Professional Documents
Culture Documents
Readiness Standards
Texas College and Career
Readiness Standards
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Mathematics Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Science Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cross-Disciplinary Standards . . . . . . . . . . . . . . . . . . . . . . . . . . .
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a
E XAM PL E
these or other similar indicators a student
these college and career readiness standards focus is successfully able to demonstrate,
precisely on a strong foundation of knowledge and the greater the probability that the
intellectual skills, including intellectual nimbleness and student will be prepared to succeed in
adaptability, they will serve equally well those students college. (Designated by lowercase letters
heading to college and to the workforce. and shading in the appendix of this
document.)
Organization of the College
and Career Readiness Standards
The goal of the Texas CCRS is to establish what
students must know and be able to do to succeed in
entry-level courses offered at institutions of higher
education. These CCRS are organized into four levels
RI VSHFLÀFLW\7KHOHYHOVDUHGHÀQHGDQGZLOODSSHDUDV
follows:
I. Key Content
A. Organizing Components
1. Performance Expectations
a. Examples of Performance Indicators
I. Key Content:
Keystone ideas of a discipline that
reverberate as themes throughout the
curriculum. (Designated by Roman
numerals.)
A. Organizing Components:
Knowledge and subject areas that organize
a discipline around what students should
retain, be able to transfer, and apply to
new knowledge and skills. (Designated by
capital letters.)
1. Performance Expectations:
Knowledge and skills that represent
important ideas of the current
understanding of each organizing concept
as well as the multiple contexts in which
each organizing concept can be manifest.
(Designated by numbers.)
interpret and express themselves in a variety of forms 2. Generate ideas and gather information relevant
and formats. Therefore, the standards address the full to the topic and purpose, keeping careful
range of American English, allowing for the possibility records of outside sources.
that language can be used appropriately in many (YDOXDWHUHOHYDQFHTXDOLW\VXIÀFLHQF\DQG
different formats and that students must have mastery depth of preliminary ideas and information,
of the rules associated with those formats and know organize material generated, and formulate a
when and how to apply those rules. thesis.
Because the language arts are present throughout 4. Recognize the importance of revision as the
the core curriculum, standards for the language arts NH\WRHIIHFWLYHZULWLQJ(DFKGUDIWVKRXOGUHÀQH
appear in two places in this document—as elements key ideas and organize them more logically
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of the cross-disciplinary standards fundamental to all effectively, and draw the reader to the author’s
VXEMHFWVDQGDVDVWDQGDORQHVXEMHFW purpose.
5. Edit writing for proper voice, tense, and syntax,
I. Writing assuring that it conforms to standard English,
A. Compose a variety of texts that demonstrate when appropriate.
clear focus, the logical development of
ideas in well-organized paragraphs, and the II. Reading
use of appropriate language that advances A. Locate explicit textual information, draw
the author’s purpose. complex inferences, and analyze and
1. Determine effective approaches, forms, evaluate the information within and across
and rhetorical techniques that demonstrate texts of varying lengths.
understanding of the writer’s purpose and
audience. 1. Use effective reading strategies to determine a
written work’s purpose and intended audience.
2. Use text features and graphics to form an
overview of informational texts and to
determine where to locate information.
3. Identify explicit and implicit textual information
including main ideas and author’s purpose.
4. Draw and support complex inferences from text
to summarize, draw conclusions, and distinguish
facts from simple assertions and opinions.
5. Analyze the presentation of information and
the strength and quality of evidence used by
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of the presentation and the credibility of an
argument.
6. Analyze imagery in literary texts.
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language to inform and shape the perceptions
of readers.
8. Compare and analyze how generic features are
used across texts.
V. Research
A. Formulate topic and questions.
1. Formulate research questions.
2. Explore a research topic.
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completing work.
B. Select information from a variety of
sources.
1. Gather relevant sources.
2. Evaluate the validity and reliability of sources.
3. Synthesize and organize information effectively.
C. Produce and design a document.
1. Design and present an effective product.
2. Use source material ethically.
C. Model real world situations with functions 2. Summarize and interpret mathematical
information provided orally, visually, or in
1. Apply known function models.
written form within the given context.
2. Develop a function to model a situation.
C. Presentation and representation of
mathematical work
VIII. Problem Solving 1. Communicate mathematical ideas, reasoning,
and Reasoning and their implications using symbols, diagrams,
graphs, and words.
A. Mathematical problem solving
2. Create and use representations to organize,
1. Analyze given information. record, and communicate mathematical ideas.
2. Formulate a plan or strategy. ([SODLQGLVSOD\RUMXVWLI\PDWKHPDWLFDOLGHDV
3. Determine a solution. and arguments using precise mathematical
4. Justify the solution. language in written or oral communications.
concerned with course titles and more focused on actively engaged in science. But to focus on vocabulary
ensuring that students are ready to explore and DORQHLVQRWVXIÀFLHQW6WXGHQWVVKRXOGEHHQFRXUDJHG
appreciate the richness and complexity of the natural WRPDLQWDLQDMXGLFLRXVEDODQFHEHWZHHQOHDUQLQJ
world. vocabulary and applying that vocabulary as they
Although the standards are quite extensive and formulate good questions, plan investigations, gather
VSHFLÀFLQWKHLULGHQWLÀFDWLRQRI LPSRUWDQWSUHUHTXLVLWH and evaluate data, and draw conclusions.
knowledge, they emphasize in equal measure the
importance of the key cognitive skills necessary to I. Nature of Science:
succeed in the kinds of tasks that students will almost
certainly encounter in entry-level college science
Scientific Ways of Learning
courses. and Thinking
Student success in college-level introductory science A. Cognitive skills in science
courses depends on the development of certain skills 1. Utilize skepticism, logic, and professional ethics
in high school classes. Although applications of these in science.
skills vary from one discipline and one grade level to the 2. Use creativity and insight to recognize and
next, all high school science courses should encourage describe patterns in natural phenomena.
students to master in an age-appropriate manner the
3. Formulate appropriate questions to test
concepts and vocabulary outlined in the standards, understanding of natural phenomena.
and to do so while acquiring and developing the key
cognitive skills necessary to think like a scientist. 4. Rely on reproducible observations of empirical
evidence when constructing, analyzing, and
:LWKLQWKHFRQWH[WRI WKHVHVWDQGDUGVVFLHQWLÀF evaluating explanations of natural events and
vocabulary should be viewed as a tool, not as an end processes.
in itself. Technical words and phrases allow concise
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and precise communication. Accurate use of technical
language is critical for interaction among those who are 'HVLJQDQGFRQGXFWVFLHQWLÀFLQYHVWLJDWLRQVLQ
which hypotheses are formulated and tested.
C. Collaborative and safe working practices
&ROODERUDWHRQMRLQWSURMHFWV
2. Understand and apply safe procedures in
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HOHFWULFDODQGÀUHVDIHW\DQGVDIHKDQGOLQJRI
live or preserved organisms.
3. Demonstrate skill in the safe use of a wide
variety of apparatuses, equipment, techniques,
and procedures.
' &XUUHQWVFLHQWLÀFWHFKQRORJ\
1. Demonstrate literacy in computer use.
2. Use computer models, applications, and
simulations.
3. Demonstrate appropriate use of a wide variety
of apparatuses, equipment, techniques, and
procedures for collecting quantitative and
qualitative data.
V. Effective Communication
A. Clear and coherent oral and
writtencommunication
1. Use appropriate oral communication techniques
depending on the context or nature of the
interaction.
2. Use conventions of standard written English.
B. Academic integrity
1. Attribute ideas and information to source
materials and authors.
Cross-Disciplinary
Standards
CROSS-DISCIPLINARY STANDARDS
Function Law
In mathematics, a relation for which each element of In terms of science, a statement of order and relation
the domain corresponds to exactly one element of in nature that has been found to be invariable under
the range. the same conditions.
Gender Literary element
The behavioral, cultural, or psychological traits An individual aspect or characteristic of a whole work
typically associated with one sex. of literature.
Global community Manipulatives
The collective habitation of Earth by both humans 2EMHFWVVXFKDVEORFNVWKDWDVWXGHQWLVLQVWUXFWHGWR
and animals and the interconnection shared by means use in a way that teaches or reinforces a lesson.
of inhabiting the same space. Model
Graphic organizers A system of postulates, data, and inferences presented
Tools to visually categorize information such as as a mathematical description.
FDOHQGDUVRXWOLQHVRUÁRZFKDUWV Multicultural
Human communities 2IUHODWLQJWRUHÁHFWLQJRUDGDSWHGWRDGLYHUVH
Groups of people sharing an environment where range of cultures.
intent, belief, resources, preferences, needs, risks, and Natural phenomena
a number of other conditions may be present and Facts or events observable in the natural world.
common, affecting the identity of the participants
Organizing components
and their degree of cohesiveness. .QRZOHGJHDQGVXEMHFWDUHDVWKDWRUJDQL]HD
Hypothesis discipline around what students should retain, be able
A tentative explanation or model to account for to transfer, and apply to new knowledge and skills.
data, developed to draw out its logical or empirical The second level in the organizing structure of the
consequences, and to guide the search for additional CCRS. Designated in this document by capital letters.
data. Performance expectations
Ideology Knowledge and skills that represent the important
A systematic body of concepts, especially about ideas of the current understanding of each organizing
human life or culture. concept as well as the multiple contexts in which each
organizing concept can be manifest. The third level in
Inductive reasoning the organizing structure of the CCRS. Designated in
The process of reasoning in which the premise of this document by numbers.
an argument is believed to support the conclusion
but does not ensure it. Usually understood as
Performance indicators
Examples of how to assess and measure performance
PRYLQJIURPDVWDWHPHQWRUGHVFULSWLRQRI VSHFLÀF
expectations. The fourth level in the organizing
examples or instances to generalizable statements or
structure of the CCRS. Designated in this document
descriptions of the entire class or category to which by lower-case letters.
the examples belong.
Periodization
Inquiry The organization of the past into units of inquiry,
A systematic investigation of facts or principles. PDUNHGE\NH\GHÀQLQJFRQFHSWV
Key content Positive and negative controls
Overarching or keystone ideas of a discipline that A controlled experiment generally compares the
reverberate as themes throughout the curriculum. results obtained from an experimental sample against
7KHÀUVWDQGKLJKHVWOHYHOLQWKHRUJDQL]LQJVWUXFWXUH a control sample, which is practically identical to the
of the College and Career Readiness Standards experimental sample except for the one aspect whose
(CCRS). Designated in this document by Roman effect is being tested. To be sure that the experimental
numerals. procedures are working correctly, investigators
English/Language
English/Language
Arts
Arts Science
Science
Selina
Selina
Jackson,
Jackson,
Co-Chair
Co-Chair Mercedes
Mercedes
Guzman,
Guzman,
Co-Chair
Co-Chair
Wall Independent
Wall Independent
School
School
District
District El Paso
El Paso
Independent
Independent
School
School
District
District
Linda
Linda
Ferreira-Buckley,
Ferreira-Buckley,
Co-Chair
Co-Chair C. O.
C.(Pat)
O. (Pat)
Patterson,
Patterson,
Co-Chair
Co-Chair
The University
The University
of Texas
of Texas
at Austin
at Austin TexasTexas
A&MA&M
University
University
Nancy
Nancy
G. Allen
G. Allen Eugene
Eugene
Billiot
Billiot
Angelo
Angelo
State State
University
University TexasTexas
A&MA&M
University
University
- Corpus
- Corpus
Christi
Christi
Barbara
Barbara
Brown
Brown Yuridia
Yuridia
Patricia
Patricia
Gandy
Gandy
San Jacinto
San Jacinto
College
College Hidalgo
Hidalgo
Independent
Independent
School
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District
District
KimKim
Callison
Callison Ginger
Ginger
Johnson
Johnson
Lubbock
Lubbock
Independent
Independent
School
School
Districtt
Districtt Lake Lake
TravisTravis
Independent
Independent
School
School
District
District
Nelda
Nelda
Ramirez
Ramirez Michael
Michael
KrallKrall
Premont
Premont
Independent
Independent
School
School
District
District NHMCCD,
NHMCCD,
Montgomery
Montgomery
College
College
Diana
Diana
Sansing
Sansing Michael
Michael
Odell
Odell
University
University
of Texas
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at Tyler
at Tyler
Tomball
Tomball
Independent
Independent
School
School
District
District
JeanJean
Sorensen
Sorensen DanDan
Porter
Porter
Amarillo
Amarillo
College
College
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Grayson
County
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Jeremy
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Gene
Gene
Young
Young University
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of Texas
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Pan American
Sam Houston
Sam Houston
State State
University
University
SamSam
Wingate
Wingate
Clifton
Clifton
Independent
Independent
School
School
District
District
Mathematics
Mathematics
Linda
Linda
Gann,
Gann,
Co-Chair
Northside
Co-Chair
Northside
Independent
Independent
School
School
District
District
Social
Social
Studies
Studies
Larry
Larry
Garibaldi,
Garibaldi,
Co-Chair
Co-Chair
Selina
Selina
Vasquez-Mireles,
Vasquez-Mireles,
Co-Chair
Co-Chair Houston
Houston
Independent
Independent
School
School
District
District
TexasTexas
State State
University
University
- San -Marcos
San Marcos
Jonathan
Jonathan
Lee,Lee,
Co-Chair
Co-Chair
Thomas
Thomas
R. Butts
R. Butts San Antonio
San Antonio
College
College
University
University
of Texas
of Texas
at Dallas
at Dallas
Gwen
Gwen
CashCash
TroyTroy
Furlough
Furlough ClearClear
CreekCreek
Independent
Independent
School
School
District
District
DCCCD,
DCCCD,
El Centro
El Centro
College
College AmyAmy
Deatherage
Deatherage
Kenneth
Kenneth
Grantham
Grantham 0DQVÀHOG,QGHSHQGHQW6FKRRO'LVWULFW
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DallasDallas
Independent
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School
District
District Ricky
Ricky
Dobbs
Dobbs
Doug
Doug
HaleHale TexasTexas
A&MA&M
University
University
- Commerce
- Commerce
University
University
of Texas
of Texas
- Permian
- Permian
BasinBasin Elizabeth
Elizabeth
Flores
Flores
Shary
Shary
Horn
Horn Del Mar
Del College
Mar College
AlvinAlvin
Independent
Independent
School
School
District
District Lybeth
Lybeth
Hodges
Hodges
LucyLucy
Hernandez
Hernandez
Michal
Michal TexasTexas
Woman’s
Woman’s
University
University
El Paso
El Paso
Community
Community
College
College Wallace
Wallace
D. Johnson
D. Johnson
Diane
Diane
Reed
Reed SouthSouth
TexasTexas
College
College
YsletaYsleta
Independent
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School
School
District
District Yolanda
Yolanda
Romero,
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Linda
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Zientek
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NorthNorth
Lake Lake
College
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BlinnBlinn
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Brenham
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Campus
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Sam Houston
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State State
University
University McAllen
McAllen
Independent
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School
School
District
District
TexasTexas
College
College
and Career
and Career
Readiness
Readiness
Standards
Standards
Appendix
a Texas College and Career Readiness Standards
English/Language Arts
Standards
with performance indicators
I. Writing
A. Compose a variety of texts that
demonstrate clear focus, the logical
development of ideas in well-organized
paragraphs, and the use of appropriate
language that advances the author’s
purpose.
1. Determine effective approaches, forms,
and rhetorical techniques that demonstrate
understanding of the writer’s purpose and
audience.
D 3UHSDUHDWRSLFSURSRVDOWKDWVSHFLÀHV
DQGMXVWLÀHVWKHWRSLFDXGLHQFHDQG
purpose.
b. Identify the types of writing (e.g.,
informational, analytical, polemical) and
E XA M P L E S
outline and prioritize ideas, anticipate electronic sources and appropriately cite
all borrowed material.
questions that might be raised by readers,
c. Demonstrate familiarity with different
EXA M P L ES
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EXA M P L ES
3. Identify explicit and implicit textual b. Describe and compare how authors use
information including main ideas and VW\OHWRHYRNHVSHFLÀFFXOWXUHVVRFLDO
author’s purpose. classes, geographical locations, and time
periods.
a. Analyze connections between main ideas
and supporting details. c. Explain how authors use dialect to convey
E XAM PL E S
character.
b. Identify author’s purpose in a variety of
texts, such as magazine articles. 8. Compare and analyze how generic features
are used across texts.
4. Draw and support complex inferences from
text to summarize, draw conclusions, and a. Explain how form or genre communicates
distinguish facts from simple assertions and meaning.
E XAM PL E S
opinions. b. Analyze the use of persona in texts with
diverse voices.
a. Analyze moral dilemmas in works of
literature as revealed by the behaviors and
underlying motivations of characters. 9. Identify and analyze the audience, purpose,
and message of an informational or
E XA M P L E S
and strength of evidence used in research a. Identify words that convey mood and
papers. voice to inform readers of aspects of a
setting or time period.
E XA M P L ES
tone, and creates meaning in literary texts. 11. Identify, analyze, and evaluate similarities
and differences in how multiple texts
7. Evaluate the use of both literal and present information, argue a position, or
ÀJXUDWLYHODQJXDJHWRLQIRUPDQGVKDSHWKH relate a theme.
perceptions of readers.
a. Analyze similarities and differences in how
E XA M P L E S
a. Analyze a passage for word choice and authors develop similar themes across
EXAMPLES
voice. texts.
b. Read diaries written during a particular 2. Analyze themes, structures, and elements of
event or period and use evidence from myths, traditional narratives, and classical
the diaries to demonstrate similarities and and contemporary literature.
differences in how each author feels about
the event. a. Describe how contemporary authors adapt
legends and myths to current settings and
c. Analyze how authors present opposing issues.
viewpoints on the same issue.
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E XAM PL E S
B. Understand new vocabulary and concepts literary works from various countries.
and use them accurately in reading, c. Use appropriate reading strategies to
speaking, and writing. analyze a variety of literary and textual
forms and genres.
1. Identify new words and concepts acquired
through study of their relationships to other d. Analyze universal or recurrent themes
words and concepts. across a variety of works and genres.
a. Describe meanings of words read in texts 3. Analyze works of literature for what they
EDVHGRQFRQWH[WFOXHVHJGHÀQLWLRQV suggest about the historical period and
examples, comparison, contrast, cause and cultural contexts in which they were written.
E XA M P L E S
EXAMPLES
E XAM PL E S
20th Century). b. Communicate understanding of materials,
concepts, and ideas (e.g., conference with
$QDO\]HWKHLQÁXHQFHRI P\WKVIRONWDOHV instructor on a complex assignment).
fables, and classical literature from a variety
of world cultures on later literature and 2. Participate actively and effectively in group
ÀOP discussions.
D $QDO\]HKRZWH[WVLQÁXHQFHRWKHUWH[WV a. Cooperate with peers to organize a group
E XAM PL E
E XA M P L E S
mythology. evaluate the work of the group based on
agreed-upon criteria.
III. Speaking b. Use discussion techniques to arrive at a
consensus or complete a task.
A. Understand the elements of
communication both in informal group 3. Plan and deliver focused and coherent
discussions and formal presentations (e.g., presentations that convey clear and
accuracy, relevance, rhetorical features, distinct perspectives and demonstrate solid
reasoning.
organization of information).
1. Understand how style and content of D 3UHVHQWUHVHDUFKÀQGLQJVDVDSSURSULDWHLQ
spoken language varies in different contexts a variety of settings.
DQGLQÁXHQFHVWKHOLVWHQHU·VXQGHUVWDQGLQJ b. Use clear and concise language to explain
E XA M P L E S
complex concepts.
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(e.g., political beliefs, positions of social c. Practice speaking from notes as well as
power, culture). from a prepared speech.
E XA M P L E S
b. When speaking, observe audience reaction d. Use appropriate media for public
DQGDGMXVWSUHVHQWDWLRQHJSDFHWRQH presentations.
vocabulary, body language) to suit the
audience. IV. Listening
2. Adjust presentation (delivery, vocabulary, A. Apply listening skills as an individual and as
length) to particular audiences and a member of a group in a variety of settings
purposes. (e.g., lectures, discussions, conversations,
a. Use effective verbal and non-verbal team projects, presentations, interviews).
E XA M P LE
2. Interpret a speaker’s message; identify the a. Accurately paraphrase what has been
E XAM P L E S
position taken and the evidence in support heard.
of that position.
b. Revise a draft based on oral peer critique.
a. Evaluate the multiple levels of meaning
and age, gender, social position, and 3. Listen actively and effectively in group
cultural traditions of the speaker. discussions.
E XAM PL E S
E XAM PL E S
proximity).
b. Participate in a productive deliberation.
3. Use a variety of strategies to enhance c. Use effective listening techniques to
listening comprehension (e.g., focus complete a group task.
attention on message, monitor message for
clarity and understanding, provide verbal
and nonverbal feedback, note cues such V. Research
as change of pace or particular words that
indicate a new point is about to be made, A. Formulate topic and questions.
select and organize key information). 1. Formulate research questions.
a. Develop and ask questions related to the
a. Inventory one’s knowledge of, attitude
FRQWHQWIRUFODULÀFDWLRQDQGHODERUDWLRQ
toward, and interest in the topic.
b. Follow complex verbal instructions that
E XA M P L E S
include technical vocabulary and processes. b. Use strategies like those in the writing
process to generate questions and areas to
c. Paraphrase or summarize information.
pursue.
E XA M P L E S
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the presentation or discussion. c. Conduct interviews with experts to
identify questions central to a research
B. Listen effectively in informal and formal topic.
situations. d. List the fundamental questions that
1. Listen critically and respond appropriately to specialists and/or non-specialists raise
presentations. about a research topic.
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2. Explore a research topic.
questions raised by the presentation to
interpret the speaker’s content and attitude a. Produce an annotated list of sources
WRZDUGWKHVXEMHFW consulted, differentiating among primary,
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b. Develop a detailed and realistic schedule b. Integrate source material into text
IRUUHVHDUFKLQJDQGFRPSOHWLQJDSURMHFW by a combination of summarizing,
paraphrasing, and quoting.
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B. Select information from a variety of
F 8VHFLWDWLRQV\VWHPVSHFLÀHGE\RU
sources. appropriate to the assignment.
1. Gather relevant sources.
d. Design a report using features such as
a. Use general and specialized reference headings and graphics appropriate to the
works and databases to locate sources. writing task.
E XA M P L E S
I. Numeric Reasoning
A. Number representation
1. Compare real numbers.
a. Classify numbers as natural, whole,
integers, rational, irrational, real, imaginary,
and/or complex.
b. Use and apply the relative magnitude of
real numbers by using inequality symbols
to compare them and locate them on a
E XA M P L E S
number line.
c. Order real numbers with and without a
calculator using relationships involving
decimals, rationals, exponents, and
radicals.
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notation.
d. Calculate the sum, difference, product, c. Explain why the algorithms and procedures
and quotient of two complex numbers used to transform algebraic expressions are
and express the result in standard form. valid.
C. Number sense and number concepts C. Solving equations, inequalities, and systems
1. Use estimation to check for errors and of equations
reasonableness of solutions. 5HFRJQL]HDQGXVHDOJHEUDLFÀHOG
a. Identify the most reasonable solution for properties, concepts, procedures, and
a given problem from a list of possible algorithms to solve equations, inequalities,
VROXWLRQVMXVWLI\WKHFKRLFH and systems of linear equations.
b. Use mental estimates to detect potential a. Solve equations and inequalities in
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b. Distinguish among and apply different solve linear systems with two or three
XVHVRI HTXDWLRQVWRVWDWHDGHÀQLWLRQ variables.
represent a conditional statement, and
represent an identity.
2. Explain the difference between the solution
B. Manipulating expressions set of an equation and the solution set of an
inequality.
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properties, concepts, procedures, and a. Represent the solution set of an equation
algorithms to combine, transform, and or inequality in various ways (e.g. set
evaluate expressions (e.g., polynomials, notation, interval notation, graphical
radicals, rational expressions). representation, including shading).
D 8VHWKHDOJHEUDLFÀHOGSURSHUWLHVHJ b. Understand that the real solution to
EXA M P L E S
d. Graph a function and understand the c. Describe and use cross-sections and nets
relationship between its real zeros, roots, RI WKUHHGLPHQVLRQDOÀJXUHVWRUHODWH
and the x-intercepts of its graph. WKHPWRSODQHÀJXUHV
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1. Interpret multiple representations of intersections of a plane with a cone.
equations and relationships. e. Recognize and describe orthographic (top,
front, side) and isometric views of three-
a. Interpret graphical representations of
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b. Understand how variables can be used
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to express generalizations and represent
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situations.
their properties.
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composition of dilations in coordinate curves, and conic sections [e.g., describe
and non-coordinate plane settings. algebraically a circle centered at (h, k)
d. Use transformations and compositions of with radius (r)].
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sum of the three angles inside any triangle coordinate geometry.
is 180 degrees).
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system of equations of lines to the
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number of intersections of two or more
a. Identify and distinguish between graphs.
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statistics, and probability.
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c. Find arc length and sector area for a given b. Select and accurately use an appropriate
central angle on a circle. tool to make measurements.
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determine the accuracy of a measurement
1. Make and validate geometric conjectures. in problem situations.
a. Use drawings, manipulatives (e.g., d. Use the appropriate level of precision
paper folding, transformations) and when providing solutions to measurement
constructions (e.g., compass/straight-edge, problems.
computer graphing utility) to investigate e. Know when to estimate and approximate
SDWWHUQVDQGPDNHFRQMHFWXUHVDERXW measurements for given problem
JHRPHWULFSURSHUWLHVRI ÀJXUHV situations.
b. Use counterexamples to verify that a
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c. Give a logical argument in a variety 1. Convert from one measurement system to
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measured in a given situation (e.g., unit between two points in the coordinate
analysis, degree, or radian measure of an plane and make algebraic and geometric
angle.) connections.
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WKUHHGLPHQVLRQDOÀJXUHV measures from a set of data.
b. Interpret given probability measures in a
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a. Describe the difference between surface
area and volume of three-dimensional problem.
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measurement used in their calculation. a mathematical model of measurement for
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b. Solve problems involving surface area and summarizing some sets of data.
volume of three-dimensional simple and
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dimensions, including prisms, pyramids,
cylinders, cones, and spheres. A. Counting principles
1. Determine the nature and the number of
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basic trigonometry. to represent all possible outcomes in
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affect the perimeter, area, and volume of b. Determine the number of ways an
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and permutation formulas and the
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complement.
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of center (e.g., mean, median, mode) c. Compare the empirical and theoretical
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information. experimental probabilities converge to
theoretical probability as the number of
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dependent events.
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situations to make an informed decision. probability and know when to use it.
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independent compound events. range, IQR, percentiles, variance, standard
deviation).
VI. Statistical Reasoning b. Describe the effect of outliers on
summary statistics.
A. Data collection
4. Describe patterns and departure from
1. Plan a study.
patterns in a set of data.
a. Determine question(s) that can be
a. Describe any natural variability evident
answered with data.
in the results within the context of the
b. Explain the difference between situation.
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observational and experimental studies.
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c. Design and employ a plan of study to induced variability within the context of
collect appropriate data. the situation.
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2. Select and apply appropriate visual b. Analyze and describe similarities and
representations of data. differences by comparing graphical
distributions (e.g., parallel box plots,
a. Organize and construct graphical displays back-to-back stem-leaf plots) within and
of data (e.g., line plots, bar graphs, between data sets.
histograms, box plots, scatter plots) to
EXA M P L ES
quadratic, rational, absolute value, square functions [e.g., af(x), f(x)+b, f(x+c)]
root, exponential, and logarithmic and interpret the results verbally and
functions, and other advanced forms such graphically.
EXA M P L E S
f. Determine the inverse function of a given b. Identify what is known, not known, and
function in tabular, symbolic, or graphical what one wants to know in a problem.
form, if it exists (e.g., the inverse of an c. Distinguish relevant from irrelevant
exponential function is a logarithmic information in a given situation.
function). d. Determine the problem(s) to be solved.
g. Use properties of inverse functions to e. Identify additional information needed to
solve problems (e.g., inverse trigonometric reach a solution.
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2. Formulate a plan or strategy.
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a. Select or develop an appropriate problem-
a. Apply a linear model for a situation solving strategy (e.g., drawing a picture,
represented by a constant rate of change. looking for a pattern, systematic guessing
b. Apply given quadratic models to solve and checking, acting it out, making a
SUREOHPVHJDUHDYHORFLW\SURMHFWLOH table, working a simpler problem, working
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motion). backwards).
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from given information. VROXWLRQQRWMXVWWKHVROXWLRQ
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rates of change, intercepts, zeros, extrema,
c. Consider extensions and generalizations and trends.
of the problem, process, or solution.
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1. Develop and evaluate convincing d. Use a sequence expressed in recursive or
arguments. closed form.
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and effectiveness.
c. Determine the validity of a conditional b. Compare and analyze various methods for
statement, its converse, its inverse, and its solving a real world problem.
contrapositive.
b. Convert given information into an d. Understand and use interval, set, and
appropriate mathematical model. function notation.
c. Interpret results of the mathematical e. Understand that certain symbols and
problem in terms of the original real words can have multiple meanings [e.g.,
world situation. (1, 2) can represent a point or an interval].
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a. Use inductive and deductive reasoning to b. Develop geometric models to represent
reach valid conclusions. concepts and relationships (e.g., scatter
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graph) of relationships.
equations and inequalities, using the real
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b. b.Communicate
Communicate reasons
reasons
associated
associated
withwith a. a.Model
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a given
a given realreal
worldworld
situation
situation
usingusing
performing
performing steps
steps
in algebraic
in algebraic
methods
methods an appropriate
an appropriate combination
combination of sketches,
of sketches,
(e.g.,(e.g.,
explaining
explaining
whywhy
a quadratic
a quadratic
equation
equation graphs,
graphs,
andand
algebraic
algebraic
expressions.
expressions.
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a given
a given realreal
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solving
by factoring).
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algebraic
terms,
terms, useuse
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description
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c. c.Identify
Identify units
units
associated
associatedwithwith
anyany
variables
variables produce
produce
a geometric
a geometric description,
description,
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vice-
andand constants
constants
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multiple
strands
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useuse
appropriate
appropriate
mathematics
mathematics
in situations
in situations
andand
problems.
problems. mathematical
mathematicalmodels
models
in the
in the
natural,
natural,
physical,
physical,
andand
social
social
sciences.
sciences.
a. a.Represent
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a geometrictwo-dimensional
two-dimensional
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Identify
mathematical
mathematical sequences,
sequences, ratios,
ratios,
using
using
a seta set
of equations
of equations or inequalities.
or inequalities. andandpatterns
patterns
in nature
in nature
(e.g.,(e.g.,
Fibonacci
Fibonacci
sequence,
sequence,golden
golden
ratio).
ratio).
b. b.Connect
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concepts
conceptsof ratios,
of ratios,rates,
rates,
proportions,
proportions, andand
percents
percents(e.g.,(e.g.,
show showslope
slope b. b.Explain
Explain
the the
importance
importance of margin
of margin of of
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as constant
as constantraterate
of change
of change using using
similar
similar error
error
in results
in results
of surveys.
of surveys.
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triangles).
triangles). c. c.Apply
Apply
known
known mathematical
mathematical relations
relations
(e.g.,(e.g.,
c. c.Compare
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contrast
contrast
different
different Ohm’s
Ohm’sLaw,Law,
Hardy-Weinberg
Hardy-Weinberg Law,Law,rulerule
mathematical
mathematical concepts
conceptsandandprocedures
procedures thatthat for for
continuously
continuously compounded
compounded interest)
interest)
to to
could
could
be used
be used
to complete
to complete a particular
a particulartask.task. solve
solve
realreal
world
world
problems.
problems.
d. d.Combine
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appropriatenumeric,
numeric, algebraic,
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geometric,andandstatistical/probabilistic
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methods
methodsto solve
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a given
problem.
problem. mathematics
mathematics
in ainvariety
a variety
of careers
of careers
andand
professions.
professions.
2. 2.Connect
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mathematics
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to the
study
study
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of other a. a.Identify
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mathematics
mathematicsused
used
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in several
disciplines.
disciplines. careers
careers
andand
professions.
professions.
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a. a.UseUse
mathematical
mathematical models
models
to solve
to solve b. b.Identify
Identify
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several
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careers
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carbon
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mathematics
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aaTexas
Texas
College
College
andand
Career
Career
Readiness
Readiness
Standards
Standards
Science
Standards
with performance indicators
I. Nature of Science:
Scientific Ways of Learning
and Thinking
A. Cognitive skills in science
1. Utilize skepticism, logic, and professional
ethics in science.
a. Read or listen to statements of arguments
carefully and critically, evaluate what
evidence deserves attention and what
should be dismissed, and distinguish
careful arguments from questionable ones.
b. Recognize indicators and symptoms
of faulty or unreliable statements or
arguments. These indicators include the
following:
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made explicit.
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from the evidence. but not the amount of variation
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about what was observed; and that is acknowledging, encouraging, and valuing
understandable weeks or months later. contributions of all team members.
2. Understand and apply safe procedures a. Select a device from a given assortment of
LQWKHODERUDWRU\DQGÀHOGLQFOXGLQJ
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measuring devices that is most appropriate
FKHPLFDOHOHFWULFDODQGÀUHVDIHW\DQGVDIH for data collection and explain why that
handling of live or preserved organisms. device was chosen.
a. Use Materials Safety Data Sheet (MSDS) ( (IIHFWLYHFRPPXQLFDWLRQRI VFLHQWLÀF
information and demonstrate safe information
laboratory practices.
1. Use several modes of expression to describe
b. Apply MSDS information to evaluate or characterize natural patterns and
E XAM PL E S
E XA M P L E
3. Demonstrate skill in the safe use of a these modes of expression to produce
wide variety of apparatuses, equipment, equivalent statements.
techniques, and procedures.
2. Use essential vocabulary of the discipline
a. Troubleshoot equipment and being studied.
E XA M P L E
and other applications to describe, number of births if the birth rate and
E XA M P LE S
analyze, and synthesize data and population size are known; the estimated
explanatory descriptions of natural age of an artifact from carbon-14 data).
phenomena.
c. Convert compound units (e.g., kilometers
per hour into meters per second).
3. Demonstrate appropriate use of a wide
variety of apparatuses, equipment, d. Calculate circumference and area of
techniques, and procedures for collecting rectangles, triangles, and circles, and the
quantitative and qualitative data. volumes of rectangular solids.
offspring are known; starting from a c. Report the appropriate units with the
E XA M P L E S
expression (e.g., write an equation from a geometric principles including the sum
word problem). of angles in a triangle, alternate interior
angles, and similar triangles.
C. Understand relationships among geometry,
algebra, and trigonometry ' 6FLHQWLÀFSUREOHPVROYLQJ
1. Use dimensional analysis in problem
1. Understand simple vectors, vector solving.
notations, and vector diagrams, and carry
out simple calculations involving vectors. a. Use dimensional analysis to facilitate
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a. Carry out simple mathematical operations ZKHWKHUDÀQDOVROXWLRQLVUHDVRQDEOH
EXAM P L E S
such as those presented in pre-calculus b. Convert complex metric units using
courses (e.g., determining slopes of lines dimensional analysis (e.g., kilograms
or rates of change). per cubic meter to grams per cubic
E XA M P L E S
graphing.
c. Use appropriate statistical tests to evaluate
c. Plot the values of a given algebraic hypotheses.
equation for a reasonable set of numerical
parameters. ) 6FLHQWLÀFPHDVXUHPHQW
1. Select and use appropriate Standard
3. Understand basic trigonometric principles, ,QWHUQDWLRQDO6,XQLWVDQGSUHÀ[HVWR
LQFOXGLQJGHÀQLWLRQVRI WHUPVVXFKDV express measurements for real-world
sine, cosine, tangent, cotangent, and their problems.
relationship to triangles.
D .QRZFRPPRQ6,SUHÀ[HVSLFRWRWHUD
a. Use sine, cosine, tangent, etc., to carry out their abbreviations, and their associated
EXA M P L E
DQGGHULYHGXQLWVHJOLWHUVMRXOHVJUDPV
4. Understand basic geometric principles.
per cubic centimeter).
a. Use geometric principles to solve c. Understand the relationship and usage
E XA M P L E S
problems dealing with molecular angles, of SI and standard English units in daily
optics, and surface area to volume ratios. measurements.
E XAM PL E S
and record data with the correct number technical article or report, extracting in
RI VLJQLÀFDQWÀJXUHV brief form the pertinent information.
d. Distinguish between accuracy (i.e., d. Use appropriate terminology and data
closeness to true value), and precision (i.e., expression to communicate information in
reproducibility). a concise manner.
e. Give credit to original authors including
3. Understand and use logarithmic notation online or electronic sources and never take
(base 10). credit for words that are not one’s own.
a. Using log tables or calculators, determine f. Write a technical report including a
the log of a number between 1 and 10, and bibliography and proper documentation
determine the value of a number from its of sources using a standard style.
logarithm (base 10).
% 6FLHQWLÀFUHDGLQJ
b. Express the value of the log (base 10) of
a number greater than 10 or less than 1, 5HDGWHFKQLFDODQGVFLHQWLÀFDUWLFOHVWR
XVLQJVFLHQWLÀFQRWDWLRQ gain understanding of interpretations,
c. Recognize, without the help of log tables apparatuses, techniques or procedures, and
or calculators, the log (base 10) of any data.
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EXAMPLE
including: activate prior knowledge of information.
the topic, gain a clear understanding of
the goal or purpose of the reading, and 2. Evaluate quality, accuracy, completeness,
analyze the way in which the material is reliability, and currency of information from
structured. any source.
b. List strategies to use during reading,
including: focus attention on the text; a. Distinguish relevant and reliable sources
E XA M P L E S
anticipate and predict what information from other search results.
the text is likely to contain; monitor E 'HYHORSUHIHUHQFLQJVNLOOVWRÀQGQHHGHG
understanding by self-questioning and background information.
the use of strategies (e.g., mental imagery,
E XA M P L E S
E XAM PL E S
C. History of science b. List and give examples of each law of
1. Understand the historical development of thermodynamics.
major theories in science.
2. Know the processes of energy transfer.
D 'HVFULEHDQGH[SODLQWKHVLJQLÀFDQFH
of historical development of quantum D &LWHVSHFLÀFH[DPSOHVRI VXFKWUDQVIHU
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evolution, plate tectonics, etc. and geological systems.
b. Compare and contrast kinetic and
2. Recognize the role of people in important potential energy.
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& &KDQJHRYHUWLPHHTXLOLEULXP
a. Describe the contribution of selected
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2. Understand the typical states of matter d. Know that things can change in detail but
(solid, liquid, gas) and phase changes remain the same in general (e.g., players
among these. are substituted in and out of the game but
the team continues, individual cells are
a. Explain the differences in volume, shape, replaced but the organism remains alive),
and strength of attractive forces for each DQGJLYHGLVFLSOLQHVSHFLÀFH[DPSOHV
state of matter.
e. Know that in biological systems, present
b. Predict changes in the behavior of forms arise from the materials and
EXA M P L E S
a gas sample as pressure, volume, or forms of the past both at the individual
temperature is changed. level (growth/development) and at the
c. Identify the conditions under which population level (evolution/speciation),
a compound will be solid, liquid, or and in ways that can be explained.
gas from a given phase diagram of a Describe examples that illustrate such
compound. events and processes.
f. Use graphs, symbolic equations, and other a. Compare the order of magnitude estimates
techniques for depicting and analyzing IRUPHWULFVL]HVRI DYDULHW\RI REMHFWV
E XAM P L E
patterns of change. (e.g., atomic nucleus, atom, molecule, grain
RI VDQGSLQKHDGÀQJHUQDLOEDVHEDOOFLW\
' &ODVVLÀFDWLRQ state, country, planet, star).
1. Understand that scientists categorize things
according to similarities and differences. VI. Biology
a. Correctly use nomenclature for A. Structure and function of cells
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1. Know that although all cells share basic
b. Describe the characteristics of the features, cells differentiate to carry out
different domains, kingdoms, and specialized functions.
PDMRUSK\ODZLWKLQWKHDQLPDODQGSODQW
kingdoms. a. Describe criteria for recognizing different
c. Understand the Periodic Table and the functional cell types and give examples of
atomic characteristics on which it is based. such types including nervous, epithelial,
muscle, and other cells.
G .QRZWKHPDMRUFDWHJRULHVRI PLQHUDOV
and describe characteristics that b. Name and describe basic cell types found
E XA M P L E S
in living organisms.
distinguish one from another.
E XA M P L E S
E XA M P L E S
5. Understand the process of cytokinesis in light reaction events.
plant and animal cells and how this process F 'HVFULEHVLJQLÀFDQWIHDWXUHVRI WKH&DOYLQ
is related to growth. cycle.
D 'HVFULEHWKHPDMRUIHDWXUHVDQGHYHQWV
E XA M P L E
of cytokinesis with pictures or word 4. Describe the major features and chemical
descriptions. events of cellular respiration.
6. Know the structure of membranes and how a. Describe what Adenosine Triphosphate
this relates to permeability. (ATP) is and its importance as an energy
E XA M P L E S
carrier molecule.
a. Describe and explain the processes of E 'HVFULEHPDMRUIHDWXUHVRI JO\FRO\VLV
osmosis and diffusion, and explain how
E XA M P L E
b. Identify a biological molecule based on its b. Describe the role of oxygen in respiration
EXA M P L E S
2. Describe the structure and function of 6. Understand coupled reaction processes and
enzymes. describe the role of ATP in energy coupling
and transfer.
a. Describe the environmental effects (e.g.,
E XA M P L E S
pH, temperature) on enzyme activity and a. Describe reactions that produce and
EXAMPLE
HPEU\RORJ\DUWLÀFLDOVHOHFWLRQ
b. Predict outcomes of a variety of test
agriculture, and antibiotic resistance
crosses and be able to predict parental
that contribute to our understanding of
genotypes for offspring.
evolutionary change.
c. Use the laws of inheritance to carry out
2. Recognize variations in population numerical calculations analyzing and
sizes, including extinction, and describe predicting genetic characteristics of
mechanisms and conditions that produce parents and offspring.
these variations. d. Read a “genetics problem” and identify
the information needed to complete a
a. Describe mechanisms that produce
E XA M P L E S
Punnett square.
variations in population sizes.
e. Determine phenotypes and genotypes of
b. Recognize, describe, and explain typical
offspring from a given set of data about
patterns of change in population size
parental phenotypes and/or genotypes,
(e.g., the logistic growth curve).
expressing these features in numerical
c. Describe particular examples of terms for cases of monohybrid and
extinction and describe conditions that dihybrid crosses and other typical cases.
produced these extinctions (e.g., Permian,
f. Determine phenotypes and genotypes of
Cretaceous dinosaur, wooly mammoth,
parents from a given set of data about
passenger pigeon).
offspring phenotypes and/or genotypes,
d. Know that populations of organisms expressing these features in numerical
have changed, and continue to change terms.
over time, showing patterns of descent
E XA M P LE S
accepted dates and sequence of the express these features in numerical terms
geologic time scale and characteristics for cases of co-dominance, quantitative
RI PDMRUJURXSVRI RUJDQLVPVSUHVHQW inheritance, sex-linked traits, and other
during these time periods. typical cases.
E XA M P L E S
their function in identifying DNA, RNA, d. Describe species diversity and cladistics,
and proteins. including the types of evidence and
procedures that can be used to construct
4. Understand simple principles of population diagrams (e.g., phylogenetic trees).
genetics and describe characteristics of a e. Construct cladograms and/or
Hardy-Weinberg population. phylogenetic trees from simple data sets
IRUPDMRUJURXSVRI RUJDQLVPV
a. Calculate phenotypes and genotypes of
offspring populations from a given set of I 'HWHUPLQHWKHFRUUHFWFODVVLÀFDWLRQDQG
data about phenotypes and/or genotypes taxonomy of organisms from narrative or
present in a population, using the Hardy- pictorial descriptions.
E XA M P L E S
Weinberg equations.
F. Systems and homeostasis
b. Describe and explain features of a
population that must be present in order 1. Know that organisms possess various
for Hardy-Weinberg calculations to be structures and processes (feedback loops)
accurate. that maintain steady internal conditions.
a. Describe examples of organisms that
5. Describe the major features of meiosis possess various structures and processes
and relate this process to Mendel’s laws of (feedback loops) that maintain steady
inheritance. internal conditions.
E XA M P L ES
a. Explain the events of meiosis and the b. Describe examples of homeostasis (e.g.,
VLJQLÀFDQFHRI WKHVHHYHQWVWRPDLQWDLQ temperature regulation, osmotic balance,
chromosomal numbers. JOXFRVHOHYHOVDQGGHVFULEHWKHPDMRU
b. Explain how the events of meiosis features of feedback loops that produce
produce the genetic effects described by such homeostasis.
E XA M P LE S
E XAM PL E
systems in plants, animals, and fungi,
including anatomical features and UHOHDVHUVÀJKWRUÁLJKWUHVSRQVHV
functions. territorial displays, circadian rhythms).
c. Describe common waste excretion 4. Know the process of succession.
E XAM PL E S
E XAM PL E
control systems in plants and animals, organismal populations, species diversity,
including anatomical features and and life history patterns over the course
functions. of succession.
e. Describe common reproductive systems
in plants, animals, and fungi, including VII. Chemistry
anatomical features and functions.
A. Matter and its properties
G. Ecology
1. Know that physical and chemical properties
1. Identify Earth’s major biomes, giving their
can be used to describe and classify matter.
locations, typical climate conditions, and
characteristic organisms. a. Distinguish between physical properties
D 1DPHDQGGHVFULEH(DUWK·VPDMRU (e.g., density, melting point) and
biomes, including tundra, boreal forests, chemical properties (e.g., ability to react,
temperate deciduous forests, grasslands, combustibility). Know that chemical
deserts, tropical rain forests, estuaries changes create new substances (e.g.,
E XA M P L E S
and other wetlands, and marine biomes, rusting), while physical changes do not
E XA M P L E
EXA M P L E S
E XAM PL E S
HOHFWURQDIÀQLW\DQGHOHFWURQHJDWLYLW\
a. Describe the discoveries of Dalton
(atomic theory), Thomson (the electron), b. Use the periodic trends to compare the
Rutherford (the nucleus), and Bohr size and behavior of atoms and ions.
(planetary model of the atom); understand
how each discovery contributed to D. Chemical bonding
modern atomic theory. 1. Characterize ionic bonds, metallic
b. Identify the masses, charges, and bonds, and covalent bonds. Describe the
ORFDWLRQVRI WKHPDMRUFRPSRQHQWV properties of metals and ionic and covalent
compounds.
of the atom (protons, neutrons, and
electrons); describe Rutherford’s “gold a. Draw Lewis dot structures for simple
foil” experiment that led to the discovery molecules, including simple hydrocarbons.
of the atomic nucleus; and describe
b. Use Valence Shell Electron Pair Repulsion
E XA M P L E S
c. Describe basic wave properties (calculate c. Describe nonpolar and polar covalent
wavelength, frequency, or energy of light) bonds. Use a chart of electronegativities
and understand that electrons can be to determine bond polarity.
described by the physics of waves.
d. Determine if a molecule is polar (contains
d. Explain the importance of quantized a dipole moment).
electron energy and its relationship to
atomic emission spectra. E. Chemical reactions
H 8QGHUVWDQGWKHHOHFWURQFRQÀJXUDWLRQ 1. Classify chemical reactions by type.
in atoms (Aufbau principle, the Pauli Describe the evidence that a chemical
exclusion principle, Hund’s rule) and their reaction has occurred.
connection with the periodic table.
a. Write equations for chemical reactions
C. Periodic table using appropriate symbols and balance
1. Know the organization of the periodic table. the equations by applying the Law of
Conservation of Mass. Write net ionic
a. Identify periods and groups on the equations.
periodic table. b. Predict the products of a reaction that fall
b. Identify metals, metalloids, and non-metals ZLWKLQWKHÀYHJHQHUDOW\SHVRI FKHPLFDO
E XA M P LE S
combustion).
SDWWHUQVLQHOHFWURQFRQÀJXUDWLRQV
for representative elements, transition c. Use an activity series to predict whether a
elements, inner-transition elements, and single replacement reaction will occur.
noble gases. Predict the common charges d. Use solubility rules to determine
on the representative elements from the the precipitate formed in a double
periodic table. replacement precipitation reaction.
2. Describe the properties of acids and bases 5. Understand energy changes in chemical
and identify the products of a neutralization reactions.
reaction.
a. Distinguish between endothermic and
D 'HÀQHS+DQGGHVFULEHDFLGDQGEDVH exothermic reactions. Draw energy
solutions in terms of pH. Use hydrogen diagrams for endothermic and exothermic
E XAM PL E S
ion or hydroxide ion concentrations to reactions.
determine the pH of an acid or base b. Describe the Law of Conservation of
solution. Energy.
b. Use both commercial and non-commercial
indicators to identify acid, base, and 6. Understand chemical kinetics.
neutral solutions in a lab experiment.
a. Describe collision theory and use
E XA M P L E S
E XA M P L E S
,GHQWLI\FRQMXJDWHDFLGEDVHSDLUV reactants on reaction rate.
EXA M P L E
E XAM PL E S
calculate the reactant amounts needed b. Calculate the molarity and molality of
or product amounts formed in terms of solutions.
E XAM PL E S
moles or mass.
c. Determine boiling point elevation and
b. Calculate percent yield, theoretical yield, or freezing point depression for a solution.
actual yield for a reaction.
3. Understand principles of ideal gas behavior
H. Thermochemistry and kinetic molecular theory.
1. Understand the Law of Conservation of a. Use kinetic molecular theory to explain
Energy and processes of heat transfer. how gas pressure is affected by volume,
temperature, and the addition of gas.
E XA M P L E S
a. Distinguish among radiation, convection,
b. Distinguish between real and ideal gas
and conduction as means of heat transfer.
behavior, and identify the criteria in the
NLQHWLFPROHFXODUWKHRU\WKDWFRQÁLFWZLWK
E XA M P L E S
a. Describe and give examples of renewable 5. Know properties of liquids and solids.
and non-renewable energy resources. a. Describe the properties of liquids (e.g.,
b. Describe endothermic and exothermic surface tension, capillary action).
E XA M P L E S
E XA M P L E S
J. Basic structure and function of biological 2. Understand states of matter and their
molecules: proteins, carbohydrates, lipids, characteristics.
and nucleic acids a. Describe the states of matter in terms of
1. Understand the major categories volume, shape, and cohesive strength.
E XAM PL E S
of biological molecules: proteins,
b. State the physical changes associated with
carbohydrates, lipids, and nucleic acids.
a change in phase.
a. Recognize each type of biological molecule
by its structural formula, and describe 3. Understand the concepts of mass and
E XAM PL E
E XA M P L E S
1. Understand radioactive decay. b. Compare order of magnitude estimates
IRUPDVVHVRI DYDULHW\RI REMHFWVHJ
a. Identify the types of radioactive decay electron, grain of sand, pebble, baseball,
particles that occur, compare their person, car, planet, star).
properties (e.g., mass, charge, composition,
penetrating ability), and write equations
4. Understand the concept of density.
representing the decay processes.
b. Explain the concept of half-life for a D 'HÀQHGHQVLW\DVWKHUDWLRRI PDVVWR
radioisotope, and use this concept to YROXPH$SSO\WKHGHÀQLWLRQWRFDOFXODWH
determine the amount of a certain sample mass, volume, or density given two of the
E XA M P L E S
RI VDQGSLQKHDGÀQJHUQDLOEDVHEDOOFLW\
state, country, planet, star). b. State several examples of vector quantities.
E XAM PL E S
mathematics using a graphical Newton’s Second Law and the concept of
representation. equilibrium.
c. Distinguish qualitatively between static and
a. Resolve a vector quantity (magnitude and kinetic friction, and describe their effects
direction) into perpendicular components RQWKHPRWLRQRI REMHFWV
E XAM PL E S
trigonometric functions and a calculator. d. Solve problems using impulse and the
conservation of momentum.
b. Add and subtract various vectors using
trigonometric functions and a calculator. D. Mechanical energy
C. Forces and motion 1. Understand potential and kinetic energy.
1. Understand the fundamental concepts of a. Calculate potential energy values for
kinematics. various types of potential energy
(gravitational, elastic, electrical).
D 6WDWHWKHGHÀQLWLRQVIRUGLVSODFHPHQW b. Calculate kinetic energy values
E XA M P LE S
3. Understand the relationship of work and 3. Apply the concept of static equilibrium.
mechanical energy.
a. Describe the two conditions for which an
a. Compute net work as the product of net REMHFWLVLQVWDWLFHTXLOLEULXP
E XAM PL E S
force and displacement, as the change in b. Construct an equation using the concept
kinetic energy, and as the negative change of static equilibrium and solve for an
in potential energy. unknown quantity.
E XAM PL E S
E XAM PL E S
qualitatively, and state the dimensional
units for each. b. Describe changes in angular velocity when
moment of inertia changes.
E. Rotating systems
F. Fluids
1. Understand rotational kinematics.
8QGHUVWDQGSUHVVXUHLQDÁXLGDQGLWV
a. Describe the relationships between applications.
the concepts and equations used for
translational motion and those used for D 'HÀQHSUHVVXUHDQGPDNHEDVLFSUHVVXUH
rotational motion. computations using pressure=force/area
in appropriate units.
E 'HÀQHTXDOLWDWLYHO\DQJXODUGLVSODFHPHQW
angular velocity, and angular acceleration. b. Describe qualitatively and quantitatively
E XA M P L E S
KRZWKHSUHVVXUHLQDÁXLGFKDQJHVZLWK
c. Complete computations including angular depth and explain the physical basis for
E XA M P L E S
E 'UDZDOOWKHIRUFHVDFWLQJRQDQREMHFW
c. Perform calculations using Newton’s VXEPHUJHGLQDÁXLG'LVFXVVWKH
Second Law of Motion as applied to FRQGLWLRQVIRUVLQNLQJDQGÁRDWLQJLQ
rotation. terms of the forces in the diagram.
EHWZHHQÁXLGVSHHGDQGÁXLGSUHVVXUHLQD PDVVDQGVSHFLÀFKHDW
closed system.
b. Identify and compute the energy involved
E XAM PL E S
G. Oscillations and waves in changes of state.
1. Understand basic oscillatory motion and c. Explain the relationships among
simple harmonic motion. evaporation, condensation, cooling, and
warming.
a. Identify examples of oscillatory motion.
E XAM PL E S
E XA M P L ES
Law.
1. Understand the gain and loss of heat b. Determine electrical resistance from
energy in matter. graphs of voltage versus current.
of current and voltage; perform simple e. State the law of magnetic poles.
calculations of power consumption.
8. Relate electricity and magnetism to
5. Discuss basic DC circuits that include everyday life.
voltage sources and combinations of a. Explain how an electric motor works.
resistors. State which electromagnetic laws or
a. Summarize the electrical characteristics principles govern the workings of a
(current, voltage, total resistance) of a motor.
circuit consisting of two or more resistors b. Explain how an electric generator works.
E XAM P L E S
wired in series. State which electromagnetic laws or
b. Summarize the electrical characteristics principles govern the workings of a
(e.g., current, voltage) of a circuit generator.
E XA M P L E S
PRYLQJHOHFWULFFKDUJHLQDPDJQHWLFÀHOG
b. Give a practical example that illustrates
EXA M P L ES
b. Describe moving electrical charge as the light acting as a wave. Give a practical
VRXUFHRI PDJQHWLFÀHOGV example that illustrates light acting as a
c. Describe Faraday’s Law and Lenz’s Law. particle.
E XAM PL E S
E XAM PL E S
c. Identify convex, concave, and plane would have differed if the ocean had
mirrors. never formed).
d. Identify convex and concave lenses. d. Describe effects of biological activity
e. Discuss qualitatively the images formed by on the atmosphere (e.g., CO2 levels,
mirrors and single lenses. O2 levels).
f. Discuss qualitatively the images formed by H 'HVFULEHPDMRUHIIHFWVRI VRODUDFWLYLW\RQ
combinations of mirrors and lenses (e.g., the Earth’s atmosphere and hydrosphere,
telescopes, microscopes, cameras). including climate, ocean circulation, ozone
formation, etc.
produce phases of the moon, solar and 1. Describe the evidence that supports the
lunar eclipses, seasons, and tides. current theory of plate tectonics.
3RVVHVVDVFLHQWLÀFXQGHUVWDQGLQJRI WKH a. Describe general features of the Earth’s
formation of the Earth and moon. interior.
E XAM PL E S
D 'HVFULEHFXUUHQWVFLHQWLÀFWKHRULHVDQG b. Describe the role of convection currents in
E XAM PL E
EXAMPLE
1. Describe the structure and motions of the plates and plate boundaries on a map.
solar system and its components.
D ,GHQWLI\DQGGHVFULEHWKHPDMRU 3. Describe the motions and interactions of
components of the solar system (e.g., star, tectonic plates.
E XA M P L E
planets, comets, dwarf planets, kuiper a. Describe the geologic features that
REMHFWVDVWHURLGV E XA M P L E
result from convergent, divergent, and
transformed plate boundaries.
3RVVHVVDVFLHQWLÀFXQGHUVWDQGLQJRI WKH
formation of the solar system. 4. Describe the rock cycle and its products.
a. Describe the formation of the sun and the a. Identify common rocks and rock-forming
evidence that supports our understanding minerals.
E XA M P L E S
E XA M P L E S
of this process.
b. Classify and describe the formation of
b. Explain the differences between the rocks (igneous, metamorphic, sedimentary).
formation of rocky and gaseous planets.
F. Energy transfer within and among systems
D. Origin and structure of the universe
1. Describe matter and energy transfer in the
8QGHUVWDQGVFLHQWLÀFWKHRULHVIRUWKH Earth’s systems.
formation of the universe.
a. Describe Earth’s principal sources
EXA M P L E
c. Describe the effects of ocean currents on 4. Know the major features of the
weather patterns. hydrosphere.
d. Describe the effects of large impacts on
geological structures and atmospheric a. Describe the composition and location of
bodies of salt water and fresh water.
E XAM PL E S
conditions, and cite examples of evidence
of large impacts in Earth’s history.
b. Describe patterns of ocean circulation,
including currents and upwellings.
X. Environmental Science
5. Be familiar with Earth’s major biomes.
A. Earth systems
1. Recognize the Earth’s systems. D 1DPHDQGGHVFULEH(DUWK·VPDMRU
terrestrial and aquatic biomes, including
a. Describe the characteristics that their locations, the characteristic
E XA M P L E
identify and distinguish the geosphere, organisms found in each, and important
E XA M P L E S
atmosphere, hydrosphere, and biosphere. physical factors (e.g., temperature, rain fall)
that produce these distribution patterns.
2. Know the major features of the geosphere
and the factors that modify them. b. Describe the adaptations of organisms
found in each biome.
a. Describe the characteristics that identify
and distinguish the core, mantle, crust, 6. Describe the Earth’s major biogeochemical
and tectonic plates, including their cycles.
locations, compositions, interactions
among them, and changes through time. a. Describe the carbon, oxygen-water, sulfur,
nitrogen, and phosphorus cycles, including
b. Describe processes of weathering, the chemical forms of each element at
E XA M P L E S
E 'HVFULEHKRZHQHUJ\ÁRZVWKURXJKWKH
E 'HVFULEHWKHIDFWRUVWKDWLQÁXHQFH Earth’s ecosystems while materials cycle
weather and climate, including repeatedly within these systems (e.g., food
atmospheric circulation, Coriolis Effect, chains and webs, trophic levels, niches,
and atmosphere-ocean interactions. predator-prey interactions, succession).
2. Know the various sources of energy for E. Human practices and their impacts
humans and other biological systems. 1. Describe the different uses for land (land
D 'HVFULEHWKHPDMRUVRXUFHVRI HQHUJ\ management).
including fossil fuels, geothermal sources,
wind energy, solar energy, nuclear energy, a. Describe features of landscape and
E XAM PL E S
E XAM PL E
b. Describe methods and practices of energy to be used for different purposes (e.g.,
conservation. agriculture, mining, recreation, urban
settlement).
C. Populations
2. Understand the use and consequences of
1. Recognize variations in population sizes,
pest management.
including human population and extinction,
and describe mechanisms and conditions
D 'HVFULEHPDMRUW\SHVRI SHVWLFLGHV
that produce these variations.
and herbicides, and other methods
E XA M P L E
a. Describe and explain carrying capacity, of controlling pests (e.g., biocontrol,
FXOWXUDODQGHFRQRPLFLQÁXHQFHV JHQHWLFDOO\PRGLÀHGRUJDQLVPV
urbanization, distribution, loss of
biodiversity, endangered plants and 3. Know the different methods used to
animals, and deforestation. increase food production.
b. Explain how the demographic structure
of a population, birth and death rates, a. Describe the features that identify
E XA M P L E S
and the important features of each that e. Describe regulation and management of
MXVWLI\SURWHFWLRQ ÀVKLQJSUDFWLFHV
5. Understand
5. Understandhowhow
humanhuman
practices
practices
affect
affect
air, air,
water,
water,
and and
soil soil
quality.
quality.
a. Describe
a. Describe
the formation
the formationand effects
and effects
of acid
of acid
deposition,
deposition,
ozone ozone
depletion,
depletion,
greenhouse
greenhouse
effect,
effect,
and global
and globalwarming.
warming.
b. Describe
b. Describe
different
different
methods
methods
of managing
of managing
E XAM PL E S
E XAM PL E S
waste.
waste.
c. Describe
c. Describe
the essential
the essential
components
components
and and
features
features
of recycling,
of recycling,
reuse,
reuse,
remediation,
remediation,
UHQHZODQGÀ
UHQHZODQGÀ
OOVZDVWHZDWHUDQGZDWHU
OOVZDVWHZDWHUDQGZDWHU
recycling.
recycling.
aa
TexasTexas
College
College
and Career
and Career
Readiness
Readiness
Standards
Standards
Social Studies
Standards
with performance indicators
I. Interrelated Disciplines
and Skills
A. Spatial analysis of physical and cultural
processes that shape the human experience
1. Use the tools and concepts of geography
appropriately and accurately.
a. Identify features of the Earth’s physical
and cultural regions (e.g., landforms,
bodies of water, linguistic patterns,
hemispheric divisions).
b. Create a map from textual information
to show movement of people and ideas
E XA M P L E S
analyze its impact on human societies and c. Analyze how human activities (e.g.,
the growth of cities. irrigation, land use policies) have altered
the Earth’s physical landscape.
c. Examine the impact of human migration
on culture and the environment. 4. Evaluate the causes and effects of human
migration patterns over time.
3. Analyze how physical and cultural
processes have shaped human communities a. Identify and explain shifts in urban
EXAMPLES
E XAM PL E S
cities such as Los Angeles and Houston).
5. Analyze how various cultural regions have b. Analyze the impact of immigration on
changed over time. the United States at different times in its
a. Explain the impact of borderland regions history.
(such as those of the United States
and Mexico) on human interaction and 3. Analyze causes and effects of major
cultural development. political, economic, and social changes in
U.S. and world history.
E XA M P L E S
geography and the development of human been diffused from one region to another
communities. along historic trade routes and analyze
their impact.
a. Explain how desert cultures might c. Examine how the discovery of oil in such
develop differently from coastal cultures countries as Saudi Arabia and Venezuela
or others that have ready access to water. has effected economic, political, and
E XA M P L E S
b. Evaluate to what extent World War II can and the U. S. Constitution and the
EXA M P L E S
d. Explain differences between the a. Examine the role of the free enterprise
governmental system of the United States system in the U.S. economy and its general
and other countries (e.g., Canada, the impact on American culture.
United Kingdom, China). b. Compare and contrast a traditional,
command, and market economy and give
2. Evaluate changes in the functions and examples of the strengths and weaknesses
structures of government across time. of each.
D ([SODLQKRZPDMRUKLVWRULFDOHYHQWV F ([SODLQWKHLQÁXHQFHRI PHUFDQWLOLVP
E XAM PL E S
such as wars and social and political on European colonization practices and
movements have affected the functions DQDO\]HLWVLQÁXHQFHRQWKHGHYHORSPHQW
of the American colonies.
and structure of governments.
d. Identify and evaluate examples of
b. Analyze how economic and technological government intervention in the
developments have changed the function marketplace intended to address market
and structure of governments. failure.
c. Delineate and explain several changes e. Describe how the New York Stock
to the U.S. Constitution in response to Exchange works and the central role it
E XA M P L E S
systems and processes and analyze the role they play in shaping
1. Identify and evaluate the strengths and social relations, public values, and personal
weaknesses of different economic systems. identity.
impact.
b. Explain how modern governments have
DWWHPSWHGWRUHGXFHVRFLDOFRQÁLFWDQG
evaluate the effectiveness of these efforts. II. Diverse Human Perspectives
F. Problem-solving and decision-making skills and Experiences
1. Use a variety of research and analytical A. Multicultural societies
tools to explore questions or issues 'HÀQHD´PXOWLFXOWXUDOVRFLHW\µDQG
thoroughly and fairly. consider both the positive and negative
D 'HVLJQDUHVHDUFKSURMHFWWKDWDQDO\]HV qualities of multiculturalism.
various points of view on a current a. Consider whether the United States
controversial issue, such as global climate is a multicultural society and whether
change. multiculturalism is compatible with the
EXA M P L E S
E XAM PL E S
diffused across time and space.
a. Describe the contributions of various
immigrant groups to the culture of the c. Describe the roles that different religious
United States. groups played in the founding of the
E XAM PL E S
United States.
b. Trace the growth of minority religious
populations in various regions of the
world and examine their impact. 4. Evaluate how major philosophical and
LQWHOOHFWXDOFRQFHSWVLQÁXHQFHKXPDQ
% )DFWRUVWKDWLQÁXHQFHSHUVRQDODQGJURXS behavior or identity.
identities (e.g., race, ethnicity, gender, a. Trace the origins of philosophical
QDWLRQDOLW\LQVWLWXWLRQDODIÀOLDWLRQV concepts such as freedom of religion,
socioeconomic status) inalienable rights, and the pursuit of
1. Explain and evaluate the concepts of race, KDSSLQHVVDQGDQDO\]HWKHLULQÁXHQFHLQ
ethnicity, and nationalism. the founding of the United States.
E XA M P L E S
d. Analyze how national identities are likely measures of economic and social success
to be affected by globalization. (e.g., education, social mobility, access to
health care).
2. Explain and evaluate the concept of gender. F 'HÀQHWKHFRQFHSWRI FDVWHDQGDQDO\]H
its legacy in various societies.
a. Trace changes in notions of gender
in U.S. history and explain how those
changes have led to the expansion of 6. Analyze how individual and group identities
EXA M P L ES
b. Create a visual presentation that 3. Analyze how and why diverse communities
demonstrates the changing depiction by interact and become dependent on each
the media of social identities. other.
c. Analyze how various court decisions or a. Analyze how contact between formerly
governmental initiatives have shaped separate regions has altered societies and
E XAM PL E S
individual or group identities over time. their world views.
b. Analyze the causes and long-term impact
of immigration from a given region to a
III. Interdependence given country.
of Global Communities
B. Global analysis
A. Spatial understanding of global, regional, 1. Apply social science methodologies to
national, and local communities compare societies and cultures.
1. Distinguish spatial patterns of human a. Compare and contrast the governing
communities that exist between or within policies of the British and Spanish
contemporary political boundaries. empires over time, explaining how each
sought to sustain order and stability.
D &UHDWHDPDSWKDWLGHQWLÀHVDUHDV
and regions around the world where b. Compare and contrast the historic use of
PDMRUZRUOGUHOLJLRQVKDYHDVLJQLÀFDQW forced labor in various societies.
E XA M P L E S
International Monetary Fund, the blog, identify the author’s main idea(s)
United Nations) affect regional or local and point(s) of view, and evaluate the
circumstances around the world. credibility of evidence used.
b. Evaluate the message and the techniques 5. Read narrative texts critically.
XVHGWRLQÁXHQFHSXEOLFRSLQLRQLQD
YDULHW\RI PHGLDHJÀOPWHOHYLVLRQ a. Preview book-length texts by reading
Internet, editorial cartoons).
introductory material and examining
organizational strategies and sources
2. Situate an informational source in its
to determine key questions and issues
appropriate contexts (contemporary,
explored.
historical, cultural).
E XAM PL E S
D $QDO\]HDÀOP·VSUHVHQWDWLRQRI b. Write a review of a social science text
a historical event and the factors that evaluates the main arguments and
LQÁXHQFLQJWKLVLQWHUSUHWDWLRQ the quality of supporting evidence.
Conclude with any questions and points
b. Analyze a novel’s presentation of
a historical event and the factors RI FODULÀFDWLRQQHHGHGWRXQGHUVWDQGWKH
E XA M P L ES
LQÁXHQFLQJWKLVLQWHUSUHWDWLRQ argument.
a. Identify and collect credible and high b. Understand the concept of independent
quality primary and secondary sources and dependent variables and apply it
that are germane to a given topic.
E XA M P L E S
E XAM PL E S
E XAM P L E S
can come to different perceptions and b. Listen to a lecture and write down
conclusions about historical events, TXHVWLRQVWKDWUHTXLUHFODULÀFDWLRQ
such as the Great Depression, by using either by consulting the lecturer or other
different types of sources and data. students.
punctuation errors.
b. Share drafts of writing assignments with
teachers, parents, or other students, and
then revise as appropriate.
B. Academic integrity
1. Attribute ideas and information to source
materials and authors.
a. Identify ethical issues and consequences
surrounding plagiarism.
b. Demonstrate knowledge of copyright and
fair use laws by adherence to these laws in
all assignments.
c. Reference research material using
appropriate citation/referencing styles
(e.g., The Modern Language Handbook for
Writers of Research Papers, The University of
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conclusions.
c. Question whether the claims and
c. Examine alternative points of view, taking conclusions of self and others are
different roles to defend, oppose, and supported by evidence.
remain neutral on issues. d. Identify counter examples to disprove a
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unexplained phenomena.
2. Construct well-reasoned arguments to
B. Reasoning explain phenomena, validate conjectures, or
1. Consider arguments and conclusions of self support positions.
and others. a. Participate in a debate that is based on
a. Know and apply logic to analyze facts and has a logical structure.
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d. Recognize and apply techniques of 3. Collect evidence and data systematically and
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reliability of information.
a. Use general and specialized reference
e. Organize an argument separating fact works and databases to locate sources.
from opinion.
b. Collect evidence and data directly related
3. Gather evidence to support arguments, to solving the problem and eliminate
ÀQGLQJVRUOLQHVRI UHDVRQLQJ irrelevant information.
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a. Use different kinds of data (e.g., case c. Produce charts, graphs, and diagrams
studies, statistics, surveys, documents) to accurately, including scale, labeling, units,
support an argument. and organization.
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b. Evaluate evidence in terms of quality and d. Present the collected data visually, describe
quantity. the data collection procedure, and defend
c. Describe limitations of data collection choosing that procedure over other
methods. possibilities.
4. Support or modify claims based on the D. Academic behaviors
results of an inquiry.
1. Self-monitor learning needs and seek
D 5HÀQHFODLPVDQGDGMXVWDSRVLWLRQLQ assistance when needed.
response to inquiry.
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b. Review and check strategies and a. Ask questions to check for understanding
calculations, using alternative approaches or to clarify information.
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2. Develop and apply multiple strategies to a. Collect and report experimental data
solve a problem. carefully and correctly.
b. Produce charts, graphs, and diagrams
EXA M P L ES
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a. Persevere until a task is completed by
working even when faced with uncertainty b. Compare and contrast coverage of a single
or open-ended assignments. topic from multiple media sources.
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b. Seek assistance when needed to complete 3. Include the ideas of others and the
the assignment. complexities of the debate, issue, or
c. Recognize when a task is completed. problem.
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1. Work independently. b. Represent accurately the data, conclusions,
or opinions of others.
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and complete it with minimal supervision, 4. Understand and adhere to ethical codes of
seeking assistance accordingly. conduct.
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citation formats, choosing the style examples, comparison, contrast, cause and
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audience. text.
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3. Identify the intended purpose and audience 7. Adapt reading strategies according to
of the text. structure of texts.
a. Predict purpose and audience of a text a. Identify a variety of textual forms and
based on the title, preface, and other genres (e.g., long and short texts) and adapt
features of a text. reading strategies accordingly.
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b. Explain how the language of an effective b. List strategies to use during reading,
text targets an intended audience. including:
c. Explain the importance of a technical $QWLFLSDWHDQGSUHGLFWZKDW
DQGRUVFLHQWLÀFDUWLFOH information the text is likely to contain.
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4. Identify the key information and supporting questioning.
details.
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a. Outline a chapter of an informational text. paraphrasing, information in
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use graphic organizers (e.g., concept maps, comprehension fails.
diagrams) to organize ideas and concepts 5HUHDGGLIÀFXOWSDVVDJHV
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to communicate ideas.
c. Summarize an article to demonstrate d. Use appropriate terminology and data
comprehension. expression to communicate information in
G 3DUDSKUDVHDZULWHU·VLGHDVRUÀQGLQJV a concise manner.
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c. Evaluate articles by analyzing the E 2XWOLQHWKHPRVWVLJQLÀFDQWFRQWURYHUVLHV
study design, data source, graphical
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b. Use strategies like those in the writing such as software, including databases,
process to generate questions and areas to spreadsheets, and other tools, in
pursue. investigations and explanations.
4. Evaluate the validity and reliability of b. Balance use of source material with
sources. relevant explanations.
a. State explicitly characteristics or c. Use source material ethically.
identifying features that indicate accuracy
or reliability of sources, to determine d. Understand and avoid all types of
whether sources are biased, incomplete, or plagiarism.
otherwise unreliable.
b. Follow a set of criteria to determine the 3UHVHQWÀQDOSURGXFW
validity and reliability of sources.
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of the sources that require support or
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validity. IRUPDWDSSURSULDWHWRWKHVXEMHFWDUHD
d. Evaluate the data presented in graphics,
tables, charts, and maps when appropriate D. Use of data
to the topic. 1. Identify patterns or departures from
patterns among data.
5. Synthesize and organize information
effectively. a. Identify patterns from multiple
representations of data such as graphical
a. Select quotations and evidence that and tabular forms.
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6. Design and present an effective product. a. Create representations of data (e.g., data
tables, correctly labeled and scaled graphs,
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a. Integrate source material into text by a b. Use appropriate visuals and statistical
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E. Technology
1. Use technology to gather information.
a. Use the Internet or other appropriate
technologies to post survey questions on
an assigned topic.
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