M
atrix
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ICE
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. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Co
nclu
sion
s
Unde
rsta
nd a
nd e
valu
ate
rand
om p
roce
sses
und
erly
ing
stat
istic
al e
xper
imen
ts
1. U
nder
stan
d st
atis
tics
as a
pro
cess
for
mak
ing
infe
renc
es a
bout
pop
ulat
ion
para
met
ers
A2.
0, A
7.0,
A8.
0,
B2.0
, B6.
0, B
7.0,
B10
.0C4
.0ba
sed
on a
ran
dom
sam
ple
from
tha
t po
pula
tion.
A9.0
2. D
ecid
e if
a sp
ecifi
ed m
odel
is c
onsi
sten
t w
ith r
esul
ts f
rom
a g
iven
dat
a-ge
nera
ting
proc
ess,
e.
g., u
sing
sim
ulat
ion.
For
exa
mpl
e, a
mod
el s
ays
a sp
inni
ng c
oin
falls
hea
ds u
p w
ith p
roba
bil-
A8.0
, A9.
0B2
.0, B
6.0,
B10
.0C4
.0it
y 0.
5. W
ould
a r
esul
t of
5 t
ails
in a
row
cau
se y
ou t
o qu
estio
n th
e m
odel
?
Mak
e in
fere
nces
and
just
ify c
oncl
usio
ns fr
om sa
mpl
e su
rvey
s, ex
perim
ents
, and
obs
erva
tiona
l st
udie
s
3. R
ecog
nize
the
pur
pose
s of
and
dif
fere
nces
am
ong
sam
ple
surv
eys,
exp
erim
ents
, and
obs
er-
A2.
0, A
8.0,
A9.
0B2
.0, B
6.0,
B7.
0, B
10.0
vatio
nal s
tudi
es; e
xpla
in h
ow r
ando
miz
atio
n re
late
s to
eac
h.
5. U
se d
ata
from
a r
ando
miz
ed e
xper
imen
t to
com
pare
tw
o tr
eatm
ents
; use
sim
ulat
ions
to
A2.
0de
cide
if d
iffe
renc
es b
etw
een
para
met
ers
are
sign
ifica
nt.
6. E
valu
ate
repo
rts
base
d on
dat
a.A
2.0,
A8.
0, A
9.0
B2.0
, B6.
0, B
7.0,
B10
.0C4
.0, C
8.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
reti
ng C
ateg
oric
al a
nd Q
uant
itat
ive
Data
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble
1. R
epre
sent
dat
a w
ith p
lots
on
the
real
num
ber l
ine
(dot
plo
ts, h
isto
gram
s, a
nd b
ox p
lots
).A1
.0, A
7.0,
A8.
0,
B2.0
, B6.
0, B
7.0,
B10
.0C4
.0, C
8.0
A9.0
2. U
se s
tatis
tics
appr
opria
te t
o th
e sh
ape
of t
he d
ata
dist
ribut
ion
to c
ompa
re c
ente
r (m
edia
n,
A1.0
, A8.
0, A
9.0
B2.0
, B6.
0, B
7.0,
B10
.0C4
.0, C
8.0
mea
n) a
nd s
prea
d (in
terq
uart
ile r
ange
, sta
ndar
d de
viat
ion)
of t
wo
or m
ore
diff
eren
t da
ta s
ets.
3. In
terp
ret
diff
eren
ces
in s
hape
, cen
ter,
and
spre
ad in
the
con
text
of t
he d
ata
sets
, acc
ount
-A1
.0, A
8.0,
A9.
0B2
.0, B
6.0,
B7.
0, B
10.0
C4.0
, C8.
0in
g fo
r pos
sibl
e ef
fect
s of
ext
rem
e da
ta p
oint
s (o
utlie
rs).
4. U
se t
he m
ean
and
stan
dard
dev
iatio
n of
a d
ata
set
to fi
t it
to a
nor
mal
dis
trib
utio
n an
d to
es
timat
e po
pula
tion
perc
enta
ges.
Rec
ogni
ze t
hat
ther
e ar
e da
ta s
ets
for w
hich
suc
h a
proc
e-A1
.0, A
8.0,
A9.
0B2
.0, B
6.0,
B7.
0, B
10.0
C4.0
, C8.
0du
re is
not
app
ropr
iate
. Use
cal
cula
tors
, spr
eads
heet
s, a
nd t
able
s to
est
imat
e ar
eas
unde
r the
no
rmal
cur
ve.
33
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
reti
ng C
ateg
oric
al a
nd Q
uant
itat
ive
Data
(c
ontin
ued)
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on tw
o ca
tego
rical
and
qua
ntita
tive
varia
bles
5. S
umm
ariz
e ca
tego
rical
dat
a fo
r tw
o ca
tego
ries
in t
wo-
way
fre
quen
cy t
able
s. In
terp
ret
rela
tive
freq
uenc
ies
in t
he c
onte
xt o
f the
dat
a (in
clud
ing
join
t, m
argi
nal,
and
cond
ition
al r
elat
ive
freq
uenc
ies)
. C4
.0Re
cogn
ize
poss
ible
ass
ocia
tions
and
tre
nds
in t
he d
ata.
6. R
epre
sent
dat
a on
tw
o qu
antit
ativ
e va
riabl
es o
n a
scat
ter p
lot,
and
desc
ribe
how
the
var
iabl
es a
re
rela
ted.
a. F
it a
func
tion
to t
he d
ata;
use
fun
ctio
ns fi
tted
to
data
to
solv
e pr
oble
ms
in t
he c
onte
xt o
f the
da
ta. U
se g
iven
fun
ctio
ns o
r cho
ose
a fu
nctio
n su
gges
ted
by t
he c
onte
xt. E
mph
asiz
e lin
ear,
qua-
C4.0
drat
ic, a
nd e
xpon
entia
l mod
els.
b. In
form
ally
ass
ess
the
fit o
f a f
unct
ion
by p
lott
ing
and
anal
yzin
g re
sidu
als.
c. F
it a
linea
r fun
ctio
n fo
r a s
catt
er p
lot
that
sug
gest
s a
linea
r ass
ocia
tion.
Inte
rpre
t lin
ear m
odel
s
7. In
terp
ret
the
slop
e (r
ate
of c
hang
e) a
nd t
he in
terc
ept
(con
stan
t te
rm) o
f a li
near
mod
el in
the
con
-C4
.0te
xt o
f the
dat
a.
8. C
ompu
te (u
sing
tec
hnol
ogy)
and
inte
rpre
t th
e co
rrel
atio
n co
effic
ient
of a
line
ar fi
t.C4
.0
9. D
istin
guis
h be
twee
n co
rrel
atio
n an
d ca
usat
ion.
C4.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-CP
– C
ondi
tion
al P
roba
bilit
y an
d th
e Ru
les
of P
roba
bilit
y
Unde
rsta
nd in
depe
nden
ce a
nd c
ondi
tiona
l pro
babi
lity
and
use
them
to in
terp
ret d
ata
5. R
ecog
nize
and
exp
lain
the
con
cept
s of
con
ditio
nal p
roba
bilit
y an
d in
depe
nden
ce in
eve
ryda
y la
n-gu
age
and
ever
yday
situ
atio
ns. F
or e
xam
ple,
com
pare
the
cha
nce
of h
avin
g lu
ng c
ance
r if y
ou a
re a
C4
.0sm
oker
with
the
cha
nce
of b
eing
a s
mok
er if
you
hav
e lu
ng c
ance
r.
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e De
cisi
ons
Calc
ulat
e ex
pect
ed v
alue
s and
use
them
to so
lve
prob
lem
s
1. (+
) Defi
ne a
ran
dom
var
iabl
e fo
r a q
uant
ity
of in
tere
st b
y as
sign
ing
a nu
mer
ical
val
ue t
o ea
ch e
vent
in
a s
ampl
e sp
ace;
gra
ph t
he c
orre
spon
ding
pro
babi
lity
dist
ribut
ion
usin
g th
e sa
me
grap
hica
l dis
play
s B2
.0, B
6.0,
B10
.0as
for
dat
a di
strib
utio
ns.
34
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e De
cisi
ons
(con
tinue
d)2.
(+) C
alcu
late
the
exp
ecte
d va
lue
of a
ran
dom
var
iabl
e; in
terp
ret
it as
the
mea
n of
the
B2
.0, B
6.0,
B10
.0pr
obab
ility
dis
trib
utio
n.
3. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
whi
ch t
heor
etic
al p
roba
bilit
ies
can
be c
alcu
late
d; fi
nd t
he e
xpec
ted
valu
e. F
or
exam
ple,
find
the
the
oret
ical
pro
babi
lity
dist
ribut
ion
for t
he n
umbe
r of c
orre
ct a
nsw
ers
B2.0
, B6.
0, B
10.0
obta
ined
by
gues
sing
on
all fi
ve q
uest
ions
of a
mul
tiple
-cho
ice
test
whe
re e
ach
ques
tion
has
four
cho
ices
, and
find
the
exp
ecte
d gr
ade
unde
r var
ious
gra
ding
sch
emes
.
4. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
whi
ch p
roba
bilit
ies
are
assi
gned
em
piric
ally
; find
the
exp
ecte
d va
lue.
For
ex
ampl
e, fi
nd a
cur
rent
dat
a di
strib
utio
n on
the
num
ber o
f TV
sets
per
hou
seho
ld in
the
B2
.0, B
6.0,
B10
.0U
nite
d St
ates
, and
cal
cula
te t
he e
xpec
ted
num
ber o
f set
s pe
r hou
seho
ld. H
ow m
any
TV
sets
wou
ld y
ou e
xpec
t to
find
in 1
00 r
ando
mly
sel
ecte
d ho
useh
olds
?
Use
prob
abili
ty to
eva
luat
e ou
tcom
es o
f dec
ision
s
5. (+
) Wei
gh t
he p
ossi
ble
outc
omes
of a
dec
isio
n by
ass
igni
ng p
roba
bilit
ies
to p
ayof
f va
lues
and
find
ing
expe
cted
val
ues.
a. F
ind
the
expe
cted
pay
off f
or a
gam
e of
cha
nce.
For
exa
mpl
e, fi
nd t
he e
xpec
ted
B2.0
, B4.
0, B
6.0,
w
inni
ngs
from
a s
tate
lott
ery
ticke
t or
a g
ame
at a
fas
t-fo
od r
esta
uran
t.A
2.0,
A8.
0, A
9.0
B10.
0b.
Eva
luat
e an
d co
mpa
re s
trat
egie
s on
the
bas
is o
f exp
ecte
d va
lues
. For
exa
mpl
e,
com
pare
a h
igh
dedu
ctib
le v
ersu
s a
low
-ded
uctib
le a
utom
obile
insu
ranc
e po
licy
usin
g va
rious
, but
rea
sona
ble,
cha
nces
of h
avin
g a
min
or o
r a m
ajor
acc
iden
t.
6. (+
) Use
pro
babi
litie
s to
mak
e fa
ir de
cisi
ons
(e.g
., dr
awin
g by
lots
, usi
ng a
ran
dom
A
2.0
num
ber g
ener
ator
).
7. (+
) Ana
lyze
dec
isio
ns a
nd s
trat
egie
s us
ing
prob
abili
ty c
once
pts
(e.g
., pr
oduc
t te
stin
g,
B2.0
, B4.
0, B
6.0,
A
2.0,
A8.
0, A
9.0
C4.0
, C10
.0m
edic
al t
estin
g, p
ullin
g a
hock
ey g
oalie
at
the
end
of a
gam
e).
B10.
0
Stat
isti
cs a
nd P
roba
bilit
y –
APP
S –
Adva
nced
Pla
cem
ent
Prob
abili
ty a
nd
Stat
isti
cs10
.0 S
tude
nts
know
the
defi
nitio
ns o
f the
mea
n, m
edia
n an
d m
ode
of d
istr
ibut
ion
of
A2.
0, A
7.0,
A8.
0,
B2.0
, B6.
0, B
7.0,
B10
.0da
ta a
nd c
an c
ompu
te e
ach
of t
hem
in p
artic
ular
situ
atio
ns.
A9.0
35
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
SCIE
NCE
Scie
ntifi
c an
d En
gine
erin
g Pr
acti
ces
– SE
P7.
Eng
agin
g in
arg
umen
t fr
om e
vide
nce
A2.
0C2
.0
8. O
btai
ning
, eva
luat
ing,
and
com
mun
icat
ing
info
rmat
ion
A2.
0C2
.0
Phys
ical
Sci
ence
s –
PSPS
1: M
atte
r and
Its
Inte
ract
ions
PS1.
A: S
truc
ture
and
Pro
pert
ies
of M
atte
rA4
.0, A
7.0
B7.0
PS1.
B: C
hem
ical
Rea
ctio
nsA1
.0, A
4.0
B7.0
PS2:
Mot
ion
and
Stab
ility
: For
ces
and
Inte
ract
ions
PS2.
A: F
orce
s an
d M
otio
nA4
.0, A
7.0
PS2.
B: T
ypes
of i
nter
actio
ns
PS2.
C: S
tabi
lity
and
Inst
abili
ty in
Phy
sica
l Sys
tem
sA
2.0,
A3.
0, A
7.0
B8.0
PS3:
Ene
rgy
PS3.
C: R
elat
ions
hip
Betw
een
Ener
gy a
nd F
orce
sA7
.0B8
.0
PS3.
D: E
nerg
y in
Che
mic
al P
roce
sses
and
Eve
ryda
y Li
feA1
.0, A
4.0,
A7.
0
PS4:
Wav
es a
nd T
heir
Appl
icat
ions
in T
echn
olog
ies
for I
nfor
mat
ion
Tran
sfer
PS4.
C: In
form
atio
n Te
chno
logi
es a
nd In
stru
men
tatio
nA1
.0, A
3.0,
A5.
0
Life
Sci
ence
s –
LSLS
1: F
rom
Mol
ecul
es t
o O
rgan
ism
s: S
truc
ture
s an
d Pr
oces
ses
LS1.
A: S
truc
ture
and
Fun
ctio
nA6
.0, A
2.0
B4.0
, B5.
0, B
9.0
LS1.
B: G
row
th a
nd D
evel
opm
ent
of O
rgan
ism
sA6
.0, A
4.0
B4.0
, B5.
0, B
9.0
LS1.
C: O
rgan
izat
ion
for M
atte
r and
Ene
rgy
Flow
in O
rgan
ism
sB4
.0, B
5.0,
B9.
0
LS1.
D: I
nfor
mat
ion
Proc
essi
ngA5
.0
LS2:
Eco
syst
ems:
Inte
ract
ions
, Ene
rgy,
and
Dyn
amic
s
LS2.
A: In
terd
epen
dent
Rel
atio
nshi
ps in
Eco
syst
ems
A3.0
, A6.
0
LS2.
B: C
ycle
s of
Mat
ter a
nd E
nerg
y Tr
ansf
er in
Eco
syst
ems
A1.0
LS2.
D: S
ocia
l Int
erac
tions
and
Gro
up B
ehav
ior
A7.0
36
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Engi
neer
ing,
Tec
hnol
ogy,
and
the
App
licat
ions
of
Scie
nce
– ET
S
ETS1
: Eng
inee
ring
Desi
gn
ETS1
.A: D
efini
ng a
nd D
elim
iting
an
Engi
neer
ing
Prob
lem
A3.0
, A7.
0ET
S1.B
: Dev
elop
ing
Poss
ible
Sol
utio
ns
ETS1
.C: O
ptim
izin
g th
e De
sign
Sol
utio
n
HIS
TORY
/SO
CIAL
SCI
ENCE
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD
12.1
Stu
dent
s ex
plai
n th
e fu
ndam
enta
l prin
cipl
es a
nd m
oral
val
ues
of A
mer
ican
dem
ocra
cy a
s ex
pres
sed
in t
he U
.S. C
onst
itutio
n an
d ot
her e
ssen
tial d
ocum
ents
of A
mer
ican
dem
ocra
cy
12.1
.1. A
naly
ze t
he in
fluen
ce o
f anc
ient
Gre
ek, R
oman
, Eng
lish,
and
lead
ing
Euro
pean
pol
iti-
cal t
hink
ers
such
as
John
Loc
ke, C
harle
s-Lo
uis
Mon
tesq
uieu
, Nic
colo
Mac
hiav
elli,
and
Wil-
C4.0
liam
Bla
ckst
one
on t
he d
evel
opm
ent
of A
mer
ican
gov
ernm
ent.
12.1
.2. D
iscu
ss t
he c
hara
cter
of A
mer
ican
dem
ocra
cy a
nd it
s pr
omis
e an
d pe
rils
as a
rtic
u-A
2.0
C4.0
late
d by
Ale
xis
de T
ocqu
evill
e.
12.1
.3. E
xpla
in h
ow t
he U
.S. C
onst
itutio
n re
flect
s a
bala
nce
betw
een
the
clas
sica
l rep
ublic
an
conc
ern
with
pro
mot
ion
of t
he p
ublic
goo
d an
d th
e cl
assi
cal l
iber
al c
once
rn w
ith p
rote
ct-
A5.0
C1.0
, C4.
0, C
4.0
ing
indi
vidu
al ri
ghts
; and
dis
cuss
how
the
bas
ic p
rem
ises
of l
iber
al c
onst
itutio
nalis
m a
nd
dem
ocra
cy a
re jo
ined
in t
he D
ecla
ratio
n of
Inde
pend
ence
as
“sel
f-ev
iden
t tr
uths
.”
12.1
.5. D
escr
ibe
the
syst
ems
of s
epar
ated
and
sha
red
pow
ers,
the
rol
e of
org
aniz
ed in
ter-
ests
(Fed
eral
ist
Pape
r Num
ber 1
0), c
heck
s an
d ba
lanc
es (F
eder
alis
t Pa
per N
umbe
r 51)
, the
C4
.0im
port
ance
of a
n in
depe
nden
t ju
dici
ary
(Fed
eral
ist
Pape
r Num
ber 7
8), e
num
erat
ed p
ower
s,
rule
of l
aw, f
eder
alis
m, a
nd c
ivili
an c
ontr
ol o
f the
mili
tary
.
12.1
.6. U
nder
stan
d th
at t
he B
ill o
f Rig
hts
limit
s th
e po
wer
s of
the
fed
eral
gov
ernm
ent
and
A5.0
, A3.
0, A
6.0
C1.0
, C4.
0st
ate
gove
rnm
ents
.
12.2
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on t
he s
cope
and
lim
its
of ri
ghts
and
A3
.0, A
6.0
oblig
atio
ns a
s de
moc
ratic
citi
zens
, the
rel
atio
nshi
ps a
mon
g th
em, a
nd h
ow t
hey
are
secu
red.
12.2
.1. D
iscu
ss t
he m
eani
ng a
nd im
port
ance
of e
ach
of t
he ri
ghts
gua
rant
eed
unde
r the
Bill
C1
.0, C
4.0,
C8.
0 C4
.0,
of R
ight
s an
d ho
w e
ach
is s
ecur
ed (e
.g.,
free
dom
of r
elig
ion,
spe
ech,
pre
ss, a
ssem
bly,
pet
i-A5
.0C9
.0tio
n, p
rivac
y).
37
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD (c
ontin
ued)
12.2
.2. E
xpla
in h
ow e
cono
mic
righ
ts a
re s
ecur
ed a
nd t
heir
impo
rtan
ce t
o th
e in
divi
dual
and
to
soci
ety
(e.g
., th
e rig
ht t
o ac
quire
, use
, tra
nsfe
r, an
d di
spos
e of
pro
perly
; rig
ht t
o ch
oose
one
’s C4
.0, C
4.0,
C9.
0w
ork;
righ
t to
join
or n
ot jo
in la
bor u
nion
s; c
opyr
ight
and
pat
ent)
.
12.2
.3. D
iscu
ss t
he in
divi
dual
’s le
gal o
blig
atio
ns t
o ob
ey t
he la
w, s
erve
as
a ju
ror,
and
pay
taxe
s.A1
.0C4
.0, C
4.0,
C9.
0
12.2
.4. U
nder
stan
d th
e ob
ligat
ions
of c
ivic
-min
dedn
ess,
incl
udin
g vo
ting,
bei
ng in
form
ed o
n ci
vic
issu
es, v
olun
teer
ing
and
perf
orm
ing
publ
ic s
ervi
ce, a
nd s
ervi
ng in
the
mili
tary
or a
ltern
ativ
e A1
.0C4
.0, C
9.0
serv
ice.
12.2
.5. D
escr
ibe
the
reci
proc
ity
betw
een
right
s an
d ob
ligat
ions
; tha
t is
, why
enj
oym
ent
of o
ne’s
A1.0
C4.0
, C9.
0rig
hts
enta
ils r
espe
ct f
or t
he ri
ghts
of o
ther
s.
12.2
.6. E
xpla
in h
ow o
ne b
ecom
es a
citi
zen
of t
he U
nite
d St
ates
, inc
ludi
ng t
he p
roce
ss o
f nat
ural
-A1
.0C4
.0iz
atio
n (e
.g.,
liter
acy,
lang
uage
, and
oth
er r
equi
rem
ents
).
12.3
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on w
hat
the
fund
amen
tal v
alue
s an
d pr
in-
cipl
es o
f civ
il so
ciet
y ar
e (i.
e., t
he a
uton
omou
s sp
here
of v
olun
tary
per
sona
l, so
cial
, and
eco
nom
ic
C4.0
, C5.
0, C
8.0
rela
tions
tha
t ar
e no
t pa
rt o
f gov
ernm
ent)
, the
ir In
terd
epen
denc
e, a
nd t
he m
eani
ng a
nd im
port
ance
of
tho
se v
alue
s an
d pr
inci
ples
for
a f
ree
soci
ety.
12.3
.3. D
iscu
ss t
he h
isto
rical
rol
e of
rel
igio
n an
d re
ligio
us d
iver
sity
.A1
.0
12.4
Stu
dent
s an
alyz
e th
e un
ique
rol
es a
nd r
espo
nsib
ilitie
s of
the
thr
ee b
ranc
hes
of g
over
nmen
t as
A1
.0es
tabl
ishe
d by
the
U.S
. Con
stitu
tion.
12.4
.1. D
iscu
ss A
rtic
le I
of t
he C
onst
itutio
n as
it r
elat
es t
o th
e le
gisl
ativ
e br
anch
, inc
ludi
ng
elig
ibili
ty f
or o
ffice
and
leng
ths
of t
erm
s of
rep
rese
ntat
ives
and
sen
ator
s; e
lect
ion
to o
ffice
; the
C1
.0, C
4.0,
C1.
0,
A6.0
role
s of
the
Hou
se a
nd S
enat
e in
impe
achm
ent
proc
eedi
ngs;
the
rol
e of
the
vic
e pr
esid
ent;
the
C4
.0, C
6.0,
C7.
0en
umer
ated
legi
slat
ive
pow
ers;
and
the
pro
cess
by
whi
ch a
bill
bec
omes
a la
w.
12.4
.3. I
dent
ify
thei
r cur
rent
rep
rese
ntat
ives
in t
he le
gisl
ativ
e br
anch
of t
he n
atio
nal g
over
n-C1
.0, C
4.0
men
t.
12.4
.4. D
iscu
ss A
rtic
le II
of t
he C
onst
itutio
n as
it r
elat
es t
o th
e ex
ecut
ive
bran
ch, i
nclu
ding
elig
i-bi
lity
for o
ffice
and
leng
th o
f ter
m, e
lect
ion
to a
nd r
emov
al f
rom
offi
ce, t
he o
ath
of o
ffice
, and
A3
.0C1
.0, C
4.0
the
enum
erat
ed e
xecu
tive
pow
ers.
12.4
.5. D
iscu
ss A
rtic
le II
I of t
he C
onst
itutio
n as
it r
elat
es t
o ju
dici
al p
ower
, inc
ludi
ng t
he le
ngth
A6
.0C1
.0, C
4.0
of t
erm
s of
judg
es a
nd t
he ju
risdi
ctio
n of
the
Sup
rem
e Co
urt.
38
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD (c
ontin
ued)
12.5
Stu
dent
s su
mm
ariz
e la
ndm
ark
U.S
. Sup
rem
e Co
urt
inte
rpre
tatio
ns o
f the
Con
stitu
-C2
.0, C
4.0,
C8.
0, C
9.0
tion
and
its
amen
dmen
ts.
12.5
.1. E
xpla
in h
ow c
ivil
soci
ety
prov
ides
opp
ortu
nitie
s fo
r ind
ivid
uals
to
asso
ciat
e fo
r A3
.0, A
6.0
C2.0
, C4.
0, C
8.0,
C9.
0so
cial
, cul
tura
l, re
ligio
us, e
cono
mic
, and
pol
itica
l pur
pose
s.
12.5
.4. E
xpla
in t
he c
ontr
over
sies
tha
t ha
ve r
esul
ted
over
cha
ngin
g in
terp
reta
tions
of
civ
il rig
hts,
incl
udin
g th
ose
in P
less
y v.
Fer
guso
n, B
row
n v.
Boa
rd o
f Edu
catio
n,
A2.
0, A
3.0
C2.0
, C4.
0, C
8.0,
C9.
0M
irand
a v.
Ariz
ona,
Reg
ents
of t
he U
nive
rsit
y of
Cal
iforn
ia v
. Bak
ke, A
dara
nd C
on-
stru
ctor
s, In
c. v
. Pen
a, a
nd U
nite
d St
ates
v. V
irgin
ia (V
MI)
.
12.6
Stu
dent
s ev
alua
te is
sues
reg
ardi
ng c
ampa
igns
for
nat
iona
l, st
ate,
and
loca
l ele
ctiv
e of
fices
.
12.6
.3. E
valu
ate
the
role
s of
pol
ls, c
ampa
ign
adve
rtis
ing,
and
the
con
trov
ersi
es o
ver
A1.0
C8.0
cam
paig
n fu
ndin
g.
12.6
.4. D
escr
ibe
the
mea
ns t
hat
citiz
ens
use
to p
artic
ipat
e in
the
pol
itica
l pro
cess
(e
.g.,
votin
g, c
ampa
igni
ng, l
obby
ing,
filin
g a
lega
l cha
lleng
e, d
emon
stra
ting,
pet
ition
-C8
.0in
g, p
icke
ting,
run
ning
for
pol
itica
l offi
ce).
12.7
Stu
dent
s an
alyz
e an
d co
mpa
re t
he p
ower
s an
d pr
oced
ures
of t
he n
atio
nal,
stat
e,
A2.
0, A
3.0,
A6.
0tr
ibal
, and
loca
l gov
ernm
ents
.
12.7
.1. E
xpla
in h
ow c
onfli
cts
betw
een
leve
ls o
f gov
ernm
ent
and
bran
ches
of g
over
n-C1
.0, C
4.0
men
t ar
e re
solv
ed
12.7
.2. I
dent
ify
the
maj
or r
espo
nsib
ilitie
s an
d so
urce
s of
rev
enue
for
sta
te a
nd lo
cal
B6.0
C1.0
, C4.
0go
vern
men
ts.
12.7
.3. D
iscu
ss r
eser
ved
pow
ers
and
conc
urre
nt p
ower
s of
sta
te g
over
nmen
ts.
A2.
0, A
5.0
C1.0
, C4.
0
12.7
.5. E
xpla
in h
ow p
ublic
pol
icy
is f
orm
ed, i
nclu
ding
the
set
ting
of t
he p
ublic
age
nda
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
A
2.0,
A5.
0, A
8.0
B6.0
and
impl
emen
tatio
n of
it t
hrou
gh r
egul
atio
ns a
nd e
xecu
tive
orde
rs.
C6.0
, C7.
0, C
8.0,
C9.
0, C
10.0
12.7
.6. C
ompa
re t
he p
roce
sses
of l
awm
akin
g at
eac
h of
the
thr
ee le
vels
of g
over
n-A
2.0
C1.0
, C4.
0m
ent,
incl
udin
g th
e ro
le o
f lob
byin
g an
d th
e m
edia
.
12.7
.7. I
dent
ify
the
orga
niza
tion
and
juris
dict
ion
of f
eder
al, s
tate
, and
loca
l (e.
g., C
ali-
A7.0
, A8.
0C1
.0, C
4.0,
C9.
0fo
rnia
) cou
rts
and
the
inte
rrel
atio
nshi
ps a
mon
g th
em.
39
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
PU
BLI
C S
ER
VIC
ES
Publ
ic S
afet
yEm
erge
ncy
Resp
onse
Lega
l Pra
c-ti
ces
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD (c
ontin
ued)
12.8
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on t
he in
fluen
ce o
f the
med
ia o
n Am
eric
an
polit
ical
life
.
12.8
.1. D
iscu
ss t
he m
eani
ng a
nd im
port
ance
of a
fre
e an
d re
spon
sibl
e pr
ess.
A3.0
, A5.
0, A
7.0
C8.0
12.8
.2. D
escr
ibe
the
role
s of
bro
adca
st, p
rint,
and
elec
tron
ic m
edia
, inc
ludi
ng t
he In
tern
et, a
s m
eans
C8
.0of
com
mun
icat
ion
in A
mer
ican
pol
itics
.
12.8
.3. E
xpla
in h
ow p
ublic
offi
cial
s us
e th
e m
edia
to
com
mun
icat
e w
ith t
he c
itize
nry
and
to s
hape
A5
.0C8
.0pu
blic
opi
nion
.
12.9
Stu
dent
s an
alyz
e th
e or
igin
s, c
hara
cter
istic
s, a
nd d
evel
opm
ent
of d
iffe
rent
pol
itica
l sys
tem
s A3
.0C1
.0, C
4.0
acro
ss t
ime,
with
em
phas
is o
n th
e qu
est
for p
oliti
cal d
emoc
racy
, its
adv
ance
s, a
nd it
s ob
stac
les.
Prin
cipl
es o
f Ec
onom
ics
– PE
12.1
Stu
dent
s un
ders
tand
com
mon
eco
nom
ic t
erm
s an
d co
ncep
ts a
nd e
cono
mic
rea
soni
ng.
12.1
.4. E
valu
ate
the
role
of p
rivat
e pr
oper
ty a
s an
ince
ntiv
e in
con
serv
ing
and
impr
ovin
g sc
arce
C6
.0re
sour
ces,
incl
udin
g re
new
able
and
non
rene
wab
le n
atur
al r
esou
rces
.
12.3
Stu
dent
s an
alyz
e th
e in
fluen
ce o
f the
fed
eral
gov
ernm
ent
on t
he A
mer
ican
eco
nom
y.
12.3
.1. U
nder
stan
d ho
w t
he r
ole
of g
over
nmen
t in
a m
arke
t ec
onom
y of
ten
incl
udes
pro
vidi
ng
A1.0
, A2.
0, A
3.0,
fo
r nat
iona
l def
ense
, add
ress
ing
envi
ronm
enta
l con
cern
s, d
efini
ng a
nd e
nfor
cing
pro
pert
y rig
hts,
C4
.0A6
.0at
tem
ptin
g to
mak
e m
arke
ts m
ore
com
petit
ive,
and
pro
tect
ing
cons
umer
s’ rig
hts.
12.3
.2. I
dent
ify
the
fact
ors
that
may
cau
se t
he c
osts
of g
over
nmen
t ac
tions
to
outw
eigh
the
A3
.0, A
6.0
bene
fits.
12.3
.3. D
escr
ibe
the
aim
s of
gov
ernm
ent
fisca
l pol
icie
s (t
axat
ion,
bor
row
ing,
spe
ndin
g) a
nd t
heir
A3.0
, A6.
0in
fluen
ce o
n pr
oduc
tion,
em
ploy
men
t, an
d pr
ice
leve
ls.
12.3
.4. U
nder
stan
d th
e ai
ms
and
tool
s of
mon
etar
y po
licy
and
thei
r infl
uenc
e on
eco
nom
ic a
ctiv
ity
(e.g
., th
e Fe
dera
l Res
erve
).
12.4
Stu
dent
s an
alyz
e th
e el
emen
ts o
f the
U.S
. lab
or m
arke
t in
a g
loba
l set
ting.
12.4
.1. U
nder
stan
d th
e op
erat
ions
of t
he la
bor m
arke
t, in
clud
ing
the
circ
umst
ance
s su
rrou
ndin
g th
e es
tabl
ishm
ent
of p
rinci
pal A
mer
ican
labo
r uni
ons,
pro
cedu
res
that
uni
ons
use
to g
ain
bene
fits
for
A7.0
thei
r mem
bers
, the
eff
ects
of u
nion
izat
ion,
the
min
imum
wag
e, a
nd u
nem
ploy
men
t in
sura
nce.
40
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emic
Alig
nmen
t M
atrix
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UB
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SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Prin
cipl
es o
f Ec
onom
ics
– PE
(con
tinue
d)
12.4
.2. D
escr
ibe
the
curr
ent
econ
omy
and
labo
r mar
ket,
incl
udin
g th
e ty
pes
of g
oods
an
d se
rvic
es p
rodu
ced,
the
typ
es o
f ski
lls w
orke
rs n
eed,
the
eff
ects
of r
apid
tec
hno-
A7.0
logi
cal c
hang
e, a
nd t
he im
pact
of i
nter
natio
nal c
ompe
titio
n.
12.4
.3. D
iscu
ss w
age
diff
eren
ces
amon
g jo
bs a
nd p
rofe
ssio
ns, u
sing
the
law
s of
A7
.0de
man
d an
d su
pply
and
the
con
cept
of p
rodu
ctiv
ity.
12.6
Stu
dent
s an
alyz
e is
sues
of i
nter
natio
nal t
rade
and
exp
lain
how
the
U.S
. eco
nom
y af
fect
s, a
nd is
aff
ecte
d by
, eco
nom
ic f
orce
s be
yond
the
Uni
ted
Stat
es B
orde
rs.
12.6
.3. U
nder
stan
d th
e ch
angi
ng r
ole
of in
tern
atio
nal p
oliti
cal b
orde
rs a
nd t
errit
oria
l A3
.0, A
7.0
sove
reig
nty
in a
glo
bal e
cono
my.
U.S.
His
tory
and
Geo
grap
hy –
US
11.1
Stu
dent
s an
alyz
e th
e si
gnifi
cant
eve
nts
in t
he f
ound
ing
of t
he n
atio
n an
d it
s at
tem
pts
to r
ealiz
e th
e ph
iloso
phy
of g
over
nmen
t de
scrib
ed in
the
Dec
lara
tion
of
Inde
pend
ence
.
11.1
.1. D
escr
ibe
the
Enlig
hten
men
t an
d th
e ris
e of
dem
ocra
tic id
eas
as t
he c
onte
xt in
C1
.0w
hich
the
nat
ion
was
fou
nded
.
11.1
.2. A
naly
ze t
he id
eolo
gica
l orig
ins
of t
he A
mer
ican
Rev
olut
ion,
the
Fou
ndin
g Fa
ther
s’ ph
iloso
phy
of d
ivin
ely
best
owed
una
liena
ble
natu
ral r
ight
s, t
he d
ebat
es o
n A3
.0, A
6.0
C1.0
, C4.
0th
e dr
aftin
g an
d ra
tifica
tion
of t
he C
onst
itutio
n, a
nd t
he a
dditi
on o
f the
Bill
of R
ight
s.
11.1
.3. U
nder
stan
d th
e hi
stor
y of
the
Con
stitu
tion
afte
r 178
7 w
ith e
mph
asis
on
A3
.0, A
6.0
C1.0
, C4.
0fe
dera
l ver
sus
stat
e au
thor
ity
and
grow
ing
dem
ocra
tizat
ion.
11.2
Stu
dent
s an
alyz
e th
e re
latio
nshi
p am
ong
the
rise
of in
dust
rializ
atio
n, la
rge-
scal
e ru
ral-
to-u
rban
mig
ratio
n, a
nd m
assi
ve im
mig
ratio
n fr
om S
outh
ern
and
East
ern
Euro
pe.
11.2
.2. D
escr
ibe
the
chan
ging
land
scap
e, in
clud
ing
the
grow
th o
f citi
es li
nked
by
indu
stry
and
tra
de, a
nd t
he d
evel
opm
ent
of c
ities
div
ided
acc
ordi
ng t
o ra
ce, e
thni
city
, A1
.0, A
2.0
C4.0
and
clas
s.
11.2
.9. U
nder
stan
d th
e ef
fect
of p
oliti
cal p
rogr
ams
and
activ
ities
of t
he P
rogr
es-
sive
s (e
.g.,
fede
ral r
egul
atio
n of
rai
lroad
tra
nspo
rt, C
hild
ren’
s Bu
reau
, the
Six
teen
th
A2.
0Am
endm
ent,
Theo
dore
Roo
seve
lt, H
iram
Joh
nson
).
41
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
His
tory
and
Geo
grap
hy –
US
(con
tinue
d)
11.3
Stu
dent
s an
alyz
e th
e ro
le r
elig
ion
play
ed in
the
fou
ndin
g of
Am
eric
a, it
s la
stin
g m
oral
, so
cial
, and
pol
itica
l im
pact
s, a
nd is
sues
reg
ardi
ng r
elig
ious
libe
rty.
11.3
.4. D
iscu
ss t
he e
xpan
ding
rel
igio
us p
lura
lism
in t
he U
nite
d St
ates
and
Cal
iforn
ia t
hat
A1.0
resu
lted
from
larg
e-sc
ale
imm
igra
tion
in t
he t
wen
tieth
cen
tury
.
11.5
Stu
dent
s an
alyz
e th
e m
ajor
pol
itica
l, so
cial
, eco
nom
ic, t
echn
olog
ical
, and
cul
tura
l dev
elop
-C2
.0m
ents
of t
he 1
920s
.
11.5
.1. D
iscu
ss t
he p
olic
ies
of P
resi
dent
s W
arre
n H
ardi
ng, C
alvi
n Co
olid
ge, a
nd H
erbe
rt
C2.0
, C4.
0H
oove
r.
11.5
.2. A
naly
ze t
he in
tern
atio
nal a
nd d
omes
tic e
vent
s, in
tere
sts,
and
phi
loso
phie
s th
at
prom
pted
att
acks
on
civi
l lib
ertie
s, in
clud
ing
the
Palm
er R
aids
, Mar
cus
Gar
vey’
s “b
ack-
to-A
fric
a” m
ovem
ent,
the
Ku K
lux
Klan
, and
imm
igra
tion
quot
as a
nd t
he r
espo
nses
of
C4.0
orga
niza
tions
suc
h as
the
Am
eric
an C
ivil
Libe
rtie
s U
nion
, the
Nat
iona
l Ass
ocia
tion
for t
he
Adva
ncem
ent
of C
olor
ed P
eopl
e, a
nd t
he A
nti-
Defa
mat
ion
Leag
ue t
o th
ose
atta
cks.
11.5
.3. E
xam
ine
the
pass
age
of t
he E
ight
eent
h Am
endm
ent
to t
he C
onst
itutio
n an
d th
e Vo
l-C4
.0st
ead
Act
(Pro
hibi
tion)
.
11.5
.4. A
naly
ze t
he p
assa
ge o
f the
Nin
etee
nth
Amen
dmen
t an
d th
e ch
angi
ng r
ole
of w
omen
A6
.0C4
.0in
soc
iety
.
11.5
.5. D
escr
ibe
the
Har
lem
Ren
aiss
ance
and
new
tre
nds
in li
tera
ture
, mus
ic, a
nd a
rt, w
ith
A1.0
spec
ial a
tten
tion
to t
he w
ork
of w
riter
s (e
.g.,
Zora
Nea
le H
urst
on, L
angs
ton
Hug
hes)
.
11.5
.7. D
iscu
ss t
he ri
se o
f mas
s pr
oduc
tion
tech
niqu
es, t
he g
row
th o
f citi
es, t
he im
pact
of
new
tec
hnol
ogie
s (e
.g.,
the
auto
mob
ile, e
lect
ricit
y), a
nd t
he r
esul
ting
pros
perit
y an
d ef
fect
on
A2.
0th
e Am
eric
an la
ndsc
ape.
11.6
Stu
dent
s an
alyz
e th
e di
ffer
ent
expl
anat
ions
for
the
Gre
at D
epre
ssio
n an
d ho
w t
he N
ew
Deal
fun
dam
enta
lly c
hang
ed t
he r
ole
of t
he f
eder
al g
over
nmen
t.
11.6
.4. A
naly
ze t
he e
ffec
ts o
f and
the
con
trov
ersi
es a
risin
g fr
om N
ew D
eal e
cono
mic
pol
icie
s an
d th
e ex
pand
ed r
ole
of t
he f
eder
al g
over
nmen
t in
soc
iety
and
the
eco
nom
y si
nce
the
1930
s (e
.g.,
Wor
ks P
rogr
ess
Adm
inis
trat
ion,
Soc
ial S
ecur
ity,
Nat
iona
l Lab
or R
elat
ions
Boa
rd, f
arm
C4
.0pr
ogra
ms,
reg
iona
l dev
elop
men
t po
licie
s, a
nd e
nerg
y de
velo
pmen
t pr
ojec
ts s
uch
as t
he T
en-
ness
ee V
alle
y Au
thor
ity,
Cal
iforn
ia C
entr
al V
alle
y Pr
ojec
t, an
d Bo
nnev
ille
Dam
).
42
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emic
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t M
atrix
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C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
His
tory
and
Geo
grap
hy –
US
(con
tinue
d)
11.7
Stu
dent
s an
alyz
e Am
eric
a’s
part
icip
atio
n in
Wor
ld W
ar II
.
11.7
.1. E
xam
ine
the
orig
ins
of A
mer
ican
invo
lvem
ent
in t
he w
ar, w
ith a
n em
phas
is o
n th
e A
2.0,
A3.
0, A
7.0
even
ts t
hat
prec
ipita
ted
the
atta
ck o
n Pe
arl H
arbo
r.
11.7
.5. D
iscu
ss t
he c
onst
itutio
nal i
ssue
s an
d im
pact
of e
vent
s on
the
U.S
. hom
e fr
ont,
incl
udin
g th
e in
tern
men
t of
Jap
anes
e Am
eric
ans
(e.g
., Fr
ed K
orem
atsu
v. U
nite
d St
ates
of
Amer
ica)
and
the
res
tric
tions
on
Ger
man
and
Ital
ian
resi
dent
alie
ns; t
he r
espo
nse
of t
he
A1.0
, A3.
0C4
.0ad
min
istr
atio
n to
Hitl
er’s
atro
citie
s ag
ains
t Je
ws
and
othe
r gro
ups;
the
rol
es o
f wom
en
in m
ilita
ry p
rodu
ctio
n; a
nd t
he r
oles
and
gro
win
g po
litic
al d
eman
ds o
f Afr
ican
Am
eric
an.
11.7
.7. D
iscu
ss t
he d
ecis
ion
to d
rop
atom
ic b
ombs
and
the
con
sequ
ence
s of
the
A
2.0,
A3.
0, A
7.0
deci
sion
(Hiro
shim
a an
d N
agas
aki)
.
11.8
Stu
dent
s an
alyz
e th
e ec
onom
ic b
oom
and
soc
ial t
rans
form
atio
n of
pos
t-W
orld
War
II
Amer
ica.
11.8
.2. D
escr
ibe
the
sign
ifica
nce
of M
exic
an im
mig
ratio
n an
d it
s re
latio
nshi
p to
the
A1
.0C4
.0ag
ricul
tura
l eco
nom
y, e
spec
ially
in C
alifo
rnia
.
11.9
Stu
dent
ana
lyze
U.S
. for
eign
pol
icy
sinc
e W
orld
War
II.
11.9
.7. E
xam
ine
rela
tions
bet
wee
n th
e U
nite
d St
ates
and
Mex
ico
in t
he t
wen
tieth
cen
-A3
.0, A
7.0
C4.0
tury
, inc
ludi
ng k
ey e
cono
mic
, pol
itica
l, im
mig
ratio
n, a
nd e
nviro
nmen
tal i
ssue
s.
11.1
0 St
uden
ts a
naly
ze t
he d
evel
opm
ent
of f
eder
al c
ivil
right
s an
d vo
ting
right
s.A1
.0, A
6.0
11.1
0.6.
Ana
lyze
the
pas
sage
and
eff
ects
of c
ivil
right
s an
d vo
ting
right
s le
gisl
atio
n (e
.g.,
1964
Civ
il Ri
ghts
Act
, Vot
ing
Righ
ts A
ct o
f 196
5) a
nd t
he T
wen
ty-F
ourt
h Am
endm
ent,
C4.0
with
an
emph
asis
on
equa
lity
of a
cces
s to
edu
catio
n an
d to
the
pol
itica
l pro
cess
.
11.11
Stu
dent
s an
alyz
e th
e m
ajor
soc
ial p
robl
ems
and
dom
estic
pol
icy
issu
es in
con
tem
po-
rary
Am
eric
an s
ocie
ty.
11.11
.1. D
iscu
ss t
he r
easo
ns f
or t
he n
atio
n’s
chan
ging
imm
igra
tion
polic
y, w
ith e
mph
asis
on
how
the
Imm
igra
tion
Act
of 1
965
and
succ
esso
r act
s ha
ve t
rans
form
ed A
mer
ican
A1
.0, A
3.0
C4.0
soci
ety.
11.11
.3. D
escr
ibe
the
chan
ging
rol
es o
f wom
en in
soc
iety
as
refle
cted
in t
he e
ntry
of
A1.0
, A6.
0C4
.0m
ore
wom
en in
to t
he la
bor f
orce
and
the
cha
ngin
g fa
mily
str
uctu
re.
43
PS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
His
tory
and
Geo
grap
hy –
US
(con
tinue
d)11
.11.5
. Tra
ce t
he im
pact
of,
need
for
, and
con
trov
ersi
es a
ssoc
iate
d w
ith e
nviro
n-m
enta
l con
serv
atio
n, e
xpan
sion
of t
he n
atio
nal p
ark
syst
em, a
nd t
he d
evel
opm
ent
of
A1.0
C4.0
envi
ronm
enta
l pro
tect
ion
law
s, w
ith p
artic
ular
att
entio
n to
the
inte
ract
ion
betw
een
envi
ronm
enta
l pro
tect
ion
advo
cate
s an
d pr
oper
ty ri
ghts
adv
ocat
es.
11.11
.6. A
naly
ze t
he p
ersi
sten
ce o
f pov
erty
and
how
dif
fere
nt a
naly
ses
of t
his
issu
e A1
.0C4
.0in
fluen
ce w
elfa
re r
efor
m, h
ealth
insu
ranc
e re
form
, and
oth
er s
ocia
l pol
icie
s.
11.11
.7. E
xpla
in h
ow t
he f
eder
al, s
tate
, and
loca
l gov
ernm
ents
hav
e re
spon
ded
to
dem
ogra
phic
and
soc
ial c
hang
es s
uch
as p
opul
atio
n sh
ifts
to
the
subu
rbs,
rac
ial
A3.0
C4.0
conc
entr
atio
ns in
the
citi
es, F
rost
belt-
to-S
unbe
lt m
igra
tion,
inte
rnat
iona
l mig
ratio
n,
decl
ine
of f
amily
far
ms,
incr
ease
s in
out
-of-
wed
lock
birt
hs, a
nd d
rug
abus
e.
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H10
.3 S
tude
nts
anal
yze
the
effe
cts
of t
he In
dust
rial R
evol
utio
n in
Eng
land
, Fra
nce,
Ger
-m
any,
Jap
an, a
nd t
he U
nite
d St
ates
.
10.3
.1. A
naly
ze w
hy E
ngla
nd w
as t
he fi
rst
coun
try
to in
dust
rializ
e.A1
.0, A
2.0
10.3
.2. E
xam
ine
how
sci
entifi
c an
d te
chno
logi
cal c
hang
es a
nd n
ew f
orm
s of
ene
rgy
brou
ght
abou
t m
assi
ve s
ocia
l, ec
onom
ic, a
nd c
ultu
ral c
hang
e (e
.g.,
the
inve
ntio
ns
A1.0
, A2.
0an
d di
scov
erie
s of
Jam
es W
att,
Eli W
hitn
ey, H
enry
Bes
sem
er, L
ouis
Pas
teur
, Tho
mas
Ed
ison
).
10.3
.3. D
escr
ibe
the
grow
th o
f pop
ulat
ion,
rur
al t
o ur
ban
mig
ratio
n, a
nd g
row
th o
f A1
.0, A
2.0
citie
s as
soci
ated
with
the
Indu
stria
l Rev
olut
ion.
10.3
.4. T
race
the
evo
lutio
n of
wor
k an
d la
bor,
incl
udin
g th
e de
mis
e of
the
sla
ve t
rade
an
d th
e ef
fect
s of
imm
igra
tion,
min
ing
and
man
ufac
turin
g, d
ivis
ion
of la
bor,
and
the
A1.0
, A2.
0un
ion
mov
emen
t.
10.3
.5. U
nder
stan
d th
e co
nnec
tions
am
ong
natu
ral r
esou
rces
, ent
repr
eneu
rshi
p, la
bor,
A1.0
, A2.
0an
d ca
pita
l in
an in
dust
rial e
cono
my.
10.3
.6. A
naly
ze t
he e
mer
genc
e of
cap
italis
m a
s a
dom
inan
t ec
onom
ic p
atte
rn a
nd t
he
A1.0
, A2.
0re
spon
ses
to it
, inc
ludi
ng U
topi
anis
m, S
ocia
l Dem
ocra
cy, S
ocia
lism
, and
Com
mun
ism
.
10.3
.7. D
escr
ibe
the
emer
genc
e of
Rom
antic
ism
in a
rt a
nd li
tera
ture
(e.g
., th
e po
etry
of
Will
iam
Bla
ke a
nd W
illia
m W
ords
wor
th),
soci
al c
ritic
ism
(e.g
., th
e no
vels
of C
harle
s A1
.0, A
2.0
Dick
ens)
, and
the
mov
e aw
ay f
rom
Cla
ssic
ism
in E
urop
e.
44
Public Services | PS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
SP
UB
LIC
SE
RV
ICE
SA
. B.
C.
Pu
blic
Saf
ety
Emer
genc
y Re
spon
seLe
gal P
ract
ices
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H (c
ontin
ued)
10.1
0 St
uden
ts a
naly
ze in
stan
ces
of n
atio
n-bu
ildin
g in
the
con
tem
pora
ry w
orld
in a
t le
ast
two
of t
he f
ollo
win
g re
gion
s or
cou
ntrie
s: t
he M
iddl
e Ea
st, A
fric
a, M
exic
o an
d ot
her p
arts
of L
atin
Am
eric
a, a
nd C
hina
.
10.1
0.1.
Und
erst
and
the
chal
leng
es in
the
reg
ions
, inc
ludi
ng t
heir
geop
oliti
cal,
cu
ltura
l, m
ilita
ry, a
nd e
cono
mic
sig
nific
ance
and
the
inte
rnat
iona
l rel
atio
nshi
ps in
A
2.0,
A3.
0, A
6.0
whi
ch t
hey
are
invo
lved
.
10.1
0.2.
Des
crib
e th
e re
cent
his
tory
of t
he r
egio
ns, i
nclu
ding
pol
itica
l div
isio
ns a
nd
syst
ems,
key
lead
ers,
rel
igio
us is
sues
, nat
ural
fea
ture
s, r
esou
rces
, and
pop
ulat
ion
A
2.0,
A3.
0, A
6.0
patt
erns
.
10.1
0.3.
Dis
cuss
the
impo
rtan
t tr
ends
in t
he r
egio
ns t
oday
and
whe
ther
the
y ap
pear
A
2.0,
A3.
0, A
6.0
to s
erve
the
cau
se o
f ind
ivid
ual f
reed
om a
nd d
emoc
racy
.
10.11
Stu
dent
s an
alyz
e th
e in
tegr
atio
n of
cou
ntrie
s in
to t
he w
orld
eco
nom
y an
d th
e A1
.0, A
2.0,
A3.
0,
info
rmat
ion,
tec
hnol
ogic
al, a
nd c
omm
unic
atio
ns r
evol
utio
ns (e
.g.,
tele
visi
on, s
atel
lites
, A6
.0, A
7.0
com
pute
rs).
45
PS | California Career Technical Education Model Curriculum Standards
Contributors
Public Services
Lloyd McCabe, Administrator, California Department of Education
Cindy Beck, Education Consultant, California Department of Education
Standards Review TeamJane Artega, Fire Mitigation and Education Specialist, Bureau of Land Management
Mike Beaber, Deputy Director, California Department of Corrections and Rehabilitation
Ina Bendich, Director, Excel High School
Paul Bestolarides, Chief of Training and Professional Development, California Depart-ment of Corrections and Rehabilitation
Al Brondolo, Teacher, Mariposa County High School
Keith E. Clement, Professor, California State University, Fresno
Randy Collins, Director, Fire Technology, Santa Rosa Junior College
Greg Comella, Human Resources Specialist, Bureau of Land Management
Chris Costamagna, Battalion Chief, Sacramento Fire Department
Art Cota, Retired, California Office of the State Fire Marshall
Brent Dickinson, Fire Tech Teacher, Napa County Regional Occupational Program
Michael Dickinson, School Superintendent, San Bernardino City Unified School District
Joy Gibson Taylor, Recruitment Specialist, Bureau of Land Management
Guy Hall, Teacher, Mariposa County High School
Bill Hartley, Teacher, Chawanake Unified School District
Regina Hartley, Teacher, Chawanake Unified School District
Pam Hildebrandt, Teacher, Fresno County Office of Education
Michael Hooper, Bureau Chief, California Commission on Peace Officer Standards and Training
William V. Karns, Vice Chancellor, Education and Technology, Los Rios Community Col-lege
Gary Kirby, Coordinator, Fresno County Regional Occupational Program
Greg Kyritsis, Law Enforcement Consultant, California Commission on Peace Officers Standards and Training
Gustavo Loera, Director, Mental Health America of Los Angeles
46
Public Services | PS
Terrel Marshall, Sacramento Police Department
Mike McColm, Fire Science Teacher, Clovis Unified School District
Tara Naisbitt, California Department of Corrections and Rehabilitation
Tom E. Navickas, National Partnership for Careers in Law, Public Safety, Corrections and Security
Craig Ogino, Chula Vista Police and San Bernardino Sheriff’s Department
Anthony Risner, Teacher, Yosemite High School
David Saltzer, Attorney, Saddleback Valley Unified School District
Nikki Siecks, Consultant
Dan Throgmorton, Associate Vice Chancellor, Workforce and Economic Development, Los Rios Community College District
Al Tweltridge, Consultant, Fire Fighter Joint Apprenticeship Committee
Glenn D. White, Deputy SCSO Director, Administration of Justice, College of the Siskiyous
Mark Zamora, Teacher, Fresno Unified School District
Standards Writing TeamIna Bendich, Director, Excel High School
Judy Johnson, Executive Director Emeritus, State Bar of California
Patricia Lee, Special Assistant for Diversity and Bar Relations, Office of Access and Fairness Programs, State Bar of California
Chris Mathias, Director, University of California, Berkeley
Kathy Toy, Lead Administrator, Public Safety Academy, San Bernardino
Common Core Alignment TeamMonte Ekott, Instructor, Norwalk–La Mirada Unified School District
Elizabeth Gonzalez, Instructor, Norwalk–La Mirada Unified School District
James Maynard, Instructor, Norwalk–La Mirada Unified School District
John Noonan, Instructor, Coachella Valley Unified School District
Scott Tarlton, Instructor, Westminster High School
Kelly Villarreal, Instructor, Santa Clara Unified School District
Mark Viss, Instructor, Modesto City Schools
Darrel Wildt, Instructor, San Joaquin County Office of Education
47
PS | California Career Technical Education Model Curriculum Standards
References
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PS | California Career Technical Education Model Curriculum Standards
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50 Published January 2017