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 Microsoft Word - 06.029.0004.doc
personal attack - “argumentum ad hominem,” the appeal to general opinion - “argumentum ad populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and...
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personal attack - “argumentum ad hominem,” the appeal to general opinion - “argumentum ad populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work of others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument’s effectiveness
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
personal attack - “argumentum <span class="highlight">ad</span> hominem,” the appeal <span class="highlight">to</span> general opinion - “argumentum <span class="highlight">ad</span> populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work <span class="highlight">of</span> others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument <span class="highlight">in</span> order <span class="highlight">to</span> evaluate an argument’s effectiveness
Microsoft Word - ssstd5.docssstd5.pdf
Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point ...
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Suggestions The student: 1.▲ (A) uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England). 2. (A) examines multiple primary sources to understand point of view of an historical figure. 3. (A) locates information using a variety of sources to support a thesis statement. 4. (A) uses information including primary sources to debate a problem or an historical issue. 5. (A) observes and draws
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=21
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Suggestions The student: 1.▲ (A) uses historical timelines <span class="highlight">to</span> trace the cause and effect relationships between events <span class="highlight">in</span> different places during the same time period (e.g., Colonial America and England). 2. (A) examines <span class="highlight">multiple</span> primary sources <span class="highlight">to</span> understand point <span class="highlight">of</span> view <span class="highlight">of</span> an historical figure. 3. (A) locates information using a variety <span class="highlight">of</span> sources <span class="highlight">to</span> <span class="highlight">support</span> a thesis statement. 4. (A) uses information including primary sources <span class="highlight">to</span> debate a problem or an historical issue. 5. (A) observes and draws
Microsoft Word - 0519LAStandards.doc
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, w...
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plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, with attention to organization, focus, quality of ideas and a purpose. The student will: 1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. 2. Create narratives
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=36
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end <span class="highlight">of</span> grade 8, the student will have written <span class="highlight">in</span> all <span class="highlight">of</span> the forms listed. B. Elements <span class="highlight">of</span> Composition Standard: The student will engage <span class="highlight">in</span> a writing process, with attention <span class="highlight">to</span> organization, focus, <span class="highlight">quality</span> <span class="highlight">of</span> ideas and a purpose. The student will: 1. Create <span class="highlight">multiple</span> paragraph compositions that state, maintain and use details <span class="highlight">in</span> a logical order <span class="highlight">to</span> <span class="highlight">support</span> a main idea. 2. Create narratives
Microsoft Word - science.doc
assessments that reflect the profession’s best insights into what constitutes a quality education for every citizen. The North Dakota State content and achievement standards offer guidance in core curriculum areas while, at the same time, they allow for, indeed encourage, a d...
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assessments that reflect the profession’s best insights into what constitutes a quality education for every citizen. The North Dakota State content and achievement standards offer guidance in core curriculum areas while, at the same time, they allow for, indeed encourage, a dynamic and living curriculum created at the local school district level. To ensure educational relevance, the North Dakota State content and achievement standards are (1) based on academic standards developed nationally by various
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=4
www.dpi.state.nd.us/standard/content/science/science.pdf#page=4
assessments that reflect the profession’s best insights into what constitutes a <span class="highlight">quality</span> education for every citizen. The North Dakota State content and achievement standards offer guidance <span class="highlight">in</span> core curriculum areas while, at the same time, they allow for, indeed encourage, a <span class="highlight">dynamic</span> and living curriculum created at the local school district level. <span class="highlight">To</span> ensure educational relevance, the North Dakota State content and achievement standards are (1) <span class="highlight">based</span> on academic standards developed nationally by various
Microsoft Word - SocialStudiesGLEs.doc
service to their communities and the world. Guiding principles To develop these capacities in all students, the social studies Grade Level Expectations are based on these principles: 1. Focus on enduring understanding. The GLEs focus on the big ideas in ci...
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service to their communities and the world. Guiding principles To develop these capacities in all students, the social studies Grade Level Expectations are based on these principles: 1. Focus on enduring understanding. The GLEs focus on the big ideas in civics, economics, geography, and history that will help students understand and analyze the world. Facts are critically important – but facts should be the building blocks for understanding trends, ideas, and principles, not stand-alone bits of
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=4
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=4
<span class="highlight">service</span> <span class="highlight">to</span> their communities and the world. Guiding principles <span class="highlight">To</span> develop these capacities <span class="highlight">in</span> all students, the social studies Grade Level Expectations are <span class="highlight">based</span> on these principles: 1. Focus on enduring understanding. The GLEs focus on the big ideas <span class="highlight">in</span> civics, economics, geography, and history that will help students understand and analyze the world. Facts are critically important – but facts should be the building blocks for understanding trends, ideas, and principles, not stand-alone bits <span class="highlight">of</span>
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