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 STATE BOARD OF EDUCATION
issues of large urban area governments (e.g., transportation, zoning growth management and funding, urban planning, water and sanitation, pollution, annexation) d. special districts, governance funding and purpose (e.g., school, sanitation, wat...
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issues of large urban area governments (e.g., transportation, zoning growth management and funding, urban planning, water and sanitation, pollution, annexation) d. special districts, governance funding and purpose (e.g., school, sanitation, water, fire, library, community college) PO 10. Examine the sovereignty of tribal governments and their relationship to state and ___ Concept 5: Environment and Society PO 1. Analyze how the Earth’s natural systems (e.g., Gulf
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=147
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
issues <span class="highlight">of</span> large <span class="highlight">urban</span> area governments (e.g., transportation, zoning <span class="highlight">growth</span> management <span class="highlight">and</span> funding, <span class="highlight">urban</span> <span class="highlight">planning</span>, water <span class="highlight">and</span> sanitation, pollution, annexation) d. special districts, governance funding <span class="highlight">and</span> purpose (e.g., school, sanitation, water, fire, library, community college) PO 10. Examine the sovereignty <span class="highlight">of</span> tribal governments <span class="highlight">and</span> their relationship to state <span class="highlight">and</span> ___ Concept 5: Environment <span class="highlight">and</span> Society PO 1. Analyze how the Earth’s natural systems (e.g., Gulf
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=149
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
nationalism in Europe d. defeat <span class="highlight">of</span> Napoleon <span class="highlight">and</span> Congress <span class="highlight">of</span> Vienna PO 5. Explain the revolutionary <span class="highlight">and</span> independence movements in Latin America (e.g., Mexico, Haiti, South America). PO 6. Analyze the social, political, <span class="highlight">and</span> economic <span class="highlight">development</span> <span class="highlight">and</span> impact <span class="highlight">of</span> the Industrial Revolution: a. origins in England’s textile <span class="highlight">and</span> mining industries b. <span class="highlight">urban</span> <span class="highlight">growth</span> <span class="highlight">and</span> the social impact <span class="highlight">of</span> industrialization c. unequal spread <span class="highlight">of</span> industrialization to other countries post facto laws) b. Fourth
Science Standard Articulated by Grade Level -HS
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 5 Strand 3: Science in Personal and Social
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http://www.ade.state.az.us/standards/science/highschool.pdf#page=5
www.ade.state.az.us/standards/science/highschool.pdf#page=5
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL <span class="highlight">HIGH</span> SCHOOL Italics denote a repetition <span class="highlight">of</span> a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to grade level content or at a higher level <span class="highlight">of</span> complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department <span class="highlight">of</span> Education – Standards Based Teaching <span class="highlight">and</span> Learning Approved 5.24.04 Updated 3.10.05 5 Strand 3: Science in Personal <span class="highlight">and</span> Social
Strand 1: Reading Process (Kindergarten)
situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, ...
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situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem, short story). PO 4
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page...
situation), <span class="highlight">and</span> • plot (exposition, major <span class="highlight">and</span> minor conflicts, rising action, climax, falling action, <span class="highlight">and</span> <span class="highlight">resolution</span>). PO 2. Analyze the author’s use <span class="highlight">of</span> figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, <span class="highlight">and</span> <span class="highlight">imagery</span> in a literary selection. PO 3. Compare (<span class="highlight">and</span> contrast) the illustration <span class="highlight">of</span> the same theme in two different literary genres, using their structural features as the basis <span class="highlight">for</span> the comparison (e.g., novel <span class="highlight">and</span> play, poem, short story). PO 4
Strand 1: Reading Process (Kindergarten)
language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions. PO 3. Analyze the way in which the theme or meaning of a selection re...
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language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions. PO 3. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme. Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
language, including, personification, hyperbole, symbolism, allusion, <span class="highlight">imagery</span>, extended metaphor/conceit, <span class="highlight">and</span> allegory <span class="highlight">with</span> emphasis upon how the writer uses language to evoke readers’ emotions. PO 3. Analyze the way in which the theme or meaning <span class="highlight">of</span> a selection represents a view or comment on life, providing textual evidence <span class="highlight">for</span> the identified theme. Italics denotes a repetition <span class="highlight">of</span> a performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex reading selections. Arizona
Strand 1: Reading Process (Kindergarten)
literature. PO 1. Evaluate the author’s use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life), • point of view (e.g., first vs. third, limited vs. omniscient), • characterization (qualities, motives, actions, thoughts, dialo...
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literature. PO 1. Evaluate the author’s use of literary elements: • theme (moral, lesson, meaning, message, view or comment on life), • point of view (e.g., first vs. third, limited vs. omniscient), • characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), • setting (time of day or year, historical period, place, situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Interpret figurative
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...
literature. PO 1. Evaluate the author’s use <span class="highlight">of</span> literary elements: • theme (moral, lesson, meaning, message, view or comment on life), • point <span class="highlight">of</span> view (e.g., first vs. third, limited vs. omniscient), • characterization (qualities, motives, actions, thoughts, dialogue, <span class="highlight">development</span>, interactions), • setting (time <span class="highlight">of</span> day or year, historical period, place, situation), <span class="highlight">and</span> • plot (exposition, major <span class="highlight">and</span> minor conflicts, rising action, climax, falling action, <span class="highlight">and</span> <span class="highlight">resolution</span>). PO 2. Interpret figurative
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