English/RLA & Social Studies

Common Core Targets:

Instructional Purpose: To improve the following knowledge and skills of students...Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity

CSOs:

Reading

ELA.6.R.C2.2    

analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a literary text and contributes to the development of the theme, setting, or plot. (CCSS RL.6.5)

ELA.7.R.C2.2    

analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CCSS RL.7.5)

ELA.8.R.C2.2    

compare and contrast the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS RL.8.5)

ELA.9.R.C2.2    

analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plot), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise. (CCSS RL.9-10.5)

ELA.10.R.C2.2

   

analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) contribute to its overall structure and create such effects as

mystery, tension or surprise. (CCSS RL.9-10.5)ELA.11.R.C2.2

   

analyze how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CCSS RL.11-12.5)

ELA.12.R.C2.2

   

analyze how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CCSS RL.11-12.5)

Writing

ELA.6.W.C9.2    

write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content.

introduce a topic; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.

use appropriate transitions to clarify the relationships among ideas and concepts.

use precise language and domain-specific vocabulary to inform about or explain the topic.

establish and maintain a formal style. provide a concluding statement or section that follows from the

information or explanation presented.

ELA.7.W.C9.2    

write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content.

introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.

use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

use precise language and domain-specific vocabulary to inform about or explain the topic.

establish and maintain a formal style.

provide a concluding statement or section that follows from and supports the information or explanation presented.

ELA.8.W.C9.2    

write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content.

introduce a topic clearly, previewing what is to follow; organize ideas, concepts and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples.

use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

use precise language and domain-specific vocabulary to inform about or explain the topic.

establish and maintain a formal style. provide a concluding statement or section that follows from and

supports the information or explanation presented.

ELA.9.W.C9.2    

write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.

introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

use precise language and domain-specific vocabulary to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA.10.W.C9.2 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective

    selection organization and analysis of content.

introduce a topic; organize complex ideas, concepts and information to analyze important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

develop the topic with well-chosen, relevant, significant and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

use precise language and domain-specific vocabulary to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA.11.W.C9.2

   

write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.

introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

ELA.12.W.C9.2

   

write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

use and evaluate appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Speaking and Listening

ELA.6.SL.C13.2    

interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS SL.6.2)

ELA.7.SL.C13.2    

analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (CCSS SL.7.2)

ELA.8.SL.C13.2    

analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (CCSS SL.8.2)

ELA.9.SL.C13.2    

integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS SL.9-10.2)

ELA.10.SL.C13.2 integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and

    accuracy of each source in order to make decisions and solve problems. (CCSS SL.9-10.2)

ELA.11.SL.C13.2

   

integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS SL.11-12.2)

ELA.12.SL.C13.2

   

integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and analyzing any discrepancies among the data. (CCSS SL.11-12.2)

Language

ELA.6.L.C15.2    

demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements

spell correctly.

ELA.7.L.C15.2    

demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

spell correctly.

ELA.8.L.C15.2    

demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

use punctuation (comma, ellipsis, dash) to indicate a pause or break. use an ellipsis to indicate an omission. spell correctly.

ELA.9.L.C15.2    

demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

use a colon to introduce a list or quotation. spell correctly.

ELA.10.L.C15.2

   

demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

use a colon to introduce a list or quotation. spell correctly

ELA.11.L.C15.2

   

demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

observe hyphenation conventions. spell correctly.

ELA.12.L.C15.2

   

demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

observe hyphenation conventions. spell correctly.

Social StudiesCIVICS

SS.6.C.2    

compare and contrast different forms of government worldwide and their influence on historic world events:

The Great Depression World War I World War II 9/11

SS.7.C.2 recognize and examine patriotism and nationalism.

SS.8.C.2 evaluate how citizens can influence and participate in government at the local, state and national levels and assume the role of an active citizen participating in the democratic process (e.g., lobbying) (e.g., voting, community service, letter writing and school elections).

SS.9.C.2    

analyze and connect the status, roles, and responsibilities of free men, women, children, slaves and foreigners across time in various civilizations.

SS.10.C.2 analyze multiple media sources and their influence on public opinion and policy issues.

SS.11.C.2 analyze and apply ways U.S. and world conflicts can be resolved in a cooperative

    and peaceful manner.

SS.12.C.2 explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights.

Economics

SS.6.E.2    

identify examples of renewable and non-renewable resources and analyze the factors that affect these resources on the individual, local, and national economies (e.g., hurricanes, floods, etc. ).

SS.7.E.2 differentiate between goods and services.

SS.8.E.2 correlate West Virginia economic conditions with the effects on its citizens (e.g., employment, population, migration and health).

SS.9.E.2    

examine and illustrate the trade patterns (e.g., resource allocation, mercantilism and other economic systems) of regions of the world across time and explain their significance to the evolution of global economics.

SS.10.E.2

   

trace economic development throughout U.S. history (e.g., Colonial period, Revolutionary War, Westward Expansion, Civil War and late 19th /early 20th Centuries) and identify the role of market factors in the settlement of the United States and the development of the free enterprise system.

SS.11.E.2 assess how various executive initiatives and legislative acts influence the United States economy (e.g., Fourteen Points, New Deal, Domino Theory, Great Society, Space Race and Strategic Defense Initiative).

SS.12.E.2 debate an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community.

Geography

SS.6.G.2 compare and contrast historical maps and identify the changes in political boundaries as a result of conflicts.

SS.7.G.2    

identify, locate, and draw conclusions about information on a variety of maps (e.g., seven continents, bodies of water, countries, cities, climate regions, transportation routes, and natural resources).

SS.8.G.2    

identify the 55 counties and major cities of West Virginia on a map and explain the reason for the development of the major cities in their respective locations.

SS.9.G.2    

explain how altering the environment has brought prosperity to some places and created environmental dilemmas for others.

SS.10.G.2 determine the most appropriate maps and graphics in an atlas to analyze geographic

issues regarding the growth and development of the United States (e.g., topography, movement of people, transportation routes, settlement patterns, growth of population and cities, etc.).

SS.11.G.2

   

identify and locate the countries that enjoy topographical protection from invasion as opposed to countries that rely on political boundaries.

SS.12.G.2

   

conduct research using demographic data to interpret, debate and evaluate the geopolitical implications of a variety of global issues:

the environment and environmental protection political and cultural boundaries women’s rights cultural diversity and assimilation religion standard of living

History

SS.6.H.CL1.2 chart the sequence of events that led to the United States’ entry into World War I.

SS.7.H.CL1.2    

identify the contributions and influences of ancient civilizations and categorize the factors that led to their fall (e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).

Mesopotamia Egypt Greece Rome India China Ancient civilizations of North and South America.

SS.8.H.CL1.2 summarize the history of European exploration and settlement in western Virginia from the first endeavor of John Lederer through the settlement period including Morgan Morgan and other important explorers and settlers.

SS.9.H.CL1.2 detail and predict the causes and effects of the Agricultural Revolution.

SS.10.H.CL1.2

   

compare the progress of Jamestown and Plymouth colonies.

SS.11.H.CL1.2 list and explain underlying causes, major players, and the effects of World War I

   

Literacy

SS.6-8.L.2    

determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

SS.9-10.L.2

determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SS.11-12.L.2

determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Materials:

Paper

Pencil

White Board

Computer

Eraser

Expo-markers

Smart Board

Lesson Plan

PowerPoint

Assessment Copies

Printer

Copy Paper

Interest Builder/Motivation/IWA:

As per student project. Teacher meets one-on-one with each student to construct an action plan for the student’s work for the week.

Activating Strategies:

As per student project.

Instructional Strategies:

Instructor will pass out student folders at the beginning of each class. Students may not handle folders. Only instructors may pass out folders. This helps to prevent students from exchanges contraband. Folders act as portfolios for the students. In addition, the folders are a one stop shop for assessments, participation, work logs, computer logs, and student driven data. The syllabus for the week is provided to each student. Students choose four projects to complete for each of the two weeks. Work is completed as per individual student. Mini- lessons are provided on a student by student basis. Teacher acts as a resource and a facilitator.

Text Selection:

As per student project.

Building students’ content knowledge:

Students will drive the building of their own content knowledge through project-based learning and individual research.

Integration of reading, writing, speaking and listening:

Students will report out at the end of the school day regarding the progress of their projects.

Wrap-up Activity:

Data logging into individual student folders and clean-up.

Assessment:

Peer Jury- See rubric below.

Self-evaluation below---

Peer Evaluation Questions:

Students will participate in a group discussion that asks the following questions:

-What makes your solution reasonable?

-What is the most efficient way to solve the problem?

-What tool is least effective tool for solving the problem?

-If you disagree with any of the solutions...Justify why you disagree.

Motifications for Sped Ed: High Interest, Low Stimulus Environment, Assigned Seating, Pre-Mac Schedule, Word Processing when needed, Reader if needed, Re-Teach when needed, Additional explanation, One-on-One instruction, Ability to complete assignments in Visitation room in order to focus…

Food for thought...

As per day. The instructor generates various current videos and articles for students to consider for enrichment projects each school day.

6th grade agenda

Activity One:

Students will choose a story. They will search through the story to find sentences or paragraphs that set up the plot, the setting, and the theme of the story. Students must first define the concept of theme, plot, and setting using resources of their choice. Students will work to demonstrate their task on paper.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

The student will learn to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Activity Four:

Students will create a visual that compares and contrasts different forms of government worldwide and their influence on historic world events:

The Great Depression World War I World War II

9/11

Activity Five:

Students will create a visual that identifies examples of renewable and non-renewable resources and analyze the factors that affect these resources on the individual, local, and national economies (e.g., hurricanes, floods, etc.).

Activity Six:

Students will create a project that shows viewers how they compared and contrasted historical maps and identify the changes in political boundaries as a result of conflicts.

Activity Seven:

Students will chart the sequence of events that led to the United States’ entry into World War I.

7th grade agenda

Activity One:

Students will choose a poem in order to write an opinion piece that analyzes how a poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Activity Four:

Students will create a visual that recognizes and examines patriotism and nationalism.

Activity Five:

Students will create a visual that assists their audience to differentiate between goods and services.

Activity Six:

Students will create a project that helps viewers to identify, locate, and draw conclusions about information on a variety of maps (e.g., seven continents, bodies of water, countries, cities, climate regions, transportation routes, and natural resources).

Activity Seven:

Students will create a visual that helps viewers to identify the contributions and influences of ancient civilizations and categorize the factors that led to their fall (e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).

Mesopotamia Egypt Greece Rome India China Ancient civilizations of North and South America.

8th grade agenda

Activity One:

Students will choose two short stories from the English text and write an opinion piece that compares and contrasts the structure of two or more literary texts and analyze how the differing structure of each text contributes to its meaning and style.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Students will learn to use an ellipsis to indicate an omission.

Activity Four:

Students will create a project that evaluates how citizens can influence and participate in government at the local, state and national levels and assume the role of an active citizen participating in the democratic process (e.g., lobbying) (e.g., voting, community service, letter writing and school elections).

Activity Five:

Students will create a visual that explores and correlates West Virginia economic conditions with the effects on its citizens (e.g., employment, population, migration and health).

Activity Six:

Students will create a visual that identifies the 55 counties and major cities of West Virginia on a map and explain the reason for the development of the major cities in their respective locations.

Activity Seven:

Students will create a visual that summarizes the history of European exploration and settlement in western Virginia from the first endeavor of John Lederer through the settlement period including Morgan Morgan and other important explorers and settlers.

9th grade agenda

Activity One:

Students will choose a story and write an opinion piece that analyzes how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) contribute to its overall structure and create such effects as mystery, tension or surprise.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Students will learn to use a colon to introduce a list or quotation.

Activity Four:

Students will create a project that allows their viewer to analyze and connect the status, roles, and responsibilities of free men, women, children, slaves and foreigners across time in various civilizations.

Activity Five:

Students will create a visual that helps their viewers to examine and illustrate the trade patterns (e.g., resource allocation, mercantilism and other economic systems) of regions of the world across time and explain their significance to the evolution of global economics.

Activity Six:

Students will create a project that explains how altering the environment has brought prosperity to some places and created environmental dilemmas for others.

Activity Seven:

Students will create a project that details and predicts the causes and effects of the Agricultural Revolution.

10th grade agenda

Activity One:

Students will choose a story and write an opinion piece that analyzes how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plots) and manipulate time (e.g., pacing, flashbacks) contribute to its overall structure and create such effects as mystery, tension or surprise.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should

contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to use a colon to introduce a list or quotation.

Activity Four:

Students will create a visual that analyzes multiple media sources and their influence on public opinion and policy issues.

Activity Five:

Students will create a project that traces economic development throughout U.S. history (e.g., Colonial period, Revolutionary War, Westward Expansion, Civil War and late 19th /early 20th Centuries) and identify the role of market factors in the settlement of the United States and the development of the free enterprise system.

Activity Six:

Students will create a project that shows viewers how to determine the most appropriate maps and graphics in an atlas to analyze geographic issues regarding the growth and development of the United States (e.g., topography, movement of people, transportation routes, settlement patterns, growth of population and cities, etc.).

Activity Seven:

Students will create a visual that compares the progress of Jamestown and Plymouth colonies.

11th grade agenda

Activity One:

Students will pick a story and write an opinion piece that analyzes how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice

of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to observe hyphenation conventions.

Activity Four:

Students will create a project that analyzes and apply ways U.S. and world conflicts can be resolved in a cooperative and peaceful manner.

Activity Five:

Students will create a project that helps their viewers to assess how various executive initiatives and legislative acts influence the United States economy (e.g., Fourteen Points, New Deal, Domino Theory, Great Society, Space Race and Strategic Defense Initiative).

Activity Six:

Students will create a project that shows viewers how to identify and locate the countries that enjoy topographical protection from invasion as opposed to countries that rely on political boundaries.

Activity Seven:

Students will create a visual that lists and explains underlying causes, major players, and the effects of World War I

12th grade agenda

Activity One:

Students will pick a story and write an opinion piece that analyzes how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Activity Two:

Students will choose a topic of interest and explain the topic to a specific audience. Students must have an introductory paragraph that defines their topic. Students must include charts or graphs in their work. Their work must have a logical conclusion. Their work must have a logical conclusion. Final work should contain visuals, numerical data, and evidence of integration of scholarly research found to support the student’s final project on the topic.

Activity Three:

Students will learn to observe hyphenation conventions.

Activity Four:

Students will create a project that explores social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights.

Activity Five:

Students will create a visual that debates an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community.

Activity Six:

Students will create a project that shows evidence of their ability to conduct research using demographic data to interpret, debate and evaluate the geopolitical implications of a variety of global issues:

the environment and environmental protection political and cultural boundaries women’s rights cultural diversity and assimilation religion standard of living

Activity Seven:

Students will create a project that determines the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.