Language Arts
(updated 01/08)
Content Standard 3
All students will focus on meaning and communication as they listen,
speak, view, read, and write in personal, social, occupational, and
civic contexts.
Eng Lang Proficiency Standards
LISTENING
L.3.2.d Identify some supporting details from a variety
of media messagesL.3.3.a Identify main
ideas and fact versus fiction in broadcast media
L.3.4.a Critique accuracy and intent of media
presentation
L.5.4.a Identify strategies presented by the media to
present information for various purposes, such as perform, entertain or
persuade
L.6.4.b Differentiate fact and opinion on topics
or issues presented by broadcast media
K-12
Integrate listening, speaking, viewing, reading and writing skills for
multiple purposes in varied contexts.
5. Employ multiple strategies to construct meaning while reading,
listening to, viewing, or creating texts.
Content Standard 4
All students will use the English language effectively.
HS 4. Demonstrate
ways in which communication can be influenced through word usage.
Examples include
propaganda, irony, parody and satire.
Content Standard 7
All students will demonstrate, analyze, and reflect upon the skills and
processes used to communicate through listening, speaking, viewing,
reading and writing.
Content Standard 12
All students will develop and apply personal, shared and academic criteria for the
enjoyment, appreciation, and evaluation of their own and others’ oral, written and
visual texts.
HIGH SCHOOL 1. Apply sets of standards for individual use according to the purpose of the
communication context. An example is comparing and contrasting standards in the evaluation
of a popular movie, television program, article or presentation on the same topic. |
Social Studies
Civics
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest
groups, the media, and individuals in determining and shaping public
policy.
3.5.1 Explain how political parties, interest groups,
the media, and individuals can influence and determine the public
agenda.
3.5.6 Explain the role of television, radio, the press,
and the Internet in political communication.
3.5.7 In making a decision on a public issue, analyze
various forms of political communication (e.g., political cartoons,
campaign advertisements, political speeches, and blogs) using criteria
like logical validity, factual accuracy
INQUIRY
Standard V.I
Information
Processing
All students will acquire information from books, maps, newspapers, data sets, and other
sources, organize and present the information in maps, graphs, charts, and time lines,
interpret the meaning and significance of information, and use a variety of electronic
technologies to assist in accessing and managing information.
The ability to acquire information from books, maps,
newspapers, data sets, and other sources, skill in organizing and presenting information
in maps, graphs, charts, time lines, and the ability to interpret the meaning and
significance of data all continue to be vital skills. In addition, technology has become a
critical part of the information age. Students must have experiences in using computers,
media, and telecommunication technology to access and process information. |
Health
(2006)
Standard 4. Influences All students will analyze the
influence of family, peers, culture, media, and technology on health.
1.9 Analyze the influence of television, computer, and video
games on physical activity.
2.5 Evaluate environmental and social factors,
especially advertising strategies, which may influence young
people to use alcohol, tobacco, or other drugs.
5.13 Analyze the influence of media on selection of personal
health care products.
5.3 Locate resources in one’s school and community,
and on the Internet, related to personal health issues and concerns; and
assess the validity of the resources.
6.4 Describe sources of accurate information and assistance in
one’s community.
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