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 Indiana Academic Standards-Social Studies-Grade 6
Rainforests of Brazil, Canadian low Arctic tundra, Mexican woodlands and temperate forests of Russia * biomes: major ecological comunities, such as rainforest, desert grasland Human Systems 6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas usi...
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Rainforests of Brazil, Canadian low Arctic tundra, Mexican woodlands and temperate forests of Russia * biomes: major ecological comunities, such as rainforest, desert grasland Human Systems 6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography. Example: Rural and urban areas of Brazil, Canada, Mexico, Russia and Great Britain 6.3.10 Explain that
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade06.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Rainforests of Brazil, Canadian <span class="highlight">low</span> Arctic tundra, Mexican woodlands and temperate forests of Russia * biomes: major ecological comunities, such as rainforest, desert grasland Human Systems 6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas <span class="highlight">using</span> a variety of geographic representations such as maps, charts, graphs, and satellite <span class="highlight">images</span> and aerial photography. Example: Rural and urban areas of Brazil, Canada, Mexico, Russia and Great Britain 6.3.10 Explain that
Academic Standards-English/Language Arts Grade 11
images of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and n...
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images of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. 11.7.13 Identify rhetorical and logical fallacies
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade11.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
<span class="highlight">images</span> of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual <span class="highlight">image</span>-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. 11.7.13 Identify rhetorical and logical fallacies
Academic Standards-English/Language Arts Grade 10
with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • address readers’ concerns, counterclaims, biases, and expectations. Example: Write a letter to a television network to persuade the network...
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with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • address readers’ concerns, counterclaims, biases, and expectations. Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings. 10.5.5 Write business letters that: • provide clear and purposeful information and address the intended audience appropriately. • show appropriate use of vocabulary, tone
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • address readers’ concerns, counterclaims, biases, and expectations. Example: Write a letter to a television network to persuade the network to keep a program on the air despite <span class="highlight">low</span> ratings. 10.5.5 Write business letters that: • provide clear and purposeful information and address the intended audience appropriately. • show appropriate use of vocabulary, tone
Academic Standards-English/Language Arts Grade 12
effects, and language). 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. 12.7.11 Interpret and evaluate the various ways in which events ar...
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effects, and language). 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating images of leaders, and shaping attitudes) at the local, state, and national levels. 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 12.7.12 Critique a speaker’s use of words and language in relation
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
effects, and language). 12.7.10 Analyze the impact of the media on the democratic process (including exerting influence on elections, creating <span class="highlight">images</span> of leaders, and shaping attitudes) at the local, state, and national levels. 12.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual <span class="highlight">image</span>-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 12.7.12 Critique a speaker’s use of words and language in relation
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