{"id":14551,"date":"2014-12-18T09:47:11","date_gmt":"2014-12-18T14:47:11","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=14551"},"modified":"2023-12-07T10:08:48","modified_gmt":"2023-12-07T15:08:48","slug":"state-standards-south-carolina","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/state-standards-south-carolina\/","title":{"rendered":"State Standards: South Carolina"},"content":{"rendered":"

SOUTH CAROLINA<\/a><\/p>\n

NEW: ELA Standards With Media Elements<\/a> (March 2015)
\nMedia Arts\/Literacy Support Documents<\/a> (Fall 2011)
\nNon-print sources- Support document<\/a> (July 2008)<\/p>\n\n\n\n
\n

Language Arts<\/strong>
\n 2007 revision<\/strong><\/p>\n

Guiding Principle
\nNumber 8
\nAn effective English Language Arts curriculum utilizes all forms of media to prepare students to live in an information-rich society<\/p>\n

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.<\/p>\n

7-2.8 Exemplify the use of propaganda techniques (including glittering generalities and name calling) in informational texts<\/p>\n

E3-2.3 Analyze informational texts for indicators of author bias<\/p>\n

(standards<\/a>,
\nadopted 6\/2002)<\/p>\n

Elaboration<\/a>
\n(Fall 2005)<\/p>\n

Communication: Viewing<\/p>\n

Read the entire documenthere<\/a>
\nNote: document is in pdf format<\/p>\n

Page 1= Grades prek-2
\nPage 2= Grades 3-5
\nPages3,4= Grades 6-8
\nPage 5= Grades 9-12<\/p>\n

(following revisions July 2005)<\/p>\n

Gathering Information and Refining A Topic
\nGrade 6-8
\nEvaluate sources for accuracy, bias and credibility<\/p>\n

Reading Process & Comprehension
\nGrades 6-8
\nExplores information texts (non-fiction) by detecting bias and identify propaganda techniques<\/p>\n<\/td>\n

\n

Social Studies<\/strong><\/p>\n

2011 (draft)<\/strong><\/p>\n

US GOVERNMENT<\/p>\n

USG-4.4 Analyze the process through which citizens monitor and influence public policy, including political parties, interest groups, the media, lobbying, donations, issue advocacy, and candidate support.<\/p>\n

Social Studies Literacy Skills for the 21st Century:<\/p>\n

K-3 Interpret information from a variety of social studies resources.<\/p>\n

4-5 Utilize different types of media to synthesize social studies information from a variety of social studies resources.<\/p>\n

6-8 Select or design appropriate forms of social studies resources to organize and evaluate social studies information.<\/p>\n

9-12 Analyze, interpret, and synthesize social studies information to make inferences and draw conclusions.<\/p>\n

________________
\n(revised 2005)<\/p>\n

Grade 5 4.1
\nthe popularity of new technology such as automobiles, airplanes,radio, and movies<\/p>\n

Grade 5
\nSummarize 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<\/p>\n

Grade 7-7.2
\nExplain the significance and impact of the information, technological, and communications revolutions, includingthe role of TV satellites, computers, and the Internet<\/p>\n

7-5.1
\nExplain the role ofpropaganda in influencing the US to enter WWI<\/p>\n

Grade 8
\nExplain the causes and effects of changes in SC culture during the 1920s, including …..the rise of mass media…..<\/p>\n

Grade 9
\nemergence of the consumer culture<\/p>\n

Econ 4.2
\nthe influence of advertising on consumer choices<\/p>\n

South Carolina CATE – Family and Consumer Sciences Comprehensive<\/p>\n

Financial FitnessA. Financial decisions<\/p>\n

3. describe how media influences consumer decisions<\/p>\n<\/td>\n

\n

Health<\/strong>
\n \u00a0(revised 2009<\/a>)<\/strong><\/p>\n

Standard 2. The student will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.<\/p>\n

Grade 2
\nI-2.2.1 Describe ways that family, friends, and the media can help a person stay safe and avoid injury.<\/p>\n

D-2.2.1 Explain ways that family, friends, and the media influence an individual\u2019s use ofATOD.<\/p>\n

P-2.2.1 Identify ways that family, friends, school, community, and the media influence an individual\u2019s health practices and behaviors.<\/p>\n

N-2.2.1 Describe ways that the media, school, and community influence an individual\u2019s food choices.<\/p>\n

N-2.2.2 Describe ways that the media, school, and community influence an individual\u2019s physical activity.<\/p>\n

HIGH SCHOOL
\nN-HS.2.2 Examine ways that the media, advertising, and marketing practices affect the nutrition and physical activity level of individuals.<\/p>\n

High School
\nD-HS.2.2 Examine ways that media messages and marketing techniques influenceATOD use.<\/p>\n<\/td>\n

\n
\n

Visual & Performing Arts<\/strong><\/p>\n

(June 2010 revision)<\/strong><\/p>\n

MEDIA ARTS<\/a><\/p>\n

Standard 3
\nThe student will access, analyze, interpret and create media texts.<\/p>\n

From Grade 6
\nIndicators<\/p>\n

MA6-3.1 Explain how a variety of media texts address their intended purpose and audience<\/p>\n<\/div>\n

\n

MA6-3.1 Interpret media texts, using overt and implied messages as evidence for their interpretations<\/p>\n

MA6-3.3 Evaluate the effectiveness of the presentation in media texts, for example, treatment of ideas,
\ninformation, themes, opinions, issues, and\/or experiences<\/p>\n

MA6-3.4 Explain why different audiences might have different responses to a variety of media texts<\/p>\n

See Frank Baker’s
\nMedia Arts\/Media Literacy 2011 support document here<\/a><\/p>\n<\/div>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Copyright 2000 Frank W. Baker<\/p>\n","protected":false},"excerpt":{"rendered":"

SOUTH CAROLINA NEW: ELA Standards With Media Elements (March 2015)…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"categories":[208],"tags":[],"class_list":{"0":"post-14551","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-us-state-standards"},"_links":{"self":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14551","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/comments?post=14551"}],"version-history":[{"count":1,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14551\/revisions"}],"predecessor-version":[{"id":36859,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14551\/revisions\/36859"}],"wp:attachment":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/media?parent=14551"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/categories?post=14551"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/tags?post=14551"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}