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classes | instructional_units
stringclasses 1
value |
|---|---|---|---|---|---|---|---|---|---|---|---|
French I
|
Languages Other Than English
|
03410100
| 1
|
9,10,11,12
|
FR1.4.B
|
Comparisons
|
demonstrate an understanding of the concept of culture through comparisons of the cultures studied and the student's own culture
|
Understanding
|
114.39(4)(B)
| false
|
Not specified
|
French I
|
Languages Other Than English
|
03410100
| 1
|
9,10,11,12
|
FR1.5.A
|
Communities
|
use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate
|
Applying
|
114.39(5)(A)
| false
|
Not specified
|
French I
|
Languages Other Than English
|
03410100
| 1
|
9,10,11,12
|
FR1.5.B
|
Communities
|
show evidence of becoming a lifelong learner by using the language for personal enrichment and career development
|
Applying
|
114.39(5)(B)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.1.A
|
Developing and sustaining foundational language skills: oral language
|
engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of rhetorical strategies
|
Evaluating
|
110.39(1)(A)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.1.C
|
Developing and sustaining foundational language skills: oral language
|
present a compelling argument supported by a variety of well-chosen evidence and persuasive rhetorical devices
|
Creating
|
110.39(1)(C)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.1.D
|
Developing and sustaining foundational language skills: oral language
|
participate collaboratively to reach a specific goal or decision
|
Applying
|
110.39(1)(D)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.2.A
|
Vocabulary
|
use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary
|
Understanding
|
110.39(2)(A)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.2.B
|
Vocabulary
|
analyze context to draw conclusions about nuanced meanings
|
Analyzing
|
110.39(2)(B)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.4
|
Comprehension skills
|
establish purpose for reading; generate questions; make predictions; create mental images; make connections; make inferences; evaluate details; synthesize information; and monitor comprehension
|
Multiple levels
|
110.39(4)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.5.B
|
Response skills
|
write responses that demonstrate analysis of texts, including comparing texts within and across genres
|
Analyzing
|
110.39(5)(B)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.5.C
|
Response skills
|
use text evidence and original commentary to support a comprehensive response
|
Evaluating
|
110.39(5)(C)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.6.A
|
Literary elements
|
analyze how complex plot structures contribute to and advance the action
|
Analyzing
|
110.39(6)(A)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.6.B
|
Literary elements
|
analyze how authors develop dynamic characters through a range of literary devices
|
Analyzing
|
110.39(6)(B)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.6.C
|
Literary elements
|
critique how complex themes are developed across a text
|
Evaluating
|
110.39(6)(C)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.7.A
|
Genres
|
read and analyze British literature and literature from other English-speaking countries
|
Analyzing
|
110.39(7)(A)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.7.B
|
Genres
|
analyze the effects of form and structure in poetry from diverse cultures
|
Analyzing
|
110.39(7)(B)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.8.A
|
Author's purpose and craft
|
analyze the author's purpose, audience, and message within a text
|
Analyzing
|
110.39(8)(A)
| false
|
Not specified
|
English IV
|
English Language Arts
|
03220400
| 1
|
12
|
ELAR.12.8.D
|
Author's purpose and craft
|
critique how the author's use of language informs and shapes the perception of readers
|
Evaluating
|
110.39(8)(D)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.1.A
|
Communication
|
participate in spoken or written exchanges using culturally appropriate expressions of courtesy, agreement, support, disagreement, or doubt
|
Applying
|
114.40(1)(A)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.1.B
|
Communication
|
demonstrate understanding of spoken and written language such as conversations, instructions, and messages on familiar topics and short descriptions
|
Understanding
|
114.40(1)(B)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.1.C
|
Communication
|
present information using connected sentences on familiar topics to listeners and readers
|
Applying
|
114.40(1)(C)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.2.A
|
Cultures
|
demonstrate an understanding of the practices and how they are related to the perspectives of the cultures studied
|
Understanding
|
114.40(2)(A)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.2.B
|
Cultures
|
demonstrate an understanding of the products and how they are related to the perspectives of the cultures studied
|
Understanding
|
114.40(2)(B)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.3.A
|
Connections
|
use resources to reinforce and further knowledge of other disciplines through the foreign language
|
Applying
|
114.40(3)(A)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.4.A
|
Comparisons
|
demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied
|
Understanding
|
114.40(4)(A)
| false
|
Not specified
|
Abbreviation: SPAN 1 (H)
Prerequisite(s): None. Included in Class Ranking GPA: Yes
NCAA Approved Core Course: Yes Eligible for Fall Exam Exemptions: No
Notes: None.
This course is an introductory course to the basic sounds and structure of Spanish language. It is designed for students who have
chosen to examine Spanish in greater depth and at a faster pace during their high school careers. This course is designed to lay
the foundation for students planning to take the AP Spanish exam.
5211 Spanish II
|
Languages Other Than English
|
03440200
| 1
|
9,10,11,12
|
SPAN2.5.A
|
Communities
|
use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate
|
Applying
|
114.40(5)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.A
|
History
|
identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations
|
Understanding
|
113.42(1)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.B
|
History
|
identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions
|
Understanding
|
113.42(1)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.C
|
History
|
identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of major world religions, the Mongol invasions, and the development of the Ming Dynasty
|
Understanding
|
113.42(1)(C)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.D
|
History
|
identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation
|
Understanding
|
113.42(1)(D)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.E
|
History
|
identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions
|
Understanding
|
113.42(1)(E)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.1.F
|
History
|
identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization and the opening of world markets
|
Understanding
|
113.42(1)(F)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.2.A
|
Ancient Civilizations
|
summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations
|
Understanding
|
113.42(2)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.2.B
|
Ancient Civilizations
|
identify the characteristics of civilization
|
Understanding
|
113.42(2)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.3.A
|
Classical Civilizations
|
describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity
|
Understanding
|
113.42(3)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.3.B
|
Classical Civilizations
|
explain the impact of the fall of Rome on Western Europe
|
Understanding
|
113.42(3)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.4.A
|
Medieval and Renaissance Period
|
explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire
|
Understanding
|
113.42(4)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.4.B
|
Medieval and Renaissance Period
|
explain the characteristics of Roman Catholicism and Eastern Orthodoxy
|
Understanding
|
113.42(4)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.5.A
|
Medieval and Renaissance Period
|
summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India
|
Understanding
|
113.42(5)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.7.A
|
Age of Exploration and Reformation
|
identify the characteristics of the Renaissance and the Reformation
|
Understanding
|
113.42(7)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.7.B
|
Age of Exploration and Reformation
|
explain the political, intellectual, artistic, economic, and religious impact of the Renaissance and the Reformation
|
Understanding
|
113.42(7)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.8.A
|
Age of Exploration and Reformation
|
explain the relationship between European exploration and Islamic, African, and Asian trade routes
|
Understanding
|
113.42(8)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.12.A
|
Enlightenment and Revolutions
|
describe the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Darwinism, socialism, communism, and laissez-faire economics
|
Understanding
|
113.42(12)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.12.B
|
Enlightenment and Revolutions
|
identify the major political, economic, and social motivations that influenced European imperialism
|
Understanding
|
113.42(12)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.13.A
|
Enlightenment and Revolutions
|
identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions
|
Understanding
|
113.42(13)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.14.A
|
20th Century and Contemporary Issues
|
identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I
|
Understanding
|
113.42(14)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.15.A
|
20th Century and Contemporary Issues
|
summarize the international, political, and economic causes of the communist revolution in Russia and the causes of the collapse of the Soviet Union
|
Understanding
|
113.42(15)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.17.A
|
20th Century and Contemporary Issues
|
identify the major political and economic changes that occurred in the decades following World War II
|
Understanding
|
113.42(17)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.19.A
|
Geography and Culture
|
identify the location of major world countries for each of the six main eras of world history
|
Understanding
|
113.42(19)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.19.B
|
Geography and Culture
|
identify changes in political boundaries and the geographic impact of human migrations, cultural diffusion, and technological innovations
|
Understanding
|
113.42(19)(B)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.24.A
|
Economics and Government
|
describe the changing roles of women, children, and families during major eras of world history
|
Understanding
|
113.42(24)(A)
| false
|
Not specified
|
World History Studies
|
Social Studies
|
03340400
| 1
|
9,10,11,12
|
WH.26.A
|
Economics and Government
|
identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic Caliphates between 700 and 1200 and in China from the Tang to Ming dynasties
|
Understanding
|
113.42(26)(A)
| false
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.1.A
|
History
|
identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
|
Understanding
|
113.41(1)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.1.B
|
History
|
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
|
Applying
|
113.41(1)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.1.C
|
History
|
explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957
|
Understanding
|
113.41(1)(C)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.2.A
|
Industrialization and Urbanization
|
analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism
|
Analyzing
|
113.41(2)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.2.B
|
Industrialization and Urbanization
|
analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business
|
Analyzing
|
113.41(2)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.2.C
|
Industrialization and Urbanization
|
analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists
|
Analyzing
|
113.41(2)(C)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.3.A
|
Progressive Era and World War I
|
explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt moved the United States into the position of a world power
|
Understanding
|
113.41(3)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.4.A
|
Progressive Era and World War I
|
analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions
|
Analyzing
|
113.41(4)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.4.B
|
Progressive Era and World War I
|
evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments
|
Evaluating
|
113.41(4)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.5.A
|
The Great Depression and World War II
|
analyze the causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women
|
Analyzing
|
113.41(5)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.6.A
|
The Great Depression and World War II
|
analyze causes and effects of events and social issues such as the Great Depression, the Dust Bowl, and increased government regulation
|
Analyzing
|
113.41(6)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.7.A
|
The Great Depression and World War II
|
identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor
|
Understanding
|
113.41(7)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.8.A
|
Cold War and Contemporary United States
|
describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis
|
Understanding
|
113.41(8)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.8.B
|
Cold War and Contemporary United States
|
describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers
|
Understanding
|
113.41(8)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.9.A
|
Cold War and Contemporary United States
|
trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments
|
Understanding
|
113.41(9)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.10.A
|
Geography
|
locate places and regions of importance in the United States during the 17th, 18th, 19th, 20th, and 21st centuries
|
Understanding
|
113.41(10)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.10.B
|
Geography
|
compare places and regions of the United States in terms of physical and human characteristics
|
Analyzing
|
113.41(10)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.13.A
|
Economics
|
analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, immigration, the Rust Belt to the Sun Belt, and the retention and acquisition of territories
|
Analyzing
|
113.41(13)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.15.A
|
Economics
|
describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century
|
Understanding
|
113.41(15)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.16.A
|
Economics
|
explain the effects of governmental actions on individuals, industries, and communities, including the impact of New Deal legislation on the historical roles of state and federal government
|
Understanding
|
113.41(16)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.18.A
|
Government and Citizenship
|
evaluate the impact of New Deal legislation on the historical roles of state and federal government
|
Evaluating
|
113.41(18)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.18.B
|
Government and Citizenship
|
explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11
|
Understanding
|
113.41(18)(B)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.26.A
|
Culture
|
describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, film, and literature such as the paintings of Georgia O'Keeffe, rock and roll, architectural movements, and Transcendentalism
|
Understanding
|
113.41(26)(A)
| true
|
Not specified
|
United States History
|
Social Studies
|
03340100
| 1
|
10,11,12
|
USH.26.B
|
Culture
|
describe the impact of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Counterculture of the 1960s, and Country and Western music on American society
|
Understanding
|
113.41(26)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.A
|
Scientific and Engineering Practices
|
ask questions and define problems based on observations or information from text, phenomena, models, or investigations
|
Understanding
|
112.34(1)(A)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.B
|
Scientific and Engineering Practices
|
apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
|
Applying
|
112.34(1)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.C
|
Scientific and Engineering Practices
|
use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards
|
Applying
|
112.34(1)(C)
| false
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.D
|
Scientific and Engineering Practices
|
use appropriate tools such as microscopes, slides, stains, micropipettes, graduated cylinders, hot plates, test tubes, balances, indicators, meter sticks, and models to collect, analyze, and interpret data
|
Applying
|
112.34(1)(D)
| false
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.E
|
Scientific and Engineering Practices
|
collect quantitative data using appropriate tools, equipment, and technology, organize data using tables and graphs, and identify patterns to communicate findings with accurate measurements using significant digits and scientific notation
|
Analyzing
|
112.34(1)(E)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.F
|
Scientific and Engineering Practices
|
construct appropriate graphic organizers to collect data, use appropriate mathematical calculations and technology tools to acquire, process, and analyze quantitative and qualitative data, and communicate valid conclusions supported by data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports
|
Creating
|
112.34(1)(F)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.1.G
|
Scientific and Engineering Practices
|
develop and use models to represent phenomena, systems, processes, or solutions to engineering problems
|
Creating
|
112.34(1)(G)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.2.A
|
Scientific and Engineering Practices - Evidence and Modeling
|
know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section
|
Remembering
|
112.34(2)(A)
| false
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.2.B
|
Scientific and Engineering Practices - Evidence and Modeling
|
know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories
|
Understanding
|
112.34(2)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.2.C
|
Scientific and Engineering Practices - Evidence and Modeling
|
know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed
|
Understanding
|
112.34(2)(C)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.2.D
|
Scientific and Engineering Practices - Evidence and Modeling
|
distinguish between scientific hypotheses and scientific theories
|
Understanding
|
112.34(2)(D)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.4.A
|
Cell Structure and Function
|
compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity
|
Analyzing
|
112.34(4)(A)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.4.B
|
Cell Structure and Function
|
investigate and explain cellular processes, including homeostasis and transport of molecules
|
Analyzing
|
112.34(4)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.4.C
|
Cell Structure and Function
|
compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
|
Understanding
|
112.34(4)(C)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.5.A
|
Mechanisms of Genetics
|
describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms
|
Understanding
|
112.34(5)(A)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.5.B
|
Mechanisms of Genetics
|
describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation
|
Understanding
|
112.34(5)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.5.C
|
Mechanisms of Genetics
|
recognize that disruptions of the cell cycle can cause disease such as cancer
|
Understanding
|
112.34(5)(C)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.A
|
Mechanisms of Genetics
|
identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA
|
Understanding
|
112.34(6)(A)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.B
|
Mechanisms of Genetics
|
recognize that components that make up the genetic code are common to all organisms
|
Understanding
|
112.34(6)(B)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.C
|
Mechanisms of Genetics
|
explain the purpose and process of transcription and translation using models of DNA and RNA
|
Understanding
|
112.34(6)(C)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.D
|
Mechanisms of Genetics
|
recognize that gene expression is a regulated process
|
Understanding
|
112.34(6)(D)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.E
|
Mechanisms of Genetics
|
identify and illustrate changes in DNA and evaluate the significance of these changes
|
Evaluating
|
112.34(6)(E)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.F
|
Mechanisms of Genetics
|
predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance
|
Applying
|
112.34(6)(F)
| true
|
Not specified
|
Biology
|
Science
|
03010200
| 1
|
9,10,11,12
|
BIO.6.G
|
Mechanisms of Genetics
|
recognize the significance of meiosis to sexual reproduction
|
Understanding
|
112.34(6)(G)
| true
|
Not specified
|
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