iSEEK - Education

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

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English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc

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English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre

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English III Page 13 Standard 5 - Logic Course Level Expectations CLE 3003.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts. CLE 3003.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions. CLE 3003.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented. CLE 3003.5.4 Analyze the logical features of an argument. CLE 3003.5.5 Analyze written

14 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

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English IV Page 11 Standard 5 - Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts. CLE 3005.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions. CLE 3005.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented. CLE 3005.5.4 Analyze the logical features of an argument. CLE 3005.5.5 Analyze written

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie

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English IV Page 11 Standard 5 - Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts. CLE 3005.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions. CLE 3005.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented. CLE 3005.5.4 Analyze the logical features of an argument. CLE 3005.5.5 Analyze written

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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for

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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for

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and retesting. CLE 3216.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3216.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93216.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93216.T/E.4 Explore how the unintended consequences of new

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=3

and retesting. CLE 3216.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3216.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93216.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93216.T/E.4 Explore how the unintended consequences of new

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CLE 3251.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3251.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93251.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93251.T/E.4 Explore how the unintended consequences of new technologies can impact human and

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CLE 3251.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3251.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93251.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93251.T/E.4 Explore how the unintended consequences of new technologies can impact human and

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Tennessee State Board of Education

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0;93220.Math.3 Determine the slope of a linear function. #0;93220.Math.4 Determine the frequency, range, mode, median, and mean from a list of data. #0;93220.Math.5 Utilize a graphing calculator or a computer program to enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93220.Math.6 Solve for all variables based on a formula. #0;93220.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) to solve simple vector problems. #0;93220

4 0 http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4 www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4

0;93220.Math.3 Determine the slope of a linear function. #0;93220.Math.4 Determine the frequency, range, mode, median, and mean from a list of data. #0;93220.Math.5 Utilize a graphing calculator or a computer program to enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93220.Math.6 Solve for all variables based on a formula. #0;93220.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) to solve simple vector problems. #0;93220

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0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list of data. #0;93256.Math.5 Utilize a graphing calculator or a computer program to enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables based on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) to solve simple vector problems. #0;93256.Math.8 Apply the laws of sine and cosine to solve vector

24 0 http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24 www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24

design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3258.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools to conduct a scientific

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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4

2 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2

use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4

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Physics

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systems. CLE 3231.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3231.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3231.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93231.T/E.1 Select appropriate tools and

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3

systems. CLE 3231.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3231.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3231.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93231.T/E.1 Select appropriate tools and

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Minnesota Academic Standards

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monopolies, navigation instruments; role of banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 - 1920 AD The student will demonstrate knowledge of the integration of large territories under regional and global empires. 1. Students will examine and analyze how trade- based empires laid the foundation for the global economy. 2. Students will explain the impact of increased global trade on regional economies. 3

29 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=29 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 29 III. WORLD HISTORY C. World Civilizations and Religions, 1500 BC - 700 AD The student will demonstrate knowledge of the history and rise of major world religions. 1. Students will understand the history, geographic locations, and characteristics of major world religions, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, as well as indigenous religious traditions. III. WORLD HISTORY D. Early Medieval & Byzantium, 400 AD

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 30 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns. 1. Students will describe the influence of geography on the cultural and economic development of Japan, China, Southeast Asia and India. 2. Students will describe the influence of geography on the cultural and

31 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=31 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students

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and evaluate their impact. 4. Students will explain Greek, Roman, and Arabic influence on Western Europe. 1. England, France, Spain and Russia, Charlemagne, William the Conqueror, Peter Abelard, Heloise, 100 Years’ War, Joan of Arc 2. Crusades, the Mongol conquests, Constantinople and the Turks 3. Population decline, collapse of feudal economy and political system 4. Role of Arabic and Byzantine civilizations, philosophy, medicine, science III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD The

33 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=33 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

monopolies, navigation instruments; role of banking, colonial economies 2. 1453 A.D., Mediterranean and Middle East locations, Lepanto, Sulieman III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 - 1920 AD The student will demonstrate knowledge of the integration of large territories under regional and global empires. 1. Students will examine and analyze how trade- based empires laid the foundation for the global economy. 2. Students will explain the impact of increased global trade on regional economies. 3

35 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=35 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

of 1846-48; Spanish- American War of 1898; Panama Canal; U.S. actions in Cuba, Philippines, Puerto Rico, Nicaragua, and Haiti 2. Markets, tropical products and raw materials, national rivalries, domestic political aims; British in India and Africa; Dutch in Indonesia; France in North Africa; impact of new weapons and transportation; rise of Japan as a world power; imperialism and the ‘scramble’ for colonies in Africa; treaty ports, ‘unequal treaties’ in China 3. Compare French colonization of Algeria to the

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

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STANDARD E3: THE SOLID EARTH Students explain how scientists study and model the interior of the Earth and its dynamic nature. They use the theory of plate tectonics, the unifying theory of geology, to explain a wide variety of Earth features and processes and how hazards resulting from these processes impact society. E3.1 Advanced Rock Cycle Igneous, metamorphic, and sedimentary rocks are indicators of geologic and environmental conditions and processes that existed in the past. These include

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STANDARD E3: THE SOLID EARTH Students explain how scientists study and model the interior of the Earth and its dynamic nature. They use the theory of plate tectonics, the unifying theory of geology, to explain a wide variety of Earth features and processes and how hazards resulting from these processes impact society. E3.1 Advanced Rock Cycle Igneous, metamorphic, and sedimentary rocks are indicators of geologic and environmental conditions and processes that existed in the past. These include

www.michigan.gov/documents/mde/Essential_Science_204486_7.pdf#page=9

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