Language Arts
2007 revision
Guiding Principle
Number 8
An effective English Language Arts curriculum utilizes all forms of
media to prepare students to live in an information-rich society
6-5.4 Create persuasive writings (e.g. print advertisements and
commercial scripts) that develop a central idea with supporting evidence
and use language appropriate for the specific audience.
7-2.8 Exemplify the use of propaganda techniques (including glittering
generalities and name calling) in informational texts
E3-2.3 Analyze informational texts for indicators of author bias
(standards,
adopted 6/2002)
Elaboration
(Fall 2005)
Communication: Viewing
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Note: document is in pdf format
Page 1= Grades prek-2
Page 2= Grades 3-5
Pages3,4= Grades 6-8
Page 5= Grades 9-12
(following revisions July 2005)
Gathering Information and Refining A Topic
Grade 6-8
Evaluate sources for accuracy, bias and credibility
Reading Process & Comprehension
Grades 6-8
Explores information texts (non-fiction) by detecting bias and identify
propaganda techniques
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Social Studies
(revised 2005)
Grade 5 4.1
the
popularity of new technology such as automobiles, airplanes, radio,
and movies
Grade 5
Summarize the impact of
cultural developments in the US following WWII, including the
significance of pop culture and mass media and the population shifts
to the suburbs
Grade 7-7.2
Explain the significance and impact of the information, technological,
and communications revolutions, including the role of TV
satellites,
computers, and the Internet
7-5.1
Explain the role of propaganda in influencing the US to enter WWI
Grade 8
Explain the causes and effects of changes in SC culture during the
1920s, including .....the rise of mass media.....
Grade 9
emergence of the consumer culture
Econ 4.2
the influence of advertising on consumer choices
South Carolina CATE - Family and
Consumer Sciences Comprehensive
Financial Fitness
A. Financial decisions
3. describe how media influences
consumer decisions
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Health
(revised 2009)
Standard 2. The student will analyze the influence of family, peers,
culture, media, technology, and other factors on health
behaviors.
Grade 2
I-2.2.1 Describe ways that family, friends, and the
media can help a person stay safe and avoid injury.
D-2.2.1 Explain ways that family, friends, and the media
influence an individual’s use of ATOD.
P-2.2.1 Identify ways that family, friends, school,
community, and the media influence an individual’s health practices and
behaviors.
N-2.2.1 Describe ways that the media, school, and
community influence an individual’s food choices.
N-2.2.2 Describe ways that the media, school, and
community influence an individual’s physical activity.
HIGH SCHOOL
N-HS.2.2
Examine ways that the media, advertising, and marketing practices affect
the nutrition and physical activity level of individuals.
High School
D-HS.2.2 Examine ways that
media messages and marketing techniques influence ATOD use. |
Visual & Performing Arts
(June 2010 update)
MEDIA ARTS
DRAFT
Standard 3 Media Literacy
The student
will demonstrate the ability to access, analyze, interpret and
create media in all forms
From Grade 6
Indicators
MA6-3.1
Explain how a variety of media texts address their intended purpose
and audience
MA6-3.2
Interpret
media texts, using overt and implied messages as evidence for their
interpretations
MA6-3.3
Evaluate
the effectiveness of the presentation in media texts, for example,
treatment of ideas, information, themes, opinions, issues, and/or
experiences
MA6-3.4
Explain why different audiences might have different responses to a
variety of media texts
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