kindergarten - angelfire: welcome to · web view attached is not a comprehensive list. visit...

WHAT MY CHILD SHOUL KNOW AT THE END OF THE YEAR – BY GRADE!

INFO FOR GRADES K-8http://www.geocities.com/Heartland/4082/should.html

INFO FOR GRADES 9-12http://www.hsv.k12.al.us/dept/merts/instruction/curriculum_guides/index.php

ATTACHED is not a comprehensive list.Visit the websites noted above for more information!

Janice Mitchell Isbell256-694-9451

JMIA: WE SUCCEED BECAUSE WE DO NOT KNOW HOW TO QUIT!1 of 90

http://www.hsv.k12.al.us/dept/merts/instruction/curriculum_guides/index.php

http://www.geocities.com/Heartland/4082/should.html


KINDERGARTEN

SOCIAL STUDIES: Meanings of holidays, traditions, and customsUnderstanding and appreciating other culturesIndividual’s role in family, home, school, and communityRelationship of the individual to the groupWork and jobs. Safety rules and symbolsBasic human needsSelf-respect and self awarenessAwareness of othersLocation of home and school. Diagram of home and school

SCIENCE Observations of everyday, familiar thingsCommon animals and plantsInterrelationships of animals and plantsClassification of living thingsFarm animalsCare of petsLike and unlike plantsIndoor plantsThe sun: our principle source of energyWeather and seasonsTemperatureLight ColorsSensesEarth, moon, stars, planetsSimple measurementBeginning experimentation

LANGUAGE ARTSReading-readiness activities Phonics Beginning phonics rules and special soundsRecognition of name, sound, and picture of long and short vowels and consonants. Sounding of blends and one- and two-vowel words. Reading of sentences and stories with one- and two-vowel words and special sounds words from twelve booksChoral readingListening to literature, music, poetryNursery rhymes, fairy tales, fables.



Thirteen poems committed to memory (songs are considered poetry) Social listeningConstructing visual images while listeningRole playOral communication skillsFollowing and giving directionsParaphrasing and summarizingOrganizing ideasExperience storiesRelating events and experiences using complete sentencesListening for correct speech habits and word usageBeginning writing process Manuscript handwriting Formation of letters, blends, words and sentences. Recognition of sentences by capital letters and periodsWriting of first name.

HEALTH AND SAFETYPersonal hygieneGood eating habitsGood groomingCare of teethMajor body partsPhysical fitnessSafety to and from school

MATHEMATICSNumber recognition and counting 1-100Numbers concepts 1-20Numbers before and after 1-20Numbers largest and smallest 1-20Addition facts 1+1, 2+1, 3+1 ... 9+1One to one relationshipConcepts of more, less than, sameSequence of eventsCorrespondence of quantitiesOrdinal-Cardinal relationshipNumber-numeral relationshipRecognition of basic setsMeaning of addition and subtractionIntroduction to number lineEstimationElementary geometry (shapes) Calendar and clockDenominations of money



Basic problem-solving strategiesBasic chart and graph concepts

BIBLE Hymns/chorusesMemory versesLessons such as Creation, Noah, Boy Samuel, Daniel, Boyhood of Jesus, Zaccheus, Good Samaritan



GRADE 1

SOCIAL STUDIESHolidays, traditions, and customsOur American heritageDifferent cultures at different timesFamily, school, neighborhood, and communityFarm and zooNeighborhood helpersJobs and careersSocial skills and responsibilitiesBasic geography termsMaking and reading a simple neighborhood map

SCIENCEGrouping and classificationLiving and non-living thingsAnimals: Pets, Farm animals, Zoo and circus animals, Woodland animals, Common birdsPlants and animal habitatsSeeds, bulbs, plants and flowersWeather and seasonsDay and nightSolids, liquids, and gasesAir and waterMagnetsFire and temperatureSun, moon, stars and planetsSimple machinesBeginning experimentation

LANGUAGE ARTSReading: Phonetic analysis; Structural analysis; Establishing sight vocabulary; Reading informally - names, labels, and signs, for example. Oral ReadingReview of vowels, consonants, blends, one-and two-vowel words, consonant blendsSimple pantomimes and dramatic play Handling books: Using table of contentsWriting complete sentences and short storiesDevelopment of class newspaperCreating poems. Telling favorite stories Seven poems committed to memoryOrganizing ideas and impressionsEnunciation and pronunciation



Presenting information orally, in sequence and with clarityBook reports and critiques. Discussion skills: taking part in group discussionBeginning dictionary skills: alphabetizingBeginning spellingIntroduction of spelling rules: doubling consonants, dropping silent e, changing y to iBeginning grammar: nouns, verbs and adjectivesIntroduction to punctuation and capitalization:Capitalize the first word in a sentence, proper names, days of the week, and months of the yearCorrect punctuation at the ends of sentencesRecognition of complete sentencesWords using suffixes, prefixes, syllables, compound words, rhyming words, opposite words, same meaning words, and contractions. Manuscript handwriting

HEALTH AND SAFETYPersonal hygienePostureDental healthGood eating habitsExercise and restDiseasesCommon ColdDressing for weather and activitySafety rules to and from schoolManners: At home, school, church, public

MATHEMATICSNumber recognition, counting, & writing 1-100Number concepts 1-100Numbers before and after 1-100Numbers largest and smallest 1-100Counting and writing by 5s to 100, by 2s to 100, by 10s to 100Number sequences by onesSimple number patternsFirst-tenth (Ordinal Numbers) Using 10 as a basic unitSimple properties of zeroSimple properties of setsBeginning addition and subtraction factsNumber-line usePlace value and numerationConcepts of quantity and sizeConcepts of equality and inequalityConcepts of ordinal and cardinal numbers



Using 1/2 and 1/4 appropriatelyEstimationGeometric patterns and figuresBasic customary and metric measurementRecognizing time: clock and calendarValue of coins and dollar billDays of the weekSolving simple word problemsBasic probability and chanceBasic chart and graph concepts

BIBLEHymns/ choruses, memory verses, Bible doctrine, Lessons such as Salvation Series, Genesis, Life of Christ, Paul



GRADE 2

SOCIAL STUDIESHolidays and festivalsPatriotic celebrationsCommunities in other lands: past and presentFamily and family history (genealogy) Families around the worldNeighborhoodsCommunity services and helpersShelters, stores, and food. Citizenship and social responsibilityInterdependence of peopleBasic geography: Oceans, continentsMap skills

SCIENCEUseful and harmful animalsLife cycleBirds and insects in winterAnimal babiesAnimal defense of themselves and their youngPlant and animal foodDinosaurs and other extinct animalsFood chainPlant reproduction and growthHabitats and homesWeather and its effects on our earthEffects of the seasons on the lives of people, animals, and plantsClimateWater cycleAir and atmosphereMagnets and forcesGravityEarth and skySun, moon, and planetsSimple constellationsExploring space

LANGUAGE ARTSPhonics and readingReview of vowels, consonants, blends, one and two-vowel words, consonant blendsRecognition and use of phonics sounds in reading and writingReading silently for specific purposesDramatization and interpretation or oral reading



Story development: beginning, middle, endSimple book reviewsListening skillsTable of contents and indexCursive writingRefining manuscript handwritingand writing independently in manuscript formcursive writing in lower and upper caseGuided creative writingSpelling and PoetryWays to study spellingSpelling rules: doubling consonants, dropping silent e, changing y to iWeekly phonics based word listVocabulary words and definitions second semesterReinforcement activitiesSpelling glossary Seven poems committed to memory

LanguageUse and meaning of quotation marks in readingCapitalization of first word in a sentence, days of the week, months of the year, special holidays, people, and placesCorrect punctuation at the ends of sentencesComplete sentences, questions, and exclamationsWords using suffixes, prefixes, abbreviations, compound words, rhyming words, antonyms, synonyms, homonyms, singular and plural words, singular possessive words, and contractionsAlphabetizing words (through 2nd letter) and other dictionary skills (guide words) Vocabulary developmentWriting of complete sentences, questions, exclamations, and short stories Organizing ideas and impressionsWriting letters, journal entries and thank-you notesNarration, description, letters, poetryCreative writing

HEALTH AND SAFETYPersonal cleanliness Good postureDental hygieneBasic food groupsCommunicable diseasesPreventive measures against disease Neighborhood safetyManners: PolitenessKindnessCheerfulnessRespect



ThoughtfulnessThankfulnessPatienceTable and Telephone manners

MATHEMATICSNumber recognition, counting and writing 1-1000Place value to thousandsGreatest and leastCounting by 2’s, 3’s, 4’s, 5’s, 10’sOrdinal numbers to 10Zero as a place holderPlace value through 100’s (ones, tens and hundreds) Using sets and number factsAddition facts through 13 and three-digit addition with carryingSubtraction facts through 13 and two-digit subtractionStory problemsNumbers before and after by ones, twos, tensMultiplication and division facts as inverse operationsMultiple combinationsMultiplication properties of 0 and 1Multiplication facts 0-5Division facts 1-5Fractions in daily lifeDecimal numeration systemBasic concept of ratioGeometry puzzles and activitiesEstimation Counting and combining coinsTelling time to the nearest five minutesRecognize odd and even numbersReading pictographs and bar graphsCommon customary and metric measures of time, weight, length, volume, shape, temperature and using the calendar

BIBLE Hymns/chorusesMemory versesBible doctrineLessons such as Salvation Series, Life of Moses, Joshua, Tabernacle, Judges, Ruth, Jonah



GRADE 3

SOCIAL STUDIESHolidays and folk customsNative AmericansExplorers and pioneersAppreciation of different cultures, races and religionsHistory and development of local communityCommunity helpersConsumers and producersSources of our food and clothingShelters of animals and peopleHistory and development of transportation and communicationCitizenship and social responsibilityBasic human needs and wantsLocal region’s geography and topographyU.S. geography and regionsStates of the United StatesThe continents and oceans of the worldFlat maps and globesStudy of our American heritage through the lives of great people: ColumbusJohn SmithPocahontasMiles StandishSquantoWilliam PennBen FranklinGeorge WashingtonThomas JeffersonDaniel BooneNoah WebsterJohn Greenleaf WhittierRobert E. LeeAbraham LincolnClara BartonU. S. GrantLouisa May AlcottBooker T. WashingtonGeorge Washington CarverLaura Ingalls WilderBilly Sunday

SCIENCEAnimal Helpers



DinosaursLife cyclePlants and animals of the desertPlants and animals of the seaCommon birds, trees, and flowersForest plantsConservation of plants and animalsWeather and climateEarth’s changing faceMagnets and electricityCompassGravityLight and colorEnergy and its sourcesForce and workMachinesMoon and starsEarth satellites

LANGUAGE ARTSPhonics and ReadingReview of all phonics rulesSilent readingOral readingProse and poetryOral presentations: reporting experiences orally with accuracyReading comprehensionCursive WritingReview of cursive writing formation one space highIntroduction to 3/4 space writingCreative writingSpelling and PoetryWeekly phonics-based word list with vocabularySentence dictation using spelling wordsReinforcement activitiesEight poems committed to memory

LanguageWriting ProcessComplete sentencesPunctuation and capitalization rules: Using period, comma, question mark, apostrophe, quotation marksCreative writing, friendly letters. Writing short, original stories and poemsConcepts of paragraphPostwriting skills: editing and proofreading



Grammar Recognition of simple nouns, subjects, verbs, adjectivesWord usageForming plurals and common contractionsRecognition of antonyms, homonyms, synonymsDictionary skills: Alphabetizing through third letter, increasing indexing skills

HEALTH AND SAFETYCare of eyes and earsDental healthProper balance of activitiesHealthful leisure activitiesPrevention and control of diseasesParts of the bodyNutritionHealth with relation to food, shelter and clothingSchool and community health servicesHome safety hazardsFire, and water safetySafety in the communitySimple first aidPostureMannersHospitalityProper introductionsTelephone mannersCourtesy and respect

MATHEMATICSRecognition of the place value of numbers to millionsNumbers greatest and least 1-1000Counting and writing threes to 36 and fours to 48Numbers before and after by ones, twos, threes, fours, fives, and tensCounting and combining coins and billsBeginning Roman numeralsPositive and negative numbers in daily lifeTelling time to the nearest minute and 5-minute measuresEnglish and some metric measuresDrawing and measuring lines to one-half inchReading charts, pictographs, bar graphs, and line graphsAddition and subtraction facts to 25Addition facts and checking addition problems with carryingSubtraction facts and checking subtraction problems with borrowingMultiplication tables 0-12 and multiplication problems with carryingRelationship between multiplication and division



Division tables 1-12 and working and checking a division problemEstimating sums and productsRounding numbersSolving story problemsConverting measures and solving measurement equationsRecognizing and working with greater than (>) and less than (<)Counting money and solving money problems using the decimal point correctlyProcess orderFraction terminology and basic understanding of fractions(Fractions and equivalents) Averaging numbersThermometersCelsius and FahrenheitRecognizing geometric plane and solid shapesGeometric constructionsSimilar and congruent figuresPerimeter, area, volumeIntroduction to decimals

BIBLEHymns/chorusesMemory versesBible doctrineLessons such as Salvation Series, Parables, Samuel, David, Elijah, Elisha, Daniel, Ezra/Nehemiah, Ester



GRADE 4

SOCIAL STUDIESTypes of community lifeState history for six weeks: History and development of the local stateRelation of state to its region, the nation, and the worldWorld culturesReasons for our lawsRegions of the worldTime zonesEarth’s resourcesDiscovery and Conquest of America: First AmericansEnglish Come to AmericaNew England ColoniesMiddle and Southern ColoniesColonial LifeFrench and Indian WarAmerican War for IndependenceBuilding a New NationCivil WarFrontier LifeAge of ProgressWorld WarsClimatic regions: Regions of the four seasonshot, dry desert regionscold, hot and mild regionsmountainous regionsMap skills: Continentslongitude, latitude, scaleUsing a globe

SCIENCEStructure of plantsEnvironment of local stateBiological organizationClassification systemsThe insect worldThe reptile worldPlants and animals of the pastBirds and bird watchingStructure of plants



SeedsEcosystemsBalance of natureHuman bodyWeather’s influencesWeather instrumentsClimateCauses of seasonsEarth and its history (Geology) Oceans and the hydrosphere (Oceanography) Air and water pollution (Ecology) Matter: Water, Air and WeatherEnergy: Sound and HearingMagnets and electricityLight and colorSolar system and the universe (Astronomy) Living in space

LANGUAGE ARTSReading: Silent and oral readingReading comprehensionSpeed readingChoral readingVocabulary buildingListening skillsTelephone skillsMaking and accepting simple introductionsSummarizing simple informationListening to literatureCritical readingShort stories, chapter books, poetry, playsSpelling and Poetry: Weekly word lists based on phonics rules, challenging words, and vocabularySix poems committed to memory

Language: Writing Process:Increasing dictionary skillsCursive handwritingSimple outliningWriting letters and informal notes: business, friendly, post cards, thank you notes Developing skills in location informationWritten and oral book reports Developing encyclopedia skills



Written encyclopedia reportsCreative writingWriting with detailIncreasing indexing skillsParts of a newspaper

Grammar:Recognizing and using all eight parts of speechDiagramming sentences: subject, predicates, direct objectsverbs, nouns, pronouns, adjectives, adverbsSentence structureKinds of sentences: Interrogative, Imperative, Exclamatory, DeclarativePunctuationCapitalization factsAbbreviationsPossessive words

HEALTH AND SAFETYPersonal and mental hygieneDental healthThe body and its functionsSkeletal and muscular systemsCare and proper use of the bodyPrinciples of digestionBasic food groupsGood nutrition habitsDiseasesSafety

MATHEMATICSReading and writing numbersRoman numerals to CPrime numbers less than 100Prime factoring Numeration systemsSubsetsPlace value of whole numbers and decimalsDecimal and fraction equivalenceAddition and subtraction facts to 7 placesMultiplication and division facts to 1441-, 2-, and 3-digit multiplication problems2- and 3-digit dividend, 1-digit divisor problemsAddition, subtraction, and multiplication involving fractionsEstimating answers



Meaning of mixed numbersFinding simple averagesGeometric conceptsCustomary and metric measurementConverting measures within the same system and solving measurement equationsTime to the secondMaking changeProblem-solving methodsCharts and graphsPerimeter and area

BIBLEHymns/ chorusesMemory versesBible doctrineLessons such as Salvation Series, Genesis, Life of Christ, Paul



GRADE 5

SOCIAL STUDIESGeography facts: terms, rivers, capitals, mountains, climate, deserts Map and globe skillsAmerican exploration and discoveryEstablishment and settlements in the New WorldColonial life in AmericaPioneer life in AmericaRevolutionary War in AmericaWestward movementIndustrial and cultural growthDemocracy’s principles and documentsLife in the U.S. and its possessionsGeography of the U.S. Natural resources of the U.S. Canada and MexicoRelationship of the U.S. with CanadaComparative cultures of CanadaCountries and cultures of the Western Hemisphere: Central America, West Indies, South AmericaFertile Crescent: Cradle of CivilizationEgypt and the NileKingdoms and EmpiresMiddle East (Ancient and Modern) Continent and Nations of EuropeGreeceRome (Ruler of the Ancient World) England and British IslesAsiaAfricaAustralia, Oceania and Antarctica

SCIENCEBiological adaptationsBiotic communitiesAnimal and plant classificationMammalsFish (Oceanography) ReptilesBacteriaMoldsTrees



Plants and their foodConservationCellsHuman bodyLand formsGeologyProperties of air and waterTime and seasonsTemperature and thermometersMagnetic fieldsUse and control of electricityConduction and convectionLight and opticsForce and motionEngines: steam, internal combustion, jet propulsion, rocket enginesChemical systemsSun and solar system (Astronomy) Space and space exploration

LANGUAGE ARTSReading: Silent and oral readingReading comprehensionSpeed readingVocabulary buildingTypes of literaturePresenting original playsListening skillsGrammar: Common homonymsHomophones and homographsSynonyms and antonymsRecognizing and diagramming all eight parts of speechRecognizing and diagramming complementsKinds of sentencesWriting: Cursive handwritingOutliningParagraph writingPunctuation, capitalization, and quotation factsWriting letters, stories, reports, poems, playsLetters - business, friendly, post cards, thank you notesPreparing a simple bibliographyWriting a library research paper and book reportsCreative writing



Proofreading skillsParts of a newspaperThesaurus and Dictionary skillsSpelling and Poetry: Weekly word lists on various categories and vocabulary studySix poems committed to memoryPlurals and possessivesDictionary use for word meaning, analysis and spellingUsing study materials: keys, tables, graphs, charts, legends, library file cards, index, table of contents, reference materials, maps

HEALTH AND SAFETYDental hygieneOur water supplySewage disposalCare of the eyesNutrition and dietDiseasesGerm bearing insects and pestsCommunity health resourcesElementary first aidBicycle and water safetyCirculatory System (Blood, heart, and pathways through your body) NutritionPhysical FitnessDigestive System: Beginning in the mouth, through the esophagus, stomach, small intestine, liver, pancreas, and absorbing digested foodsInterpersonal Relationships: Social acceptanceMental awarenessSpiritual Warfare

MATHEMATICSReading and writing numbers to 10 placesRoman numeralsMixed numbersSet of the integersNumeration systemsAddition, subtraction, multiplication, and division of whole numbers and decimalsFundamental processes: whole numbers and common fractionsCommon and decimal fractionsDecimals to thousandthsRation and percentExponents



Customary and metric measurementExtension of geometric conceptsPerimeter and areaWord problems in daily life (story problems) Charts, graphs and scale drawings (picture, bar, line, and circle graphs) Concept of samplingRounding offReading a thermometerConverting from a Celsius scale to a Fahrenheit scale and from a Fahrenheit scale to a Celsius scale

BIBLEHymns/ chorusesMemory versesBible doctrineLessons such as Salvation Series, Life of Moses, Tabernacle, Joshua, Judges, Ruth, Samuel, David



GRADE 6

SOCIAL STUDIESCountries and cultures of the Eastern and Western HemispheresThe Roman EmpireEurasia, Africa, AustralasiaRelationships among nationsCustoms, traditions, and beliefsPolitical and economic systemsUnited NationsMilestones in human achievementTransportation and communicationWorld tradeCitizenship and social responsibilityWorld geography and geography facts of all 50 statesAdvanced map and globe studiesExploring the New World: Land, wildlife and early peopleCanadaMiddle America: Land of discoveriesSouth America: Continent of natural resourcesUnited States History: The Colonial Heritage, New World’s First Republic, U.S. in the Twentieth Century

SCIENCEClassification of living thingsEcosystemsEcology and environmentMicrobesAlgae and fungiHuman bodyFood for growth and energyClimate and weatherRecycling of resourcesElementary geologyOceansElectric and magnetic interactionsElectricity and its usesSound, light, and heatAtomic energyNuclear energy and radioactivitySolar and geothermal energyConservationElements and compoundsUniverseSample astronomySpace and space travel



Scientific theoryInventions and discoveries

LANGUAGE ARTSReading and Literature: Reading silently and skimmingOral readingReading comprehensionSpeed readingCritical reading skillsIntroduction to mythologyTypes of literatureListening skillsNonverbal communicationVocabulary buildingSpelling and Poetry: Lyric, narrative, and dramatic poetryExtending dictionary skillsSpellingWeekly word lists by prefixes, suffixes, and root wordsSeven poems committed to memoryLanguage: Writing: Types of writing: narration, description, exposition, persuasionSimple note takingWriting outlines, letters, factual matter (reports, newspaper articles), library research paper, comparison/contrasts, verse (limerick, ballads), creative prose (diary, stories) Bibliography buildingOrganization of a bookUsing reference books and indexes Dictionary, Thesaurus and Library skills Grammar: Homonyms, synonyms, antonymsUsing roots, prefixes and suffixesConcepts of noun, pronoun, verb, adjective, and adverbSentence structureFragments, Run-onsDiagramming sentencesPunctuation and capitalization rules

HEALTH AND SAFETYPersonal appearanceDental HealthHealth maintenanceOur food supply



Exercise, fitness and growthCure and prevention of common diseasesThe heartAccident preventionSafety and first aidThe health professionUnderstanding emotionsCoping with stress and anxietyYour body and drugsAnatomy: Endocrine systemCirculatory systemRespiratory systemMuscular systemskeletal systemLymphatic systemNervous systemSkin

MATHEMATICSExponentsOperation of powersSet of the integersPrime FactoringRoman numeralsRounding offFundamental operations with fractions and decimalsFundamental operations with compound denominate numbersMultiplying and dividing common fractions and mixed numbersRelationship between common and decimal fractionsProblems in percentRatios and proportionProperties, identification, and construction of geometric figuresIdentification and measurement of anglesPerimeter, area, and circumferenceBisecting anglesConcepts of similarity, congruence, and symmetryScale drawingsCustomary and metric measurementAdding, subtracting, and multiplying measuresReading thermometersConverting Celsius to Fahrenheit and Fahrenheit to CelsiusProblem analysisInterpreting graphsLatitude, longitude, and time zonesBanking, finding interest, and installment buying



Reading electric and gas metersConcepts of average and sampling

BIBLEHymns/chorusesMemory versesBible doctrineLessons such as Salvation Series, Parables, Elijah, Elisha, Daniel, Ezra/Nehemiah, Ester, Life of Christ



GRADE 7

SOCIAL STUDIESLands and peoples of the Eastern HemispherePrehistoric peoplesGreek and Roman civilizationsThe Middle AgesThe Dark AgesRenaissance and ReformationScientific RevolutionAge of Reason (Enlightenment) Industrial AgeYesterday and today around the world: Middle East, Far East, continental Europe, Scandinavia, British Isles, Soviet Union, Mediterranean, AfricaWorld trade and resourcesContemporary problems and issuesParliamentary procedureCurrent eventsEnvironmentWorld geographyAdvanced map and globe skills

SCIENCEScientific classificationThe cellHeredity and geneticsEffects of weather and climateProperties and uses of waterAtmosphereAir pressureRocks, soil, and mineralsEcology and environmentConservationHeat and temperatureLaws of motionEnergyScientific methodLaboratory techniques and safetyUse of the microscopeScience and CreationInsects and other arthropods

LANGUAGE ARTSLiterature:



Improving reading skillsLiterary termsNovels, short stories, playsMyths, legends, balladsTypes of poetryBiography and autobiographyPlanning and producing dramatizationsSpeech activitiesListening skillsRefining dictionary skillsReading for enjoyment stories and poems by such authors as Frost, Dickinson, Kipling, Bunyan, Alcott, Luther, Dickens, Defoe

Vocabulary, Spelling, Poetry: Vocabulary lessonsEight poems memorizedSpelling

Grammar: Capitalization rulesPunctuation rulesKinds of sentences and diagrammingSentence structureParts of SpeechPerson, number, and gender of nouns and pronounsPunctuation of conversationClauses and phrasesCompound sentences

Composition: SummariesBook reportsResearch paperWriting styleWriting descriptions, reports, journals, and lettersNote taking and outliningExtending reference skills: atlases, directories, encyclopedias, magazinesLibrary organization

HEALTH AND SAFETYGood grooming and postureDental healthHealthy habits and life stylesExercise and fitnessEffects of stimulants and narcoticsFunctions of the bodyCirculation and respiration



Germ theorySexually transmitted diseasesToxins and antitoxinsAntibioticsImmunizationChemotherapyGenetic disordersPersonal and public safetyAccident preventionPersonality development

MATHEMATICSFractions and decimalsPrime and composite numbersSquare root and powersNegative numbersOrder of operationsAbsolute valueInequalitiesNumerationProperties of nonnative integersRational numbers and fractionsRatio, proportion, percentFinite, infinite, and empty setsBasic geometry concepts and termsDevelopment and use of formulasPerimeter, circumference, areaMetric and customary measurementReading and constructing graphsMeasures of central tendency: mean, mode, median, rangeElementary business mathematicsPersonal financesIntroduction to algebraTime zones, latitude, and longitudeIntroduction to plane and solid geometry

BIBLEHymnsMemory versesStudy series: Exodus, Life of Christ



GRADE 8

SOCIAL STUDIESOur Old World backgroundsExploration and discoveryAge of industryRise of big governmentWorld at warGrowth and development of the U.S.: Colonial life; Struggle for independence; U.S. Constitution and Bill of Rights; Westward movement; Civil war; Reconstruction; U.S. as a world powerMeaning of democracyOur American cultureU.S. political systemU.S. economic systemU.S. governmentCurrent eventsState history for 3 weeksU.S. geographyAdvanced map and globe skills

SCIENCEScientific methodScientific nomenclatureScientific measurementEcology and environmentConservationBirds: Efficiency in MotionScience vs. EvolutionComposition of earthOcean, atmosphereWeatherWater and its usesWeathering and erosionRecycling of resourcesMagnetism and electricityHeat and lightForces in liquids and gasesWave, mechanical, electrical and nuclear energyThe earth’s movementNewton’s three laws of motionMachinesThe atomPeriodic table of elementsCompounds and mixturesChemical changes



AstronomyThe universe and Milky WaySpace and space travel

LANGUAGE ARTSLiterature:Independent readingLiteral, inferential and evaluative reading skillsLiterary termsNovel, short story, narrative poetryNonfictionBiographies of great AmericansAmerican poets and story tellersCreative dramaticsListening and speech activitiesReading for enjoyment stories and poems by such authors as Stuart, Whittier, Longfellow, Rawlings, Burns, Browning, Hawthorne, Sandburg

Vocabulary, Spelling, Poetry: Vocabulary lessonsEleven poems memorizedAdvanced dictionary workExtended vocabularyFigures of speechSpelling

Grammar:Infinitive, participle, gerund, predicate nominative, predicate adjective, direct and indirect objectKinds of sentences, their parts and diagrammingFunctions of sentence elements and sentence structureCapitalization rulesPunctuation rules

Composition:Manuscript formSummariesBook reportsParagraphs DescriptionsWriting simple business lettersReport writing skills (library and research paper) OutlineImproving skills in using basic reference materials and writing styleInductive and deductive reasoning

HEALTH AND SAFETYGrooming



Functions of the bodyThe body’s utilization of foodTypes and functions of foodEnvironmental hazardsCommunity sanitation and healthHealth care servicesSexually transmitted diseasesAccident prevention, safety, and first aid Mental hygiene

MATHEMATICSMaintaining skills in fundamental operationsFactoring and productsSets and simple sentencesNumeration systemsUsing fractions and decimalsRatio proportion, and percentEqualities and inequalitiesIntroduction to algebraSimple formulas and equationsGraphing equationsPowers and roots of rational numbersPolynomialsMetric and nonmetric geometryPerimeter, area, surface area, and volumePythagorean TheoremSine, cosine, and tangentScientific notationScale drawingRight-triangle trigonometryCustomary and metric measurementPermutationsProbability statistics and statistical termsMathematics of insurance, banking, and taxesIntroduction to business mathEarning incomeStocks and bonds

BIBLEHymnsMemory versesStudy Series: Journeys of Paul, Joshua, Judges



GRADE 9

SOCIAL STUDIESGeography-Map/Globe Skills*use a map or globe to identify and describe geographic features such as boundaries, land, countries, states, cities, physical features, and resources that are associated with political conflicts or agreements. X.*use a map or globe to identify land, cities, or routes related to the Crusades. X; Pathways, Pages C1-C4.*use a map or globe to locate and identify sites related to specific Native American societies or tribes. X; Pathways, Pages C1-C4.*use a map and/or globe to locate water, land, routes, settlements, and cities related to European conquests, colonization and business ventures. X; Pathways, Pages C1-C4.*use a map to trace and describe the course of the American Revolutionary War (as it relates to European countries). Identify battle sites and the land acquired under the Treaty of Paris 1783. X; Pathways, Pages C16-C26.*use a map to locate and describe the boundaries and geographic features of the State of Alabama at the time of statehood (1819). X; Pathways, Pages C19-C20.*use a map to identify and locate countries, land, physical features, routes, and sites related to Texas independence and the Mexican War. X; Pathways, Pages C19-C20.*use a map identify, locate and describe the territory, countries, boundaries, and geographic features (rivers, lakes, mountains) associated with the Louisiana Purchase. X; Pathways, Pages C19-C21.*use a map to identify and describe countries, territory, states, cities, routes, and battle sites associated with the War of 1812. Examples: Horseshoe Bend, Ft. McHenry, New Orleans, etc. X; Pathways, Pages C21-C26.*use a map or globe and identify the natural resources, mountains, rivers, states, cities, routes, roads, labor supply, and power sources related to industrialization and urbanization in Europe, Asia, and the Americas. X; Pathways, Pages C33-C42.*use a map or globe to identify and locate countries, cities, physical features, and battles associated with World War I. X; Pathways, Pages C43-C50.*use a map to identify, locate, and describe countries, regions, physical features, states, cities, and sites related to the Great Depression. X; Pathways, Pages C52-C57.*use a map or globe to locate counties, cities, physical features, and battle sites associated with World War II. Examples: Poland, Japan, Germany, Pearl Harbor, Italy, Russia, concentration camps, etc. X; Pathways, Pages C58-C62.*use maps and globes to identify, locate, and describe, countries, cities, physical features, and routes related to Asia and World War II. Examples: Japan, Pacific Islands, Hiroshima, Nagasaki, Pearl Harbor, etc. X; Pathways, Pages C58-C62.*use a variety of maps (population, product, physical features, political) to identify, locate, and describe information related to industrialization, urbanization, labor, population, products, and resources during the late 19th to the early 20th centuries. X; Pathways, Pages C33-C42.History*identify, list, and discuss the effects of the Crusades, the Renaissance, and the Reformation. Emphasis is place on the motivation of each event and the subsequent actions. X; Pathways, Pages C1-C4.



*compare and contrast aspects of the Renaissance culture in Italy and Northern Europe. Topics to be considered include: humanism, arts and literature, intellectual development, and advances in technology. COS.*evaluate the causes of the Reformation and explain its significance. Topics to be considered include: tensions between religious and secular authorities, reformers and doctrines, counter reformation, English reformation, and wars of religion. COS.*explore and analyze the geographic, economic, political, and cultural aspects of European exploration and colonization. Topics to be considered include: motivations for exploration, Columbian Exchange, commercial revolution, mercantilism, and imperialism (Portugal, Spain, England, France, Holland). COS.*trace, compare, and explain the significance of early European conquests, colonization, and business ventures. Topics to be considered include: conquistadors, St. Augustine, Jamestown, and Virginia House of Burgesses. X; Pathways, Pages C1-C4.*understand, list, and describe the global influence of the pre-colonial and colonial eras of the Western Hemisphere. X; Pathways, Pages C1-C4.*identify and explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early global age. Topics to be considered include: trade and travel, natural resources, and movement or isolation of peoples and ideas. COS.*identify and evaluate the rise of absolutism and constitutionalism and their impact on European nations. Topics to be considered include: absolute monarchy (Louis XIV), limited monarchy (Glorious Revolution), and theoretical justifications (Hobbes, Locke). COS.*explore and evaluate the influences and achievements of the Scientific Revolution. Topics to be considered include: ideological foundations of the Revolution (Copernicus, Galileo), Isaac Newton, technological advances, and effect on the Enlightenment (evolution of scientific method, skepticism, empiricism, harmony, progress). COS.*compare and contrast significant ideas of the Enlightenment. Topics to be considered include: political and economic (Locke, Montesquieu, Voltaire, Smith), philosophy and philosophers (Voltaire, Diderot, Rousseau), neo-classicism, and new religious and anti-religious currents. COS.*explore and analyze the French Revolution and its impact on transformation in Europe. Topics to be considered include: causes, political evolution (constitutional monarchy, reign of terror, Napoleon), social evolution (liberty, equality, fraternity), and diffusion of nationalism and liberalism. COS.*identify, list, and describe the impact and the influence of the intellectual and religious thought on the political systems of the United States. Topics to be considered include: Magna Carta; political concepts of Locke, Rousseau, and Montesquieu; Great Awakening; and the Bill of Rights. X; Pathways, Pages C5-C11.*explore and analyze revolutions in Latin America. Topics to be considered include: Haitian revolution (Toussaint L' Ouverture), Colombia and Venezuela (Simon Bolivar "The Liberator"), Argentina and Chile (San Martin and O'Higgins), Mexico (Hidalgo and Morelos), established elites (racial and social inequality), and nineteenth century urbanization. COS.*explore, assess, and describe the Industrial Revolution including its impact. Topics to be considered include: preconditions in England; technological advances, inventors, and conditions of labor; resistance to industrialization; effects of Industrial Revolution on politics, economics, and society; Capitalism, Liberalism, Socialism, and Marxism; early factory production in Japan, China, India; and the economic theories of Adam Smith, Karl Marx, and Thomas Malthus. COS.



*define and describe the concepts, developments, and consequences of industrialization and urbanization. Topics to be explored include: geographic factors that influenced industrialization (natural resources, mountains, rivers), sources of power for new industries (oil, electricity), and the communication revolution (TransAtlantic cable, telephone, radio). X; Pathways, Pages C36-C42.*evaluate the influence of urbanization in the nineteenth century. Topics to be considered include: geography of urbanization (central business districts, suburbs); new factory city; public health, modernization, and regimentation; social classes and contrasting conditions of life; humanitarianism; romanticism and realism (Wordsworth, Dickens, Zola); and impressionism and cubism (Monet, Picasso). COS.*describe and explain the search for political democracy and social justice. Topics to be considered include: European revolutions of 1848 (classes, ideologies in conflict); United States (slavery, emancipation); Russia (emancipation of serfs); geography of emigration and migration; quest for universal manhood suffrage; and extending suffrage to women. COS.*compare and contrast European nationalism and Western imperialism as forces of global transformation. Topics to be considered include: unification of Italy (Cavour and realpolitik), unification of Germany (Bismark, militant nationalism), economic roots of imperialism, imperialist ideology (nationalism, Social Darwinism, racism), European colonialism and rivalries (Africa, Asia, Middle East), and United States imperialism (Philippines, Cuba, Central America). COS.*analyze and assess resistance to European Imperialism. Topics to be considered include: Africa (Zulu, Sudan), Japan (Commodore Perry, urbanization, Russo-Japanese War), and China (Opium War, Boxer Rebellion, Sun Yat-sen). COS.*identify the participants and analyze the causes (long-term and immediate), course (plans, attrition on the Western front, technology) and (political, social, economic) consequences of World War I. COS.*evaluate the causes of World War I. Topics to be explored include: socioeconomic climate of the United States, European economy, nationalism, imperialism, and militarism. X; Pathways, Pages C43-C47.*identify and analyze the course of World War I. Topics to be considered include: plans, attrition on the Western front, and technology. X; Pathways, Pages C43-C47.*identify and describe the causes and effects of World War I. X; Pathways, Pages C43-C47.*identify and analyze U.S. involvement in World War I. Topics to be considered include: causes of the war - long term and immediate, causes of the United States' entry into the war, mobilization, U.S. military role, homefront, technology innovations, and the Treaty of Versailles. X; Pathways, Pages C43-C47.*analyze the effects of World War I. Topics to be considered include: America's rejection of world leadership, American culture, and racial conflict. X; Pathways, Pages C48-C51.*identify and analyze the political, social, and economic consequences of World War I. Topics to be considered include: post World War I Era, League of Nations, Wilson's support of the League of Nations, congressional rejection of the League of Nations, and unfinished business related to World War II. X; Pathways, Pages C48-C51.*identify and analyze the challenges of the post World War I period. Topics to be considered include: 1920s culture of disillusionment; colonial rebellion and turmoil (Ireland, India sub-continent); and attempts to achieve political stability in Europe, China, and Africa. COS.



*identify the causes and explain the rise of communism in Russia. Topics to be considered include: failure of economic, political, and social reforms; impact of WWI; and Lenin and the Bolsheviks. COS.*identify the causes and evaluate the global impact of the Great Depression. Topics to be considered include: economic consequences of WWI (reparations, inflation); role of the United States in the world economy; economic crash of 1929; mass unemployment; and political responses to the Depression (Nazism in Germany, American New Deal, British retrenchment). COS.*identify, trace, and explain global transformation as it related to European nationalism and Western imperialism. Topics to be considered include: economic roots of imperialism; imperialist ideology; nationalism and militarism (Italy, Germany, Austria-Hungary); social Darwinism; racism; European colonialism and rivalries in Africa, Asia, and the Middle East; and United States imperialism (Philippines, Cuba, Central America). X; Pathways, Pages C43-C47.*identify the causes and describe and explain the rise of militarist and totalitarian states. Topics to be considered include: Italy (Mussolini and Fascism in theory and practice); Germany (Hitler and the Nazi theory); Soviet Union (Stalin and the Soviet state); and Japan (Tojo, autocracy, militarism). COS.*identify and analyze the causes, course, and consequences of World War II. Topics to be considered include: aggression unanswered (failure of the League of Nations, Ethiopia, Spanish Civil War, Munich, Poland, Pearl Harbor); Axis goals (world conquest, exploitation); Allies (Atlantic Charter); turning points (Battle of Britain, European Theater, Pacific Theater); and lasting issues (the Holocaust, Atomic Age, Nuremberg Trails). COS; X.*identify and analyze the causes of America's involvement in World War II. Topics to be explored include: Europe (Munich Conference, invasion of Poland) and Asia (Japanese expansion, attack on Pear Harbor). X; Pathways, Pages C58-C62.*analyze America's involvement in World War II. X; Pathways, Pages C58-C62.*identify and analyze the impact of specific political leaders on U.S. involvement in World War II. Leaders to be considered include: FDR, Stalin, Churchill, Hitler, Mussolini, and others. X; Pathways, Pages C58-C62.*identify and analyze various aspects of U.S. military participation in World War II. Topics to be considered include military turning points (Stalingrad, Midway, North Africa, Normandy), specified military leaders (Eisenhower, MacArthur), and the Holocaust (liberation of concentration camps). X; Pathways, Pages C58-C62.*identify and analyze the impact of U.S. involvement in World War II on scientific and technological developments. Topics to be considered include: the atomic bomb, Hiroshima, and Nagasaki. X; Pathway, Pages C58-C62.*compare and contrast America's involvement in World War I and World War II. X; Pathways, Pages C58-C62.*discuss and explain postwar reconstruction and the end of colonial empires. Topics to be considered include: reconstruction and democratization of Japan, nationalism (India, Pakistan, Indonesia), Chinese Communist Revolution and Taiwan, Middle East and the Israeli question, Cuban Revolution and Central American conflicts, and Africa (Nigeria, Gamal Abdel Nassar). COS; X.*identify and analyze the origins and results of the Cold War. Topics to be considered include: negotiating the post world (Yalta and Potsdam Conferences), "Iron Curtain," Truman Doctrine, Marshall Plan, United Nations, soviet domination of Central and Eastern Europe, and political and economic organizations (North Atlantic Treaty Organization - NATO, Warsaw Pact, Council of Mutual Economic Assistance - COMECON, European Economic Community - EEC). COS; X.



*compare and contrast the effects of the Cold War in Europe, Asia, and Latin America. Topics to be considered include: rising threat of annihilation by nuclear missiles, European power struggles (Czech Coup, Berlin Airlift, Berlin Wall, Polish Revolt, Hungarian Revolt), Korean War and the intervention of Communist China, Cuban Missile Crisis, and the Vietnam War. COS.*evaluate the collapse of the Soviet empire and discuss the implications of the establishment of the "New World Order." Topics to be considered include: pressures on the Soviet empire (economic failures, demands for national and human rights), resistance and new leaders in Eastern Europe (Poland, Walesa and the unions, Czechoslovakia, Havel), Gorbachev (Glasnost, Perestroika), reunification of Germany, and Russia's struggle for democracy and economic recovery (Yeltsin). COS.*explore and analyze the persistence of nationalism, militarism, and civil war throughout the world. Topics to be considered include: internal conflict, nationalist, and ethnic enmity (South Africa, Northern Ireland, Chile); new forms and uses of terrorism; continuation of race for modern weapons (nuclear, chemical, biological); Middle East (religion, oil, dictatorship, Gulf War); and civil war and genocide (Somalia, Rwanda, Cambodia, the Balkans). COS.*explore and evaluate world prospects for political democracy and social justice. Topics to be considered include: economic, demographic, and environmental challenges; expansion of women's and minorities' rights and roles; and human rights' violations around the world (South Africa, North Korea, China, Northern Ireland). COS.*explore, discuss, and critique new boundaries and problems in science, technology, economics, and culture. Topics to be considered include: genetic engineering, human impact on the environment, space exploration (Mir, Mars landing, Hubble, space station), new patterns of global economic power (limits on national autonomy), and the developed versus developing nations. COS.Culture-Cultural Diversity*identify and evaluate the impact of the emergence of a distinct American culture. X; Pathways, Pages C21-C26.Reference/Research Skills*display information in graphic form. COS.*locate, understand, and use new information needed in various classroom projects. The research resources to be used include pictures, posters, charts, tables, graphs, fact books, trade books, songs, music, maps and globes, cooperative planning, media center use, computer, technological tools, Internet sources, guest speakers, and field trips. COS.*read, interpret, organize, and display information in one or more graphic forms (maps, globes, charts, graphs, illustrations, tables, time lines). COS.*use references for independent investigations of selected topics. Such references include: atlases, electronic resources, Internet, dictionaries, reference books, media center, newspapers, databases, etc. COS.*analyze a question or problem and determine the information needed. COS.*determine possible sources of information. Example: informational indexes, encyclopedias, newspapers. COS.*use organizational systems to find information. Examples: table of contents, key words, cross references, electronic-based links, search engines, etc. COS.*read, listen to, and view various sources of relevant information. COS.*clarify vocabulary using word identification skills such as phonics, structural analysis, and context clues. COS.*use maps, globes, and graphic-reading skills. COS.*understand, recall, and use information. Examples: identify, define, explain. COS.*apply information in new situations. Examples: interpret, illustrate, determine. COS.



*analyze information. Examples: compare/contrast, classify, categorize. COS.*synthesize information. Examples: create/design a new plan, communicate orally and in writing. COS.*evaluate information. Examples: assess, evaluate, judge. COS.*prepare notes, outlines, summaries, time lines, and graphics. COS.*construct databases, spreadsheets, and computer-generated charts. COS.*write reports and research papers to share information. COS.*make presentations. Examples: multimedia, computer-generated material, charts, banners, and poster creations. COS.

SCIENCEEarth’s historyEarth scienceEcology and environmentWeather and climate (Meteorology) OceanographyAir and air pressureAir masses and frontsWater and its usesGeology: earthquakes and volcanoes, rocks and minerals, interpreting the fossil recordErosionAir and water pollutionHeats and fuelsElectricity and electronicsElectrostatics and MagnetismSolar and nuclear energyNature and uses of lightSimple and complex machinesMotion and InertiaWaves and soundAtomic structureChemistry of matterMolecular theoryNature and use of chemicalsMetals and plasticsSpace and astronomySpace travel Nature and causes of disease

ENGLISH LANGUAGE ARTSReading*read with ease grade level content materials such as textbooks, workbooks, manuals, and tests. HCS.*read to ask and answer questions coherently and concisely. HCS.*demonstrate the ability to preview text features and make a prediction about the text content. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and graphic displays (charts, maps, graphs, and timelines). XP-B26, Pathways, Pages C102-C106.*read with ease and demonstrate a literal understanding of textual (informational), functional, and recreational (literary) materials encountered in daily life. Examples: textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school and community rules and laws, directions. XP-B18; Pathways C63-C65.*identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays or other non-fiction to comprehend



literary/recreational text. Examples: PLOT - exposition, conflict, rising action, climax, falling action, denouement; ORGANIZATIONAL STRUCTURE OF FICTION - distinctive structures associated with poetry types from limericks to sonnets. EMPHASIS: Reading predominantly world literature. COS-R1.*compare the use of language and literary elements and devices - including rhythm, thyme, scheme, tone, and plot - in various selections, cultures, and genres. Examples: LANGUAGE- standard usage or dialect, length and complexity of sentences, diction; LITERARY DEVICES - flashback, personification. EMPHASIS: Symbolism and other figurative language, foreshadowing, inferences about characters and their motives, diction, analogy. COS-R2.*analyze literary elements as they relate to the comprehension of a passage. Note: Literary elements are limited to theme, character, tone, setting, mood, plot, and literary point of view. XP-B25.*read with comprehension a variety of textual/informational and functional materials commonly used in ninth grade, recognizing tone and propaganda. Examples: PROPAGANDA - appeal to emotion or authority, and bandwagon; FUNCTIONAL MATERIALS - telephone books, labels on medicine, consumer product information, directions, newspapers, messages, recipes. EMPHASIS: Organizing steps of a process and other sequences, identifying organizational structure or matching structure with a graphic organizer, distinguishing fact from opinion, recognizing logical fallacies, following complex written directions. COS-R3.*demonstrate an understanding of figurative language. He/she will be able to analyze the use of analogy in a passage. He/she will also be able to analyze how figurative language enhances the comprehension of passages. Types of figurative language are limited to simile, imagery, metaphor, personification, and hyperbole (overstatement). XP-B25.*identify persuasive techniques found in reading passages. Detect propaganda; distinguish fact from opinion. Identify an author's purpose or point of view in one or more passages. Identify vocabulary or other uses of language that are intended to persuade or influence the reader to agree or disagree with a point of view and/or take a particular action. Identify the purpose of specific persuasive techniques. Distinguish facts from opinions based on a passage. XP-B22.*recognize fallacies of logic and judge strength of argument in reading materials. Recognize faculty logic in one or more passages. Evaluate faulty logic in one or more passages. Recognize the strength(s) or weakness(es) of argument(s) in one or more passages. Evaluate the strength(s) or weakness(es) of argument(s) in one or more passages. Recognize terminology used by an author to strengthen arguments(s). XP-B24.*determine (discern) the organizational pattern of reading passages. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples of anecdotes. XP-B27; Pathways, Pages C107-C111.*identify supporting details from recreational (literacy), functional (informational) , and functional materials. Identify details that support main ideas in one or more passages. XP-B2 & B18; Pathways, Pages C63-C65.*identify the sequence of events in recreational (literacy), textual (informational), and functional materials. Identify sequential order in one or more passages. Note: Sequential order may include dates; first, next, last; before and after; and order of events. XP-B18; Pathways, Pages C66-C71.*read, identify, and follow directions. Identify directions that are implicit or embedded in a passage. Identify the outcome or product of a set of directions. Recognize that a set of directions have been followed correctly. XP-B19; Pathways C72-C99.



*identify main idea(s) in a textual, functional, and recreational paragraph or reading passage . Main idea may include: topic, subject, theme, central thought or message, lesson or moral, thesis, and author's purpose and/or point of view. XP-B20.*draw conclusions. Draw conclusions based on information in one or more passages. XP-B20.*determine cause(s) and effect(s). Infer the cause(s) of effect(s) stated or implied in a passage. Infer the effect(s) of cause(s) stated or implied in a passage. XP-B21.*recognize statements that adequately summarize passages. XP-B23.*determine word meaning through the use of context clues. Determine the meaning of words or phrases in context. (Note: Target words or phrases may include uncommon meanings of common words or phrases; specialized or technical vocabulary; and words or phrases that might be unfamiliar to the student at Grade 9. XP-B26; Pathways, Pages C100-C101.*demonstrate the ability to locate and comprehend information in reference materials. Note: Reference materials may include: glossaries; dictionaries; indexes; tables of contents; appendixes; and research sources such as atlases, almanacs, encyclopedias, readers' guides, and both print-based and electronic card catalogs. XP-B27: Pathways C112-C113.*apply study strategies. Such strategies include: alphabetizing; identifying parts of books; classifying; summarizing; using test-taking strategies; and interpreting tables, charts, and graphs. HCS.*transfer and correlate information in all subjects. HCS.*apply reading skills to use table of context and index effectively. HCS.*use mnemonic devices to retain information when reading. HCS.*use skimming and scanning skills to collect and process information, when reading. HCS.*use outlining forms and strategies collect, organize, and present information. HCS.*use graphic organizers to collect, organize, and present information. Graphic organizers include: tables, charts, graphs, timelines, and others. HCS.*develop and use test-taking strategies. HCS.*read independently from works and authors suggested in the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Pages 127-128 and from other book lists compiled by Huntsville City Schools. HCS.Listening*apply listening skills to exhibit the habit of reading daily to assigned and self-selected materials at his/her independent and instructional levels. COS.*apply listening skills in the process of critiquing literature, student writing, and various presentations. COS.*use listening skills to determine when argument and propaganda are used in written and oral form. COS.*use listening skills to determine fact versus opinion in written and oral form. COS.*use listening skills to determine when appeal to emotion is used in written and oral forms. COS.*apply listening skills to determine the levels (formal, informal) of language usage of a variety of materials and forms. COS.*use listening skills to recognize that language changes and develops. Topics to be explored include: etymology, connotation, technology, and multicultural contexts. COS.*practice listening skills in a variety of situations. Situations include: interpersonal communications, lectures, small- and large-group settings, and multimedia presentations. COS.



*use listening skills to employ study skills effectively. He/she will be able to listen and take accurate notes. COS.*apply listening skills to develop and ask appropriate questions in the search for information. COS.*apply listening skills to synthesize information for reports. COS.*use listening skills to synthesize information from a variety of sources. Sources include: dictionary, thesaurus, atlas, almanac, cataloging systems, reader's guide, encyclopedia, vertical file, reference books, computerized data, and electronic text. COS.*apply listening skills to conduct individual research using all aspects of the research process. COS.*apply listening skills to evaluate one's personal style in approaching the reading and writing processes using teacher and peer feedback. COS.*apply listening skills to determine the characteristics of an author's style. COS.*apply listening skills to respond to an argument. COS.*apply listening skills to the writing process to produce the final draft of a product with peer and teacher assistance. COS.*use listening skills to understand and demonstrate responsible use of others' ideas. He/she will note sources from quoted, paraphrased, or summarized material and recognize facts from common knowledge. COS.*apply listening skills to demonstrate proficiency with available electronic-based technology and software in the oral communication and research process. COS.Viewing*apply viewing skills to determine the literary elements in specific works. Such elements include: plot, tone, mood, character, setting, and theme. COS.

*apply viewing skills to critique literature, student writing, and various presentations. COS.*apply viewing skills to determine when argument and propaganda are used in writing, oral, and visual forms. Examples: fact versus opinion, appeal to emotion. COS.*apply viewing skills to determine levels (formal, informal) of language usage. COS.*apply viewing skills to recognize that language changes and develops. Topics to be considered include: etymology, connotation, technology, and multicultural contexts. COS.*apply viewing skills to select and indicate preferences for various forms of communication. Examples: how-to-books, videos, magazines, Internet, movies, drama, biographies, documentaries. COS.*practice viewing skills in a variety of situations. Examples: interpersonal communications, lectures, small- and large-group settings, multimedia presentations. COS.*apply viewing skills to plan and ask appropriate questions in the search for information. COS.*apply viewing skills to synthesize information for reports. Tasks to be considered include: taking notes, matching ideas, contrasting ideas, paraphrasing, and summarizing. COS.*apply viewing skills to synthesize information from a variety of sources. Sources include: dictionary, thesaurus, atlas, almanac, cataloging systems, reader's guide, encyclopedia, vertical file, reference books, computerized data, and electronic text. COS.*apply viewing skills to conduct individual research using all aspects of the research process. The research process includes: managing information, documenting information, organizing information, and presenting information. COS.



*apply viewing skills to demonstrate proficiency with available technology and software in the communication, research, and writing processes. COS.Writing*use writing skills to employ study skills effectively. He/she will use the study process to manage information. The process includes: locating resource materials and information, note taking, organizing, questioning, and retaining information. COS.*use writing skills to take accurate notes in all subject areas. He/she will take accurate notes from dictation, lecture, and research. COS.*apply writing skills to transfer and correlate information. COS.*apply writing skills to use or compile a table of contents and index. COS.*apply writing skills to use and create mnemonic devices. COS.*use writing skills to use and create graphic organizers. Graphic organizers include: tables, charts, graphics, and other presentation forms or formats. COS.*use writing skills to produce an outline. COS.*apply writing skills to synthesize information for reports. Writing skills should be applied to take notes, match ideas, contrast ideas, paraphrase, and summarize information. COS.**CONDUCT INDIVIDUAL RESEARCH using all aspects of the research process. The research process includes: managing information, documenting information, organizing information, and presenting information. COS.*use writing skills to prepare formal written reports and document projects in all subject areas. COS.*apply writing skills to follow a style sheet. COS.*document information. He/she will be able to use the correct form to cite copyrighted information including Internet sources. COS.*demonstrate responsible use of others' ideas when writing. COS.*use writing skills to document sources when quoting, paraphrasing, or summarizing. COS.*synthesize information from a variety of sources. Examples: dictionary, thesaurus, atlas, almanac, cataloging systems, reader's guide, encyclopedia, vertical file, reference books, computerized data, electronic text. COS.*demonstrate proficiency with available technology and software in the communication, research, and writing process. Examples: word processors, facsimile machines. COS.*write to respond to argument. Examples: informal debate, letters to the editor. COS.*write to clarify ideas and organize thinking. Example: spontaneous response writing. COS.*evaluate one's personal style in approaching the writing process using teacher and peer feedback. COS.*write using the principal characteristics of an author's style. Example: organizing an original poem with Emily Dickinson's simplicity. COS.*demonstrate personal style and voice through writing poetry and prose. COS.*write in a variety of modes (description, narration, exposition, persuasion) for different purposes and audiences. Purposes include: entertainment, information, and persuasion. Examples of audiences include: peers, teachers, parents, local organizations, and prospective employers. COS, ADAW.*write in the DESCRIPTIVE mode. COS, ADAW.*write in the NARRATIVE mode. COS, ADAW.*write in the EXPOSITORY mode. COS, ADAW.*write in the PERSUASIVE mode. COS, ADAW.*use the "STUDENT CHECKLIST FOR COMPOSING AND REVISING." See the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Page 110. COS, ADAW.



*identify correct sentence structure. He/she will correct run-on sentences, sentence fragments, and comma splices. XP-B10; Pathways, Pages C40-C41; ADAW.*use a variety of sentence structures in writing. Example: combination of simple, compound, complex, and compound-complex. COS, ADAW.*identify and correct sentences that lack internal parallelism. He/she will identify and correct for correlative conjunctions immediately before the parallel items and parallel grammatical form of words, phrases, and clauses in series. XP-B11; Pathways, Pages C42-C43.*organize paragraphs in a variety of patterns. Examples: chronological order, cause and effect, order of importance. COS, ADAW.*determine the logical progression and completeness of paragraphs. He/she will be able to identify, revise, and edit the parts of a paragraph including: introductory sentences, concluding sentences, sequence of events or details, transitional words, and irrelevant and/or redundant sentences. XP-B17; Pathways, Pages C57-C62; ADAW.*demonstrate an extended vocabulary when writing. He/she will show varied use of synonyms, antonyms, affixes, base words, classification, denotation, and connotation. COS, ADAW.*use words that create clarity, precision, and vivid description. Action verbs and specific terms should be used. Language to avoid includes: overused, cliched words, superfluous verbiage, redundancy, and jargon. XP-B9; Pathways, Pages C35-C37; ADAW.*use formal and informal language appropriately. Formal language should avoid slang, contractions, second person, and jargon. XP-B10; Pathways, Pages C38-C39; ADAW.*identify correct usage of commonly confused words. Such words include: words that sound alike but have different meanings, words that are frequently confused although not pronounced alike, and words that are commonly misused. XP-B8; ADAW; Pathways, Pages C32-C34.*apply the principles of grammar and usage in writing activities, tasks, and assignments. He/she will apply principles of singular, plural, and possessive noun forms; singular and plural verb forms; subject-verb agreement; pronoun-antecedent agreement; avoidance of double negatives, fragments, run-ons, on-and-ons, and comma splices; appropriate subordination; placement of modifiers; pronoun case, number, and gender; tense; and parallel structure. COS, ADAW.*identify and apply the proper use of nouns for written and spoken communication. Noun forms to be considered include: singular and plural, regular and irregular, proper, collective, compound, and nouns with alternate forms (index - indexes, indices). XP-B3; Pathways, Pages C1-C5.*identify the appropriate pronoun case (nominative, objective, possessive, reflexive) for a sentence. XP-B7; Pathways, Pages, C23-C26.*recognize pronoun-antecedent agreement in number and gender. XP-B6; Pathways, Pages C16-C19.*identify and use correct verb forms. Topics to be considered include: regular verbs, irregular verbs, number, and tense. XP-B4; Pathways, Pages C6-C10.*identify incorrect shifts in verb tenses. He/she will be able to identify and edit for verb shifts (all tenses) within sentences, verb shifts (all tenses) with paragraphs. XP-B6; Pathways, Pages C20-C22.*identify effective use of active and passive voice. Note: Active verbs preferred over passive. XP-B7; Pathways, Pages C27-C28.*identify and edit sentences with subject-verb agreement errors. He/she will be able to recognize and edit for subject-verb agreement in sentences containing singular subjects; plural subjects; compound subjects; compound subject forms with singular meaning; plural subject forms with singular meaning; regular and inverted order subjects; collective nouns, when correct form depends on the rest of the sentence; sentences with intervening phrases;



indefinite pronouns as a subject; and correlative conjunctions. XP-B5; Pathways, Pages C11-C15.*determine correct placement of modifiers. He/she will be able to edit for dangling participles and misplaced participles. Note: Modifiers may be words, phrases, or clauses; adjectives and adverbs (adjectival and adverbial phrases and clauses); or verbals. XP-B8; Pathways, Pages C29-C31.*produce a final draft by using the writing process with peer and teacher assistance. The writing process includes: prewriting, drafting, revising, editing, and publishing. COS, ADAW.*use the "NINTH GRADE STUDENT CHECKLIST FOR EDITING." See the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Page 119. COS, ADAW.*apply capitalization rules to written activities, tasks, and assignments. He/she will capitalize proper nouns and adjectives; regions of a country; courtesy titles; and videos, paintings, and other works of art. COS; ADAW; Pathways, Pages C44-C56.*recognize the correct form and spelling of contractions. Edit for misspellings such as "our's" and "her's." XP-B7.*capitalize proper nouns. XP-B12.*identify the correct use of capitalization for personal titles. XP-B12.*recognize and capitalize proper adjectives. XP-B12.*identify the correct use of capitalization for titles. XP-B12.*apply punctuation rules to writing activities, tasks, and assignments. He/she will use commas for items in a series, direct address, compound sentences, friendly letter salutations, addresses, nonrestrictive appositives and phrases, introductory adverb clauses, and direct quotations; periods for abbreviations; underlining or italicizing for certain titles; quotation marks for certain titles; quotation marks with direct quotations; colons; semicolons; and apostrophe for possession. COS; ADAW; Pathways, Pages C44-C56.*demonstrate the correct use of apostrophes with possessives of singular nouns, plural nouns, compound nouns, and contractions. XP-B16.*identify and demonstrate the correct use of quotation marks to punctuate a direct quote and broken quotations and quotation marks to indicate titles. XP-B15.*demonstrate the correct use of underlining to indicate titles of literary works. XP-B15.*identify the correct use of a comma with items in a series. XP-B13.*identify and demonstrate the correct use of a comma with quotation marks. XP-B13.*demonstrate correct use of a comma after a direct address. XP-B13.*identify and demonstrate the correct use of a comma with an appositive. XP-B13.*identify and demonstrate the correct use of a comma with a parenthetical expression. XP-B13.*correctly use commas with independent clauses or introductory adverbial clauses. XP-B13.*identify the correct use of commas with coordinating conjunctions. He/she will be able to use a comma before a coordinating conjunction in compound sentences consisting of two long independent clauses. XP-B13.*use a semicolon to separate elements in a series in which one element in the series is already separated by commas. He/she will also use a semicolon before a conjunctive adverb and in a compound sentence with no conjunction. XP-B14.*identify and edit for the correct use of colons when preceding a list. He/she will use a colon to introduce a list within a sentence. XP-B14.Speaking



*demonstrate proficiency with available technology and software in the oral communication process. COS.*apply speaking skills to conduct individual research using all aspects of the research process. Examples: evaluating information, presenting reports and projects. COS.*demonstrate an extended vocabulary in speaking and presenting. Areas of extended vocabulary includes: synonyms, antonyms, affixes, base words, classifications, context clues, denotation, and connotation. COS.*use speaking skills to synthesize information for reports. COS.*use speaking skills to develop and ask appropriate questions in search of information. COS.*demonstrate responsible use of others' ideas when quoting, paraphrasing, or summarizing information as well as using facts from common knowledge. COS.*use speaking skills to respond to argument. Example: informal debate. COS.*use speaking skills to discuss approaches to grammar and conventions as used in literature. COS.*apply speaking skills to produce effective presentations through the use of tone, inflections, and tempo. COS.*vary the formality and precision of spoken language to suit different situations. Examples: formal class discussions, prepared presentations, impromptu speeches, informal small-group interaction. COS.*display self-confidence in speaking. Examples: answering questions when called upon, voluntarily asking and answering questions, reading one's own writing to peers, presenting results from research. COS.Presenting*use available technology and software in the presentation process. Example: word processors, multimedia. COS.*conduct individual research and present the information. Example: formal written reports, projects. COS.*synthesize information and prepare reports for presentation. COS.*display self-confidence when presenting. He/she will be able to answer questions when called upon, voluntarily ask and answer questions, read one's own writing to peers, and present results of research. COS.*demonstrate responsible use of others' ideas when presenting. He/she will document/cite sources when quoting, paraphrasing, or summarizing. COS.*produce effective oral presentations through the use of tone, inflections, and tempo. Examples: recitations, book reports, debates, summaries. COS.*display an extended vocabulary when presenting. The presentation will include varied use of synonyms, antonyms, affixes, base words, denotation, connotation, classification, and context clues. COS.

MATHEMATICSGeneral mathematics: Ratio and proportion; Calculators; Basic concepts of statistics; Mathematical vocabulary; Direct and indirect measurement; Banks and banking; Investment; Budgeting; Insurance; Taxation; Graphs and tables; Informal geometry; Elementary algebra; Customary and metric measurement. Algebra I: Absolute value; Sets and their relationships; Properties of polynomial forms; Equations; Signed numbers; Fundamental operations; Equations of the first degree; Ratio, proportion, and variation; Relations and functions; Special products and factoring; Fractions and fractional equations, Square roots, Radicals, Quadratic equations, Elements of probability.

BIBLEHymns



Memory versesStudy series: Kings of Israel: United Kingdom, Israel’s Divided Kingdom



GRADE 10

SOCIAL STUDIESGeography-Map/Globe Skills*use a map or globe to identify land, cities, or routes related to the Crusades. X; Pathways, Pages C1-C4.*use a map or globe to locate and identify sites related to specific Native American societies or tribes. X; Pathways, Pages C1-C4.*use a map and/or globe to locate water, land, routes, settlements, and cities related to European conquests, colonization and business ventures. X; Pathways, Pages C1-C4.*use a map to trace and describe the course of the Revolutionary War and identify battle sites and the land acquired under the Treaty of Paris 1783. X; Pathways, Pages C16-C20.*use a map to locate and describe the boundaries and geographic features of the State of Alabama at the time of statehood in 1819. X; Pathways, Pages C19-C20.*use a map to identify the states and territory related to and defined by the Missouri Compromise. X; Pathways, Pages C19-C20.*use a map or globe to identify and describe geographic features such as boundaries, land, countries, states, cities, physical features, and resources that are associated with political conflicts or agreements. Examples: Treaty of Paris - 1783, Land Ordinance - 1785, Northwest Ordinance - 1787, Monroe Doctrine, Homestead Act, Morrill-Land Grant Act, and others. X.*use a map to identify and trace the major trails or routes west of the Mississippi. Routes to be located include: Santa Fe Trail, Oregon Trail, Mormon Trail, California trails, and the Gold Rush routes. X; Pages C19-C20.*use a map to locate and describe the states, territory, and routes associated with the Indian Removal Act. Emphasis is place on locating and tracing the "Trail of Tears" including the sections in Alabama. X; Pathways, Pages C19-C21.*use a map to identify and locate countries, land, physical features, routes, and sites related to Texas independence and the Mexican War. X; Pathways, Pages C19-C21.*use a map to identify, locate, and describe the territory, boundaries, and geographic features (rivers, lakes, mountains) associated with the Louisiana Purchase. X; Pathways, Pages C19-C21.*use a map to identify and describe territory, states, cities, routes, and battle sites associated with the War of 1812. Examples: Horseshoe Bend, Ft. McHenry, New Orleans, and others. X; Pathways, Pages C21-C26.*use a map to identify and locate states, territories, routes, land features, cities, and battle sites related to the Civil War. Example: Confederate States, Union States, Ft. Sumter, Montgomery, Vicksburg, Gettysburg, route of Sherman's March, and others. X; Pathways, Pages C27-C32.*use a map or globe and identify the natural resources, mountains, rivers, states, cities, routes, roads, labor supply, and power sources related to industrialization and urbanization. X; Pathways, Pages C33-C42.*use a map or globe to identify and locate countries, cities, physical features, and battles associated to World War I. X; Pathways, Pages C43-C51.*use a map to identify, locate, and describe regions, physical features, states, cities, and sites related to the Great Depression and the New Deal. Examples: Dust Bowl states, Appalachian region, Tennessee Valley, federal programs and projects. X; Pathways, Pages C52-C57.*use a map or globe to locate counties, cities, physical features, and battle sites associated with World War II. Examples: Poland, Japan, Germany, Pearl



Harbor, Italy, Russia, concentration camps, and others. X; Pathways, Pages C58-C62.*use maps and globes to identify, locate, and describe countries, cities, physical features, and routes related to Asia and World War II. Examples: Japan, Pacific Islands, Hiroshima, Nagasaki, Pearl Harbor, and others. X; Pathways, Pages C58-C62.*use a variety of maps (population, product, physical features, political) to identify, locate, and describe information related to industrialization, urbanization, labor, population, products, and resources during the late 19th to early 20th centuries. X; Pathways, Pages C33-C42.History*identify, list, and discuss the effects of the Crusades, the Renaissance, and the Reformation. Emphasis is place on the motivation for each event and the subsequent actions. X; Pathways, Pages C1-C4.*understand the global influence of the pre-colonial and colonial eras of the Western Hemisphere (since 1500). X; Pathways, Pages C1-C4.*evaluate European explorations of the 15th - 17th centuries and describe the impact of the first contacts between Americans and Europeans. Topics to be considered include: effects of the Crusades, Renaissance, and Reformation; refined technologies in navigation and ship-building; nations involved in explorations (Netherlands, Portugal, Spain, England, France, Italy); Columbian Exchange; and destabilization of Native American societies. COS.*identify and explain the significance of early European conquests and business ventures as they affect the Americas. Topics to be considered include: Conquistadors, St. Augustine, fur traders, Roanoke Colony, Spanish Armada, and the settlement of Mobile. COS; Pathways, Pages C1-C2.*trace, compare, and explain the significance of early European conquests, colonization, and business ventures. Topics to be considered include: conquistadors, St. Augustine, Jamestown, and the Virginia House of Burgesses. X; Pathways, Pages C1-C4.*identify and evaluate America's exploration, development, and divergence. The emphasis is on the economic, political, social, cultural, and geographic factors especially those related to the United States. X; Pathways, Pages C1-C4.*explore and trace the development of early English settlements and colonies. Topics to be considered include: purposes of settlements, (Northwest Passage, religion, business ventures); geographic areas (New England colonies, Middle colonies, Southern colonies); economics; and government (House of Burgesses). COS.*identify and trace the development and impact of the Columbian Exchange. Emphasis is place on the factors that led to the destabilization of Native American societies. X; Pathways, Pages C1-C4.*identify, trace, and describe the critical economic and political events leading to the Colonial separation from England. Topics to be considered include: taxation, French and Indian War, lack of free trade, Boston Massacre, Boston Tea Party, First Continental Congress, Lexington and Concord, Second Continental Congress, Thomas Paine's "Common Sense," Patrick Henry's speech to Virginia Convention, and the Declaration of Independence. X; Pathways, Pages C1-C11.*trace and explore Colonial America's political and social divergence from England. Topics to be considered include: geographic (separation from England), political ("Taxation without direct representation," colonial governments, military leadership, emergence of a national identity); economic (French and Indian War debt, lack of free trade), and cultural (development of distinct social groups). COS.



*identify, explain, describe and compare the provisions of Declaration of Independence. Topics to be considered include: philosophical background, concept of equality, and social contract theory. X; Pathways, Pages C12-C15.*recognize and understand the impact of the influences of intellectual and religious thought on the political systems of the United States. X; Pathways, Pages C5-C11.*trace and describe the causes of the Revolutionary War. Topics to be considered include: lack of free trade, Boston Tea Party, issues of the Second Continental Congress, Boston Massacre, and Patrick Henry's speech. X; Pathways, Pages C16-C18.*trace and explore the critical events leading to the Revolutionary War. Topics to be considered include: French and Indian War, lack of free trade, Boston Massacre, Boston Tea Party, First Continental Congress, Lexington and Concord, Second Continental Congress, Thomas Paine's "Common Sense", Patrick Henry's speech to the Virginia Convention, and the Declaration of Independence. COS; X.*explore and describe the course and the consequences of the Revolutionary War. Topics to be considered include: leaders and key personalities (George Washington, Samuel Adams, Paul Revere, Baron Von Steuben), major campaigns (Saratoga, Yorktown, Valley Forge), and the Treaty of Paris. COS; X.*trace and describe the course of the Revolutionary War. Topics to be considered include: leaders (George Washington, Samuel Adams, Paul Revere) and military campaigns (Saratoga, Yorktown, Valley Forge). X; Pathways, Pages C16-C18.*trace and describe the consequences of the Revolutionary War. Topics to be considered include: Treaty of Paris (recognition of independence, territorial acquisition) and unfinished business (War of 1812, impressment, embargo). X; Pathways, Pages C16-C18.*identify and evaluate the impact of the American Revolution. X; Pathways, Page C5-C11.*understand, outline, and describe the formation and development of the United States. X; Pathways, Pages C5-C11.*identify and describe the models and concepts for central government. Topics to be explored include: First and Second Continental Congresses, political parties, Declaration of Independence, Articles of Confederation (strengths and weaknesses), Constitutional Convention (state vs. national power, major crises and compromises, debate over ratification, Federalist Papers), first American political system (economic differences; Jefferson vs. Hamilton - national debt, state debt, banking system), Washington's Farewell Address, and the impact of John Marshall on the Supreme Court ( judicial review- "Marbury v. Madison"). X; Pathways, Pages C5-C11.*explore, examine, and discuss the national government under the Articles of Confederation. Topics to be considered include: strengths and weaknesses, Land Ordinance of 1785, Northwest Ordinance of 1787, and the debate about the debt. COS; X.*identify and understand the provisions of the essential documents of the United States government. Topics to be considered include: Declaration of Independence; Constitution; Bill of Rights; and the 13th, 14th, 15th, and 19th Amendments. X; Pathways, Pages C12-C15.*identify, discuss, and describe the Constitutional Convention and its role in forming a new government. Topics to be considered include: state versus national power, major crises and compromises, key personalities (Washington, Madison, Franklin), and the debate over ratification (Federalist Papers). COS; X.*identify and understand the principles of the United States Constitution and the unique democratic republic that it established. Tropics to be considered include: philosophical background (Rousseau, Montesquieu), features (Preamble,



Separation of Powers, Federal System, Bill of Rights), and the citizen's rights and responsibilities. COS; X.*identify, explain, describe, and/or compare the basic provisions of the United States Constitution. Topics to be considered include: Preamble, Separation of Powers, Federal System, Elastic Clause, Bill of Rights, Amendments (13th, 14th, 15th, & 19th), and violations (Black Codes, Jim Crow Laws). X; Pathways, Pages C12-C15.*relate the basic provisions of the United States Constitution (Separation of Powers, Federal System, Bill of Rights) to the colonial conflicts and experiences. X; Pages C12-C15.*identify, list, and describe the impact of the intellectual and religious thought on the political systems of the United States. Topics to be considered include: Magna Carta; political concepts of Locke, Rousseau, and Montesquieu; Great Awakening; and the Bill of Rights. X; Pathways, Pages C5-C11.*examine and describe the transition from colonial to state governments. Topics to be considered include: writing of state constitutions, change in voting rights, regional variations, and the fear of executive power. COS; X.*define and analyze the initial impact of John Marshall on the Supreme Court. Topics to be considered include: "Marbury v. Madison" and Aaron Burr's treason trial. COS; X.*explore, examine, and describe the emergence of the first American political systems. Topics to be considered include: Hamilton's and Jefferson's positions in Washington's administration (first American party system, U. S. Capitol, French Revolution, economic systems); Jefferson's (Republican) opposition to Hamilton's (Federalist) economic plan (national debt, state debt, banking system, economic future); Washington's Farewell Address; First Amendment issues during John Adams' Federalist presidency (Alien and Sedition Acts, Naturalization Act, Virginia and Kentucky, resolutions); midnight judges and their impact on the federal courts; and the election of Thomas Jefferson (Republican) as president (The Revolution of 1800). COS; X.*describe and evaluate the beginnings of America's foreign policy as introduced in the Monroe Doctrine. COS; X.*identify and discuss the causes and effects of the War of 1812 on the nation. Topics to be considered include: geographic (defend and populate the southwest), political (relationship with the Native Americans), foreign policy (Napoleon and European affairs), economic (Embargo Act, depression), military (Washington, D.C.; Ft. McHenry; Horseshoe Bend, AL; New Orleans), and leaders. COS; X.*describe/discuss Thomas Jefferson's purchase of the Louisiana Territory and its effect on the nation. Topics to be considered include: size of nation doubled, use of elastic clause, Lewis and Clark expedition, Zebulon Pike, and others. COS; X.*identify and discuss the change in democracy and the new face of politics during the Jacksonian Era. Topics to be considered include: Common Man Ideal, voting rights, spoils system, the Bank War, Tariff of Abomination, Nullification Crisis, and the economic Depression of the late 1830s. COS; X.*define, evaluate, and discuss the geographic and political significance of Indian removal and westward expansion. Topics to be considered include: Indian Removal Act (Jackson's defiance of the Supreme Court, Black Hawk Wars, Seminole Wars, Trail of Tears, Treaty of Dancing Rabbit Creek) and Pre-Civil War expansion beyond the Mississippi River (Santa Fe Trail, Oregon Trail, Mormon Trail, California Trail, Gold Rush). COS; X.*analyze the development of economic nationalism during the Era of Good Feelings. Topics to be considered include: economic issues (Bank of the United States, tariff protection, internal improvements, Henry Clay's American System), Alabama statehood, Missouri Compromise, and the Marshall Supreme



Court ("Dartmouth College v. Woodward, McCulloch v. Maryland, Gibbons v. Ogden"). COS; X.*explore and analyze the cause(s) and effect(s) of urbanization in the late 1800s. Topics to be considered include: geographic (movement from farm to city, arrival of 25 million immigrants, migration of Blacks to North and Midwest, growth of urban centers); political (Rutherford B. Hayes, James Garfield, Grover Cleveland); economic (immigrant labor, child labor, female labor, labor unions, labor strikes, controls and restrictions on immigration, McKinley Tariff Act, Gold standard); and cultural causes and effects (growth of urban-ethnic neighborhoods, institutions, trades, occupations, education, religion, social reformers). COS; X.*identify, describe and/or compare the impact of the political reforms before the Civil War. Topics to be considered include: War of 1812, course of war (Horseshoe Bend, Ft. McHenry, New Orleans), consequences of the war (growth of Nationalism, tariff protection), Marshall's Supreme Court ("Madison v. Marbury, Gibbons v. Ogden"), Jacksonian Democracy, Common Man Ideal, extension of voting rights, creation of the Spoils System, and nullification crisis. X; Pathways, Pages C1-C4.*identify and discuss the impact of American social reformers on society before the Civil War. Topics to be considered include: women and women's rights (Elizabeth Cady Stanton, Sojourner Truth, Susan B. Anthony, Cult of Domesticity, Seneca Falls Convention, Declaration of Sentiments), abolitionists (William Lloyd Garrison, Harriet Beecher Stowe, Grimke sisters, Frederick Douglass, Harriet Tubman, Underground Railroad), and other subjects (Dorothea Dix, temperance, Utopian communities). COS; X.*identify, understand, and describe the eras of revolution, expansion, and reform prior to the United States Civil War. X.*trace and compare the expansion of the United States from 1783-1853. Topics to be considered include: territorial expansion (Treaty of Paris-1783, Land Ordinance-1785, Northwest Land Ordinance-1787), Louisiana Purchase (background, Lewis and Clark expedition), economic nationalism during the "Era of Good Feeling," economic issues (internal improvements, Henry Clay's American System), Alabama Statehood, Missouri Compromise, Monroe Doctrine, western expansion, Indian Removal Act (Trail of Tears including Alabama), Pre-Civil War expansion west of the Mississippi (Santa Fe, Oregon, Mormon Trail, California Trail, Gold Rush), and growing sectional divisions (Texas Independence, Mexican War, Manifest Destiny). X; Pathways, Pages C19-C20.*define and evaluate the impact of closing the frontier. Topics to be considered include: Native American tribes (new states, U.S. Army and Indian conflicts, Dawes Severalty Act, buffalo annihilation, geographic impact) and settlement of the Midwest (steel plow, windmill, revolver, barbwire, railroad). COS; X.*identify, describe, and/or compare the impact of social, political, and economic reform on the emergence of a distinct American culture before the Civil War. The authors and poets to be considered include: Webster, Emerson, Thoreau, Whitman, Poe, Hawthorne, Irving, Cooper, and Dickinson. X; Pathways, Pages C21-C26.*identify, compare, and contrast the advantages and disadvantages of the Northern and Southern economic systems. Topics to be considered include: labor force, industry, agriculture, and geographic factors. COS; X.*identify and trace the factors leading to the growing crisis of sectional division. Topics to be considered include: Texas independence, Mexican War (Manifest Destiny, land acquisition through treaties), Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska Act, formation of Republican Party (Free Soil), Dred Scott Decision, and John Brown's Raid on Harpers Ferry). COS; X.*recognize and analyze the factors leading to sectional division. Topics to be explored include: Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska



Act, formation of the Republican Party, Dred Scott Decision, and the John Brown raid. X; Pathways, Pages C27-C32.*discuss and evaluate the election of Abraham Lincoln as it relates to the final division of the nation. Topics to be considered include: background (views on slavery, Lincoln-Douglas debates, Democratic Party split, Inaugural Address), secession and the federal response (formation of Confederacy; Montgomery, AL; Ft. Sumter; other secessions; Northern goals; Southern goals; first battle - Manassas/Bull Run), and Northern Alabama's perspective on secession. COS; X.*identify and relate the election of Lincoln to the division of the nation. Topics to be considered include: background (issues debated, Democratic Party split), secession and the federal response (formation of the Confederacy; Montgomery, AL; Ft. Sumter; Northern goals; Southern goals; North Alabama perspective; Winston County, AL; western counties of Virginia; and pockets of resistance to secession. X; Pathway, Pages C27-C32.*identify and evaluate events, causes, and effects of the Civil War Era. X; Pathways, C27-C32.*explore and discuss the non-military events during the Civil War. Topics to be considered include: political (Lincoln as a wartime president, Black military units), economic (national banking, Homestead Act, Morrill Land-Grant Act), cultural (draft opposition, Emancipation Proclamation), and legal events (suspension of the Writ of Habeus Corpus and the institution of military law). COS; X.*identify and analyze the non-military events of the Civil War. Topics to be considered include: political (creation of black military units), economic (Homestead Act, Morrill-Land Grant Act), cultural (draft opposition, Emancipation Proclamation), and legal events (suspension of Writ of Habeus Corpus). X; Pathways, Pages C1-C4.*examine the military defeat of the Confederacy. Topics to be considered include: geographic, political, and economic factors; battles (Vicksburg, Gettysburg, Sherman's March); Lincoln's Gettysburg Address; Alabama's involvement and key personalities (Joseph Wheeler, Port of Mobile); Lee's surrender at Appomattox Courthouse; and the costs of the war (human costs, devastation of land, infrastructure). COS; X.*examine and explore the military defeat of the Confederacy. Topics to be considered include: geographic (Battles of Vicksburg, Gettysburg, Sherman's March), political (Gettysburg Address), and economic (Lee's surrender, cost of war). X; Pathways, Pages C27-C32.*identify and explain the failings and accomplishments of the Reconstruction Era and its impact on life in the twentieth century. Topics to be considered include: plans for reconstruction (Lincoln's plan, Johnson's plan, Congressional plan), radical reconstruction (Southern Military Districts, Black Codes, carpetbaggers, scalawags, 13th - 15th Amendments, organized resistance groups, Morrill Land-Grant Act-Auburn University), election of Ulysses S. Grant, end of Reconstruction (rise of Birmingham 1871-72, election of 1876, Compromise of 1877), and the new south (politics, industrialization, race relations-Jim Crow Laws, survival of Black cultural structures). COS; X.*identify and compare the successes and failures of the Reconstruction Era and emergence of the New South. Topics to be explored include: plans for Reconstruction (Lincoln's Plan, Congressional Plan), Radical Reconstruction (Southern Military Districts, Black Codes, carpetbaggers, scalawags, organized resistance groups), presidency of U.S. Grant, end of Reconstruction (election of 1876, Compromise of 1877), the New South (politics, industrialization, race relations, Jim Crow Laws), and Black cultural structures (schools, churches, family). X; Pathways, Pages C27-C32.*identify and evaluate the events that led to the settlement of the West. X; Pathways, Pages C33-C35.



*evaluate the concepts, developments, and consequences of industrialization and urbanization. X: Pathways, Pages C36-C42.*define and describe the concepts, developments, and consequences of industrialization and urbanization. Topics to be explored include: geographic factors that influenced industrialization (natural resources, mountains, rivers), sources of power for new industries (oil, electricity), communication revolution (TransAtlantic cable, telephone, radio). X; Pathways, Pages C36-C42.*identify, discuss, and describe the progression of industrialism and the business world in the U.S. and its impact on society. Topics to be considered include: geographic factors that influenced industrialization (natural resources, mountains, rivers), governmental support and protection (industrial interests, tariffs and labor policies, subsidies to railroad lines), new industries (oil, electricity), communication revolution (TransAtlantic cable, Bell and the telephone, penny press, Marconi's radio), early industry and the role of labor in Alabama (iron and steel, railroad, lumber, shipping, coal, textiles, convict leasing, immigrants), monopolies and mergers (robber barons, Rockefeller, Carnegie, concentration of wealth, economic and political power, alliance of press and politics), and ideologies of business (Social Darwinism, gospel of wealth, Horatio Alger). COS; X.*identify, describe, and explain the early industry and role of labor in Alabama related to the concepts, developments, and consequences of industrialization and urbanization. Areas to be explored include: Alabama (iron, steel, coal, railroad, lumber, shipping, textiles, and convict leasing), monopolies and mergers (robber barons, Rockefeller, Carnegie), ideologies of business (Social Darwinism, Gospel of Wealth, Horatio Alger), urbanization in the late 1800s (photos, political cartoons, graphs), and economics (immigrant labor, child labor, female labor, labor unions, labor strikes, immigration restrictions). X; Pathways, Pages C36-C42.*explore and trace the development of revolutions in energy, manufacturing, and transportation during the Iron Horse Era. Topics to be considered include: steam power, geographical areas, industry (iron, coal, engine, and machine-tool industries), factory system, canals, steamboats, and railroads. COS.*define and explain the transition from an agrarian society to an industrial nation throughout the nineteenth century. Topics to be considered include the changing roles of the American farmer such as early mechanization of agriculture, farmers' grievances, American agrarian rebellion, and the Populist Movement including Alabama farmers. COS; X.*identify, describe, and explain the closing of the frontier and the transition from an agrarian society to an industrial national during the 1800s. Topics to be explored include: Indian tribes (new states, U.S. Army and Indian conflicts, buffalo annihilation, geographic impact), settlement of the Midwest and immigration movement (steel plow, windmill, revolver, barbed wire, railroad), and the changing role of the American farmers (early mechanization of agriculture, farmers' grievance, American agrarian rebellion, Populist Movement and Alabama farmers). X; Pathways, Pages C36-C42.*identify and review the key events at the end of the nineteenth century. COS; X.*understand the concepts and developments of the late 19th to the early 20th centuries. X; Pathways, Pages C33-C42.*identify and evaluate the impact of U.S. social and political reform and the emergence of a distinct American culture. X; Pathways, Pages C21-C26.*explore and discuss the emergence of a distinct American culture. Topics to be considered include: Noah Webster, American authors and poets, the Second Great Awakening, Public School Movement, and Horace Mann. COS; X.



*identify, explain, and relate the accomplishments and limitations of the Progressive Movement. Topics to be considered include: characteristics, social (role of women, Muckrakers,"The Jungle" by Upton Sinclair, "History of the Standard Oil Company" by Ida Tarbell, public education, Horace Mann), The Niagara Movement (W. E. B. DuBois, National Association for the Advancement of Colored People - NAACP), Atlanta Exposition and Compromise, Tuskegee Institute (Booker T. Washington, George Washington Carver), political ("Plessy v. Ferguson), Alabama's 1901 Constitution, Progressive Constitutional Amendments and impact, 16th-19th Amendments), progressive leadership of Theodore Roosevelt and Woodrow Wilson (antitrust laws such as the Clayton Act and Federal Trade Commission, labor reforms, conservation movements, Federal Reserve System), and the Election of 1912. X; Pathways, Pages C36-C42.*identify and evaluate the Era of Expansion using a map of territorial expansion. X; Pathways, Pages C19-C20.*identify and explain U.S. imperialism and territorial expansion prior to World War I. Topics to be explored include: search for raw materials, global balance of power, Hawaiian Islands, Spanish American War (Yellow press, Rough Riders, Cuba, Philippines), Open Door Policy, Panama Canal (William C. Gorgas), Roosevelt's Corollary. X; Pathways, Pages C43-C47.*evaluate the causes of World War I. Topics to be explored include: socioeconomic climate of the United States, European economy, nationalism, imperialism, and militarism. X; Pathways, Pages C43-C47.*identify and understand the causes and effects of World War I. X; Pathways, Pages C43-C47.*identify and analyze U.S. involvement in World War I. Topics to be considered include: causes of the war - long term and immediate, causes of the United States' entry into the war, mobilization, U.S. military role, homefront, technological innovations, and the Treaty of Versailles. X; Pathways, Pages C43-C47.*identify and analyze the course of World War I. Topics to be considered include: plans, attrition on the Western front, and technology. X; Pathways, Pages C48-C51.*analyze the effects of World War I. Topics to be considered include: America's rejection of world leadership, American culture, and racial conflict. X; Pathways, Pages C48-C51.*identify and analyze the political, social, and economic consequences of World War I. Topics to be considered include: post World War I Era, League of Nations, Wilson's support of League of Nations, congressional rejection of the League of Nations, and unfinished business related to World War II. X; Pathways, Pages C48-C51.*identify, trace, and explain global transformation as it related to European nationalism and Western imperialism. Topics to be considered include: economic roots of imperialism; imperialist ideology; nationalism and militarism (Italy, Germany, Austria-Hungary); social Darwinism; racism; European colonialism and rivalries in Africa, Asia, and the Middle East; and United States imperialism (Philippines, Cuba, Central America). X; Pathways, Pages C43-C47.*understand and describe the Great Depression. X; Pathways, Pages C52-C57.*identify and analyze the causes of the Great Depression including disparity of income, stock market speculation, and the collapse of the farm economy. X; Pathway, Pages C52-C57.*identify and analyze the course of the Great Depression and its impact on American life. Topics to be explored include: geographic (Dust bowl, Southern Appalachian region, Tennessee Valley), impact on Alabama economy), Hoover's administration, political and economic events, (FDR's New Deal program; Federal Deposit Insurance Corporation - FDIC; Social Security; National Labor Relations Board - NLRB; Works Progress Administration - WPA; Civilian



Conservation Corps - CCC; Fair Labor Standards Act), and the cultural impact (movies, radio, fireside chats, homelessness, malnutrition). X; Pathways, Pages C52-C57.*analyze the political, economic, and social causes and consequences of the Great Depression and the New Deal on American life. X; Pathways, Pages C52-C57.*identify and analyze the causes of America's involvement in World War II. Topics to be explored include: Europe (Munich Conference, invasion of Poland) and Asia (Japanese expansion, attack on Pear Harbor). X; Pathways, Pages C58-C62.*identify and analyze the impact of World War II on America's homefront. Topics to be considered include: women's participation, industry and volunteerism, rationing, war bonds, and Japanese internment. X; Pathways, Pages C58-C62.*identify and analyze the impact of specific political leaders on U.S. involvement in World War II. Leaders to be considered include: FDR, Stalin, Churchill, Hitler, Mussolini, and others. X; Pathways, Pages C58-C62.*identify, describe, and analyze various aspects of U.S. military participation in World War II. Topics to be considered include military turning points (Stalingrad, Midway, North Africa, Normandy), military leaders (Eisenhower, MacArthur), and the Holocaust (liberation of concentration camps). X; Pathways, Pages C58-C62.*identify, describe, and analyze the impact of U.S. involvement in World War II on scientific and technological developments. Topics to be considered include: the atomic bomb, Hiroshima, and Nagasaki. X; Pathways, Pages C58-C62.*compare and contrast America's involvement in World War I and World War II. X; Pathways, Pages C58-C62.Culture-Cultural Diversity*trace and explore life in the Americas before the arrival of Europeans and Africans. Topics to be considered include: land bridge, Mayans, Incas, Aztecs, Olmecs, and Native Americans (geographic, political, economic, cultural), including those in Alabama. COS.*analyze and describe the colonists' relationship with Native Americans. Topics to be considered include: exchange of goods and services; rising hostilities (King Philip's War, Bacon's Rebellion); expansion into Native American land; and rival alliances and locations (French and the Hurons, British and the Iroquois). COS; X.*identify and describe the origins of colonial intellectual and religious thought Topics to be considered include: Magna Carta, Enlightenment, political writings of the Enlightenment (John Locke, Montesquieu), and the Great Awakening. COS; X.*identify and explain the impact of North American slavery on colonial life. Topics to be considered include: indentured servants, Atlantic slave trade and the Middle Passage, and the Southern plantation system. COS; X.*analyze the roles of free Blacks and women in colonial America. Topics to be considered include: political (lack of voting rights), economic (lack of property right, lack of job opportunities), and cultural (lack of educational opportunities). COS; X.*identify, describe, and/or compare the impact of social, political, and economic reforms before the Civil War. Topics to be considered include: social reforms before the Civil War (women and women's rights, Elizabeth Cady Stanton, Sojourner Truth, Susan B. Anthony, Seneca Falls Convention), abolitionists (William Lloyd Garrison, Harriet Beecher Stowe, Fredrick Douglass, Harriet Tubman, Underground Railroad), and other reform movements (Dorothea Dix, temperance, Utopian Communities). X; Pathways, Pages C21-C26.



*identify and explain the development of post WWI American culture. Topics to be explored include: Roaring Twenties, arts and humanities (American writers, Harlem Renaissance, Jazz Age, W.C. Handy, mass entertainment, technological innovation (aviation, automobiles, home appliances), underside of the 1920s (poverty, unorganized labor force, decline in farm incomes, conditions in Alabama, invalidation of anti-child labor laws, prohibition, racism), women's issues (Margaret Sanger, Zelda Fitzgerald), racial and ethnic conflict - 1920s and 1930s (Red scare, Sacco case, Vanzetti case, Ku Klux Klan activities, Black migration to northern cities, racial violence - riots and lynchings) and immigration laws of the 1920s. X; Pathways, Pages C48-C51.*identify and evaluate the impact of U.S. social and political reform and the emergence of a distinct American culture. X; Pathways, Pages C21-C26.*identify and evaluate the impact of the emergence of a distinct American culture. X; Pathways, Pages C21-C26.Reference/Research Skills*display information in graphic form. COS.*locate and understand new information needed in various classroom projects. Research resources include: pictures, posters, charts, tables, graphs, fact books, trade books, songs, music, maps and globes, cooperative planning, media center use, computer and technological tools, Internet sources, guest speakers, and field trips. COS.*read, interpret, organize, and display information in one or more graphic forms (maps, globes, charts, graphs, illustrations, tables, time lines). COS.*use references for independent investigations of selected topics. Such references include: atlases, electronic resources, Internet, dictionaries, reference books, media center, newspapers, databases, and others. COS.*analyze a question or problem and determine the information needed. COS.*determine possible sources of information. Example: informational indexes, encyclopedias, newspapers. COS.*use organizational systems to find information. Examples: table of contents, key words, cross references, electronic-based links, search engines, and others. COS.*read, listen to, and view various sources of relevant information. COS.*clarify vocabulary using word identification skills such as phonics, structural analysis, and context clues. COS.*use maps, globes, and graphic-reading skills. COS.*understand, recall, and use information. Examples: identify, define, explain. COS.*apply information in new situations. Examples: interpret, illustrate, determine. COS.*analyze information. Examples: compare/contrast, classify, categorize. COS.*synthesize information. Examples: create/design a new plan, communicate orally and in writing. COS.*evaluate information. Examples: assess, evaluate, judge. COS.*prepare notes, outlines, summaries, time lines, and graphics. COS.*construct databases, spreadsheets, and computer-generated charts. COS.*write reports and research papers to share information. COS.*make presentations. Examples: multimedia, computer-generated material, charts, banners, and poster creations. COS.

SCIENCE Characteristics of lifeClassificationHistory of plants and animalsMicroscopic lifeSimple organisms: algae, bacteria, fungi



Vertebrate lifeMammals and birdsPlant lifePhotosynthesisCellsProtein synthesisGenetics and heredityBiologyBotanyZoologyHuman Anatomy and PhysiologyDNA-RNAGenetic engineeringReproduction and growthHuman biologyNutrition and digestionBehaviorConservation of human resourcesEnvironmental issuesEnergy in ecosystemsScientific methodBiology and space travel Disease and disease controlLab work: dissections, microscopy, field studies, nutrition, cellular biology, genetics

ENGLISH LANGUAGE ARTSReading*read with ease grade level content materials such as textbooks, workbooks, manuals, and tests. HCS.*read, identify, and follow directions. He/she will be able to identify directions that are implicit or embedded in a passage, identify the outcome or product of a set of directions, and recognize that a set of directions have been followed correctly. HCS; Pathways, Pages C72-C99.*read to ask and answer questions coherently and concisely. HCS.*read with ease and demonstrate a literal understanding of textual (informational), functional, and recreational (literary) materials encountered in daily life. Examples: textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school and community rules and laws, directions. XP-B18; Pathways, Pages C63-C65.*demonstrate the ability to preview text features and make a prediction about the text content. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and such graphic displays as charts, maps, graphs, and timelines. XP-B26; Pathways, Pages C102-C106.*apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, or essays and/or other non-fiction. EMPHASIS: Identifying major historical developments in language and literature in America from the beginnings to 1900 (Examples: simplicity of early American literature, religious nature and themes in much early American literature, relationships to historical events and to British literature), using context clues, identifying sequences, summarizing passages, and drawing other kinds of conclusions. COS-R1.*identify and interpret literary elements and devices, including analogy, personification, and implied purpose. EMPHASIS: Figurative language and imagery including symbolism and metaphors, tone. COS-R2.



*analyze literary elements as they relate to the comprehension of a passage. (Note: Literary elements are limited to theme, character, tone, setting, mood, plot, and literary point of view.) XP-B25.*read with literal and inferential comprehension a variety of textual/informational and functional materials, making inferences about effects when passage provides cause; inferring cause when informational provides the effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. Examples: TEXTUAL MATERIALS - driver's manuals, reference materials, newspapers, career information, high interest magazine articles, subject area tests; FUNCTIONAL MATERIALS - menus, schedules, directions, maps, want ads. COS-R3.*recognize fallacious or illogical thought in essays, editorials, and other informational texts. EMPHASIS: Evaluating strength of argument, recognizing propaganda. COS-R4.*recognize fallacies of logic and judge strength of argument in reading materials. Recognize faculty logic in one or more passages. Evaluate faulty logic in one or more passages. Recognize the strength(s) or weakness(es) of argument(s) in one or more passages. Evaluate the strength(s) or weakness(es) of argument(s) in one or more passages. Recognize terminology used by an author to strengthen arguments(s). XP-B24.*identify persuasive techniques found in reading passages. Detect propaganda; distinguish fact from opinion. Identify an author's purpose or point of view in one or more passages. Identify vocabulary or other uses of language that are intended to persuade or influence the reader to agree or disagree with a point of view and/or take a particular action. Identify the purpose of specific persuasive techniques. Distinguish facts from opinions based on a passage. XP-B22.*demonstrate an understanding of figurative language. He/she will be able to analyze the use of analogy in a passage. He/she will also be able to analyze how figurative language enhances the comprehension of passages. Types of figurative language are limited to simile, imagery, metaphor, personification, and hyperbole (overstatement). XP-B25.*determine (discern) the organizational pattern of reading passages. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples of anecdotes. XP-B27; Pathways, Pages C107-C111.*identify supporting details from recreational (literacy), functional (informational), and functional materials. Identify details that support main ideas in one or more passages. XP-B18.*identify the sequence of events in recreational (literacy), textual (informational), and functional materials. Identify sequential order in one or more passages. Note: Sequential order may include dates; first, next, last; before and after; and order of events. XP-B18; Pathways, Pages C66-C71.*identify main idea(s) in a textual, functional, and recreational paragraph or reading passage. Main idea may include: topic, subject, theme, central thought or message, lesson or moral, thesis, and author's purpose and/or point of view. XP-B20.*draw conclusions. Draw conclusions based on information in one or more passages. XP-B20.*determine cause(s) and effect(s). Infer the cause(s) of effect(s) stated or implied in a passage. Infer the effect(s) of cause(s) stated or implied in a passage. XP-B21.*recognize statements that adequately summarize passages. XP-B23.*determine word meaning through the use of context clues. Determine the meaning of words or phrases in context. (Note: Target words or phrases may



include uncommon meanings of common words or phrases; specialized or technical vocabulary; and words or phrases that might be unfamiliar to the student at Grade 10. XP-B26; Pathways, Pages C100-C101.*demonstrate the ability to locate and comprehend information in reference materials. Note: Reference materials may include: glossaries; dictionaries; indexes; tables of contents; appendixes; and research sources such as atlases, almanacs, encyclopedias, readers' guides, and both print-based and electronic card catalogs. XP-B27; Pathways, Pages C112-C113.*apply study strategies. Such strategies include: alphabetizing; identifying parts of books; classifying; summarizing; using test-taking strategies; and interpreting tables, charts, and graphs. HCS.*outline oral and printed ideas, information, and materials to demonstrate comprehension. HCS.*read independently from works and authors suggested in the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Pages 127-128 and from other book lists compiled by Huntsville City Schools. HCS.Listening*demonstrate listening skills. COS.*apply listening skills to develop, enhance, and extend listening, speaking, and writing vocabulary. COS.*apply listening skills to identify Standard English. COS.*use listening skills to identify and explore dialects, slang, and jargon. COS.*use listening skills to enhance, extend, and apply personal study skills. Study skills include: predicting, summarizing, skimming and scanning, underlining, notetaking, outlining, classifying, listening actively, and reviewing with a partner. COS.*apply listening skills to interact effectively in group situations. Examples: phrasing of questions, respecting the rights of others, rephrasing for clarification. COS.*apply listening skills to conduct individual research. COS.*use listening skills to integrate technology related to English language arts. COS.*use listening skills to identify elements of plot in print form, movies, and plays. Elements to be considered include: exposition, conflict, rising action, climax, and denouement. COS.*apply listening skills to identify fallacies of logic in written and oral presentations. Example: appeal to emotion or authority. COS.*apply listening skills to interact effectively in group situations. Examples: phrasing of questions, respecting the rights of others, rephrasing for clarification.Viewing*apply viewing skills to recognize characterization as a means of expressing various ideas and ways of interacting. COS.*apply viewing skills to determine how authors use imagery, symbolism, dialogue, and plot to express meaning. Examples: stereotypes, archetypes. COS.*use viewing skills to identify elements of plot in print form as well as movies and plays. Elements of plot include: exposition, conflict, rising action, climax, and denouement. COS.*apply viewing skills to identify fallacies of logic in written, oral, and visual presentations. Example: appeal to emotion or authority. COS.*view nonprint and print media critically and selectively. Examples: applying a personal criterion to use of television, discerning the reliability of Internet information. COS.*use viewing skills to examine others' ideas as represented in literature including dramatic productions. Examples: summary, paraphrase, review. COS.



*apply viewing skills to enhance and extend personal study skills. COS.*use viewing skills to identify a variety of genre. COS.*use viewing skills to identify author style. COS.*apply viewing skills to conduct individual research to complete classroom assignments or meet personal needs. COS.*applying viewing skills to integrate available technology related to English language arts. COS.Writing*apply writing skills to examine and report others' ideas as represented in literature or dramatic productions. COS.*apply writing skills to compose a summary of others' ideas as represented in literature including dramatic productions. COS.*apply writing skills to paraphrase others' ideas as represented in literature including dramatic productions. COS.*apply writing skills to produce a review of others' ideas as presented in literature including dramatic productions. COS.*write a response to literature. Examples: response journals, critical analyses. COS.*use writing to apply personal study skills. Examples: predicting, summarizing, underlining, notetaking, outlining, classifying. COS.*apply writing skills to take detailed notes in all subject areas. COS.*apply writing skills to classify information. COS.*apply writing skills to produce a formal outline of information or ideas. COS.*apply the principles of standard written English by adjusting vocabulary and style to suit the occasion. Areas to be considered include: formal vocabulary; informal vocabulary (slang, dialect, jargon); tone; tempo; and nonverbal behaviors. He/she will use formal and informal language appropriately. Formal language should avoid slang, contractions, second person, and jargon. XP-B10; Pathways, Pages C38-C39; COS; ADAW.*use words that create clarity, precision, and vivid description. Action verbs and specific terms should be used. Language to avoid includes: overused, cliched words, superfluous verbiage, redundancy, and jargon. XP-B9; Pathways, Pages C35-C37; ADAW.*identify correct usage of commonly confused words. Such words include: words that sound alike but have different meanings, words that are frequently confused although not pronounced alike, and words that are commonly misused. XP-B8; Pathways, Pages C32-C34.*follow a style sheet to organize information. COS.*use the phases of the WRITING PROCESS to produce thoughtful compositions. The phases include: prewriting, drafting, revising, editing, and publishing. COS, ADAW.*write in a variety of MODES for various purposes and audiences. COS, ADAW.*write in the DESCRIPTIVE mode. COS, ADAW.*write in the NARRATIVE mode. COS, ADAW.*write in the EXPOSITORY mode. COS, ADAW.*write in the PERSUASIVE mode. COS, ADAW.*use writing skills to produce products for various purposes and audiences. Purposes include entertainment, information, and persuasion. Audiences include peers, parents, local organizations, publications, and prospective employers. COS, ADAW.*write to clarify and organize thoughts and ideas. COS, ADAW.*apply writing skills to conduct individual research using all aspects of the research process. The research process includes: managing information, documenting information, organizing information, and presenting information. COS.



*document information by correct use and citation of copyrighted materials including those found on the Internet. COS.*use available technology to write/compose products related to English language arts. Example: word processor, multimedia, Internet. COS.*use the "STUDENT CHECKLIST FOR COMPOSING AND REVISING." See the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Page 110. COS, ADAW.*identify and correct sentences that lack internal parallelism. He/she will identify and correct for correlative conjunctions immediately before the parallel items and parallel grammatical form of words, phrases, and clauses in series. XP-B11; Pathways, Pages C42-C43.*use a variety of sentence structures in writing. Example: combination of simple, compound, complex, and compound-complex. ADAW.*identify correct sentence structure. He/she will correct run-on sentences, sentence fragments, and comma splices. XP-B10; Pathways, Pages C40-C41; ADAW.*write to demonstrate a mastery of paragraph structures. Examples: comparison and contrast, persuasion, explanation. COS, ADAW.*determine the logical progression and completeness of paragraphs. He/she will be able to identify, revise, and edit the parts of a paragraph including: introductory sentences, concluding sentences, sequence of events or details, transitional words, and irrelevant and/or redundant sentences. XP-B17; Pathways, Pages C57-C62; ADAW.*demonstrate an extended vocabulary in written products. Examples: common foreign words and terms, specialized and technical terms, analogies, formal and informal words. COS.*apply writing skills to organize for orderly informal debates. Examples: transplanted Europeans versus Native Americans. COS.*apply writing skills to participate in dramatic activities as a means of sharing ideas and feelings. COS.*use the "TENTH GRADE STUDENT CHECKLIST FOR EDITING." See the Alabama Course of Study: English Language Arts, Bulletin 1999, No. 120, Page 121. COS, ADAW.*analyze and edit final drafts for capitalization, punctuation, and grammar and usage. COS.*apply the principles of grammar and usage in writing activities, tasks, and assignments. He/she will apply principles of subject-verb agreement; noun and verb forms; pronoun-antecedent agreement; avoidance of double negatives, fragments, run-ons, comma splices, shifts in verb tense; phrases and clauses; appropriate subordination; placement of modifiers; pronoun case, number, and gender; parallel structure in lists or series, clauses, phrases; word choice for vividness and clarity; and preference for active voice. COS, ADAW.*identify and apply the proper use of nouns for written and spoken communication. Noun forms to be considered include: singular and plural, regular and irregular, proper, collective, compound, and nouns with alternate forms (index - indexes, indices). XP-B3; Pathways, Pages C1-C5.*identify the appropriate pronoun case (nominative, objective, possessive, reflexive) for a sentence. XP-B7; Pathways, Pages C23-C26.*recognize pronoun-antecedent agreement in number and gender. XP-B6; Pathways, Pages C16-C19.*identify effective use of active and passive voice. Note: Active verbs are preferred over passive verbs. XP-B7; Pathways, Pages C27-C28.*identify and use correct verb forms. Topics to be considered include: regular verbs, irregular verbs, number, and tense. XP-B4; Pathways, Pages C6-C10.*identify incorrect shifts in verb tenses. He/she will be able to identify and edit for verb shifts (all tenses) within sentences, verb shifts (all tenses) with paragraphs. XP-B6; Pathways, Pages C20-C22.



*identify and edit sentences with subject-verb agreement errors. He/she will be able to recognize and edit for subject-verb agreement in sentences containing singular subjects; plural subjects; compound subjects; compound subject forms with singular meaning; plural subject forms with singular meaning; regular and inverted order subjects; collective nouns, when correct form depends on the rest of the sentence; sentences with intervening phrases; indefinite pronouns as a subject; and correlative conjunctions. XP-B5; Pathways, Pages C11-C15.*determine correct placement of modifiers. He/she will be able to edit for dangling participles and misplaced participles. Note: Modifiers may be words, phrases, or clauses; adjectives and adverbs (adjectival and adverbial phrases and clauses); or verbals. XP-B8; Pathways, Pages C29-C31.*spell commonly confused words. COS.*apply capitalization rules to written activities, tasks, and assignments. He/she will capitalize proper nouns and adjectives; regions of a country; books, works of art, videos, ships, buildings; and courtesy titles. COS; ADAW; Pathways, Pages C44-C56.*capitalize proper nouns. XP-B12.*recognize and capitalize proper adjectives. XP-B12.*identify the correct use of capitalization for titles. XP-B12.*identify the correct use of capitalization for personal titles. XP-B12.*apply punctuation rules to writing activities, tasks, and assignments. He/she will use commas for items in a series, direct address, compound sentences, friendly letter salutation, addresses, nonrestrictive appositives and phrases including parenthetical expressions, introductory adverb clauses, and direct quotations; periods for abbreviations; underlining or italicizing for certain titles; quotation marks for certain titles and for dialogue; ellipses; parentheses; hyphens; colons; and semicolons. COS; ADAW; Pathways, Pages C44-C56.*demonstrate the correct use of underlining to indicate titles of literary works. XP-B15.*identify and demonstrate the correct use of quotation marks to punctuate a direct quote and broken quotations and quotation marks to indicate titles. XP-B15.*demonstrate the correct use of apostrophes with possessives of singular nouns, plural nouns, compound nouns, and contractions. XP-B16.*recognize the correct form and spelling of contractions. Edit for misspellings such as "our's" and "her's." XP-B7.*identify the correct use of commas with items in a series. XP-B13.*identify and demonstrate the correct use of a comma with quotation marks. XP-B13.*demonstrate correct use of a comma after a direct address. XP-B13.*identify and demonstrate the correct use of a comma with an appositive. XP-B13.*identify and demonstrate the correct use of a comma with a parenthetical expression. XP-B13.*correctly use commas with independent clauses or introductory adverbial clauses. XP-B13.*identify the correct use of commas with coordinating conjunctions. He/she will be able to use a comma before a coordinating conjunction in compound sentences consisting of two long independent clauses. XP-B13.*use a semicolon to separate elements in a series in which one element in the series is already separated by commas. He/she will also use a semicolon before a conjunctive adverb and in a compound sentence with no conjunction. XP-B14.*identify and edit for the correct use of colons when preceding a list. He/she will use a colon to introduce a list within a sentence. XP-B14.



Speaking*use speaking skills to interact effectively in group situations. Examples: phrasing of questions, respecting the rights of others, rephrasing for clarification. COS.*apply the principles of Standard English by adjusting vocabulary and style when speaking in varied situations. Examples: formal, informal (slang, dialect, jargon), tone, tempo, nonverbal behaviors (eye contact, gestures). COS.*demonstrate correct grammar and language usage when speaking. COS.*demonstrate knowledge of language terminology and application of the concepts when speaking. COS.*apply speaking skills to the research process. COS.*use available technology for a variety of purposes when speaking. COS.*speak successfully in a variety of situations. COS.*clarify meaning through word choice, when speaking. Examples: telling personal anecdotes, reporting on current events, reading personal poems. COS.*control anxiety when speaking. COS.*apply speaking skills to organize and participate in orderly debates. Examples: transplanted Europeans versus Native Americans. COS.*apply speaking skills to participate in dramatic activities as a means of sharing ideas and feelings. COS.*demonstrate extended vocabulary when speaking including use of foreign words and terms, specialized and technical terms, and formal and informal words. COS.*use analogies when speaking. COS.Presenting*apply principles of Standard English grammar and language usage in presentations. COS.*use presentation skills in the research process by presenting information from individual research. Examples: search paper, a career-search paper. COS.*use available technology and software in the presentation process. Example: word processors, multimedia. COS.*apply presentation skills in informal debates. COS.*use presentation skills to participate in dramatic activities as a means of sharing ideas and feelings. COS.*demonstrate extended vocabulary in the presentation process. COS.*use audiovisual aids in presentations. COS.

MATHEMATICSGeometry: Origins and uses of geometry; Terms, postulates, and theorems; Sets; Nature of proof; Inductive and deductive reasoning; Ratio and proportion; Algebra in geometry; Angle relationships; Parallel and perpendicular lines; Congruent triangles; Right triangles; Pythagorean Theorem; Circles; Polygons; Relationships between circles and polygons; Mensuration theory; Measurement of geometric figures; Simple constructions; Loci; Transformational geometry; Introduction to symbolic logic; Coordinate geometry; Trigonometric functions of angles greater than 90 degrees; Special angle relationships; Problem solving with geometryAlgebra II (traditional approach): Factoring, Fractions, Linear equations, Variations and dependence, Systems of equations and linear functions, Powers and roots, Exponents, radicals, and imaginary numbers, Quadratic Equations, Logarithms, Progressions, Numerical trigonometry and solutions of the right triangle, General review, Mathematics in an Age of ScienceConsumer Mathematics: Buying a Car, Travel, Income, Budgeting, Housing, Food, Clothing,



Calculators and Computers for Business and Personal Use, Federal Taxes and Records, Banking, Investments, The Small Business

BIBLEHymnsMemory versesStudy series: Bible Doctrines



GRADE 11

SOCIAL STUDIESGeography-Map/Globe Skills*use a map or globe to identify land, cities, or routes related to the Crusades. X; Pathways, Pages C1-C4.*use a map or globe to locate and identify sites related to specific Native American societies or tribes. X; Pathways, Pages C1-C4.*use a map and/or globe to locate water, land, routes, settlements, and cities related to European conquests, and colonization and business ventures. X; Pathways, Pages C1-C4.*use a map to trace and describe the course of the Revolutionary War. Example: identify battle sites, identify land acquired under the Treaty of Paris 1783. X; Pathways, Pages C1-C11.*use a map to locate and describe the boundaries and geographic features of the State of Alabama at the time of statehood in 1819. X; Pathways, Pages C19-C20.*use a map to identify the states and territory related to the Missouri Compromise. X; Pathways, Pages C19-C20.*use a map or globe to identify and describe geographic features such as boundaries, land, countries, states, cities, physical features, and resources that are associated with political conflicts or agreements. Examples: Treaty of Paris - 1783, Land Ordinance - 1785, Northwest Ordinance - 1787, Monroe Doctrine, Homestead Act, Morrill-Land Grant Act, and others. X.*identify and evaluate the Era of Expansion using a map of territorial expansion. X; Pathways, Pages C19-C20.*use a map to locate and describe the states, territory, and routes associated with the Indian Removal Act. Emphasis is place on locating and tracing the "Trail of Tears" especially in Alabama. X; Pathways, Pages C19-C20.*use a map to identify and locate countries, land, physical features, routes, and sites related to Texas independence and the Mexican War. X; Pathways, Pages C19-C20.*use a map identify, locate, and describe the territory, boundaries, and geographic features (rivers, lakes, mountains) associated with the Louisiana Purchase. X; Pathways, Pages C19-C20.*use a map to identify and describe territory, states, cities, routes, and battle sites associated with the War of 1812. Examples: Horseshoe Bend, Ft. McHenry, New Orleans, and others. X; Pathways, Pages C19-C21.*use a map to identify and trace the major trails or routes west of the Mississippi. Routes to be located include: Santa Fe Trail, Oregon Trail, Mormon Trail, California trails, and the Gold Rush routes. X; Pathways, Pages C19-C20.*use a map to identify and locate states, territories, routes, land features, cities, and battle sites related to the Civil War. Example: Confederate States, Union States, Ft. Sumter, Montgomery, Vicksburg, Gettysburg, route of Sherman's March, and others. X; Pathways, Pages C27-C32.*use a variety of maps (population, product, physical features, political) to identify, locate, and describe information related to industrialization, urbanization, labor, population, products, and resources during the late 19th to early 20th centuries. X; Pathways C27-C42.*use a map or globe and identify the natural resources, mountains, rivers, states, cities, routes, roads, labor supply, and power sources related to industrialization and urbanization. X; Pathways, Pages C27-C42.*use a map or globe to identify and locate countries, cities, physical features, and battles associated with World War I. X; Pathways, Pages C43-51.



*use a map to identify, locate, and describe regions, physical features, states, cities, and sites related to the Great Depression and the New Deal. Examples: Dust Bowl states, Appalachian region, Tennessee Valley, federal programs and projects, and others. X; Pathways, Pages C52-C57.*use a map or globe to locate counties, cities, physical features, and battle sites associated with World War II. Examples: Poland, Japan, Germany, Pearl Harbor, Italy, Russia, concentration camps, and others. X; Pathways, Pages C58-C62.*use maps and globes to identify, locate, and describe countries, cities, physical features, and routes related to Asia during World War II. Examples: Japan, Pacific Islands, Hiroshima, Nagasaki, Pearl Harbor, and others. X; Pathways, Pages C58-C62.History*identify, list, and discuss the effects of the Crusades, the Renaissance, and the Reformation. Emphasis is place on the motivation for each event and the subsequent actions. X; Pathways, Pages C1-C4.*trace, compare, and explain the significance of early European conquests, colonization, and business ventures. Topics to be considered include: conquistadors, St. Augustine, Jamestown, and the Virginia House of Burgesses. X; Pathways, Pages C1-C4.*identify and evaluate America's exploration, development, and divergence. The emphasis is on the economic, political, social, cultural, and geographic factors especially those related to the United States. X; Pathways, Pages C1-C4.*understand, list, and describe the global influences of the pre-colonial and colonial eras of the Western Hemisphere. X; Pathways, Pages C1-C4.*identify and trace the development and impact of the Columbian Exchange. Emphasis is place on the factors that led to the destabilization of Native American societies. X; Pathways, Pages C1-C4.*identify and describe the critical economic and political events leading to the Colonial separation from England. Topics to be considered include: taxation, French and Indian War, lack of free trade, Boston Massacre, Boston Tea Party, and Lexington and Concord. X/P.*trace and describe the causes of the Revolutionary War. Topics to be considered include: lack of free trade, Boston Tea Party, issues of the Second Continental Congress, Boston Massacre, and Patrick Henry's speech. X; Pathways, Pages C16-C18.*trace and describe the course of the Revolutionary War. Topics to be considered include: leaders (George Washington, Samuel Adams, Paul Revere) and military campaigns (Saratoga, Yorktown, Valley Forge). X; Pathways, Pages C16-C18.*trace and describe the consequences of the Revolutionary War. Topics to be considered include: Treaty of Paris (recognition of independence, territorial acquisition) and unfinished business (War of 1812, impressment, embargo). X; Pathways, Pages C16-C18.*identify and evaluate the impact of the American Revolution. X; Pathways, Pages C16-C18.*understand, analyze, and describe the eras of revolution, expansion, and reform prior to the United States Civil War. X; Pathways, Pages C16-C17.*identify and evaluate events, causes, and effects of the Civil War Era. X; Pathways, Pages C27-C32.*recognize an analyze the factors leading to sectional division. Topics to be explored include: Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska Act, formation of the Republican Party, Dred Scott Decision, and the John Brown raid. X; Pathways, Pages C43-C47.*identify and relate the election of Lincoln to the division of the nation. Topics to be considered include: background (issues debated, Democratic Party



split), secession and the federal response (formation of the Confederacy; Montgomery, AL; Ft. Sumter; Northern goals; Southern goals); North Alabama perspective; Winston County, AL; western counties of Virginia; and pockets of resistance to secession. X; Pathways, Pages C27-C32.*examine and explore the military defeat of the Confederacy. Topics to be considered include: geographic (Battles of Vicksburg, Gettysburg, Sherman's March), political (Gettysburg Address), and economic (Lee's surrender, cost of war). X; Pathways, Pages C27-C32.*identify and compare the successes and failures of the Reconstruction Era and emergence of the New South. Topics to be explored include: plans for Reconstruction (Lincoln's Plan, Congressional Plan), Radical Reconstruction (Southern Military Districts, Black Codes, carpetbaggers, scalawags, organized resistance groups), presidency U.S. Grant, end of Reconstruction (election of 1876, Compromise of 1877), the New South (politics, industrialization, race relations (Jim Crow Laws), and Black cultural structures (schools, churches, family). X; Pathways, Pages C27-C32.*identify, evaluate, and describe the events that led to the settlement of the West. X; Pathways, Pages C33-C35.*trace and compare the expansion of the United States from 1783-1853. Topics to be considered include: territorial expansion (Treaty of Paris-1783, Land Ordinance-1785, Northwest Land Ordinance-1787), Louisiana Purchase (background, Lewis and Clark expedition), economic nationalism during the "Era of Good Feeling," economic issues (internal improvements, Henry Clay's American System), Alabama Statehood, Missouri Compromise, Monroe Doctrine, western expansion, Indian Removal Act (Trail of Tears including Alabama), pre-Civil War expansion west of the Mississippi (Santa Fe, Oregon Trail, Mormon Trail, California Trails, Gold Rush routes), and growing sectional divisions (Texas Independence, Mexican War, Manifest Destiny). X; Pathways, Pages C19-C20.*identify, describe, and explain the closing of the frontier and the transition from an agrarian society to an industrial nation during the 1800s. Topics to be explored include: Indian tribes (new states, U.S. Army and Indian conflicts, buffalo annihilation, geographic impact), settlement of the Midwest and immigration movement (steel plow, windmill, revolver, barbed wire, railroad), and changing role of the American farmers (early mechanization of agriculture, farmers' grievance, American agrarian rebellion, Populist Movement, and Alabama farmers). X; Pathways, Pages C36-C42.*evaluate and explain the concepts, developments, and consequences of industrialization and urbanization. X; Pathways, Pages C36-C42.*define and describe the concepts, developments, and consequences of industrialization and urbanization. Topics to be explored include: geographic factors that influenced industrialization (natural resources, mountains, rivers), sources of power for new industries (oil, electricity), and the communication revolution (TransAtlantic cable, telephone, radio). X; Pathways, Pages C36-C42.*identify, describe, and explain early industry and the role of labor in Alabama related to the concepts, developments, and consequences of industrialization and urbanization. Areas to be explored include: Alabama (iron, steel, coal, railroad, lumber, shipping, textiles, and convict leasing), monopolies and mergers (robber barons, Rockefeller, Carnegie), ideologies of business (Social Darwinism, Gospel of Wealth, Horatio Alger), urbanization in the late 1800s (photos, political cartoons, graphs), and economics (immigrant labor, child labor, female labor, labor unions, labor strikes, immigration restrictions). X; Pathways, Pages C36-C42.*identify and evaluate the accomplishments and limitations of the Progressive Movement. Topics to be considered include: characteristics of Progressivism; role of women; muckrakers ("History of Standard Oil Company" by Ida Tarbell,



"The Shame of the Cities" by Lincoln Steffens, "The Jungle" by Upton Sinclair); municipal state reforms; public education; the Niagara Movement (W. E. B. Dubois, NAACP - National Association for the Advancement of Colored People); Atlanta Exposition/Compromise; Tuskegee Institute (Booker T. Washington, George Washington Carver); "Plessy v. Ferguson;" and Alabama's 1901 Constitution. X; Pathways, Pages C36-C42.*describe and explain how constitutional amendments (16th - 19th) reflected the ideals of the Progressive Movement. COS; X.*describe and evaluate the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson related to their effectiveness in obtaining passage of reform measures. Topics to be considered include: antitrust laws, labor reforms, income tax, stock-market regulation, conservation movement, economic reforms, and the Federal Reserve System. COS; X.*identify and analyze the rationale used to support American imperialism and the resulting territorial expansion. Topics to be considered include: Social Darwinism, expanding capitalism, global balances of power, Hawaiian Islands, Pago Pago, Spanish-American War (yellow press, Rough Riders, Alabama's involvement, Admiral Dewey and the Battle of Manila Bay, Cuba, the Philippines), the Open Door Policy, the Panama Canal (William C. Gorgas), and Roosevelt's Corollary. COS; X.*identify and explain U.S. imperialism and territorial expansion prior to World War I. Topics to be explored include: search for raw materials, global balance of power, Hawaiian Islands, Spanish American War (Yellow press, Rough Riders, Cuba and the Philippines), Open Door Policy, Panama Canal (William C. Gorgas), and the Roosevelt's Corollary. X; Pathways, Pages C43-C47.*define, trace, and describe the major aspects of U.S. involvement in World War I. Topics to be considered include: causes of the war, causes of the United States' entry into the war, mobilization and homefront, American military role, homefront, technological innovations, Alabama's involvement, and the Treaty of Versailles. COS; X.*evaluate the causes of World War I. Topics to be explored include: socioeconomic climate of the United States, the European economy, nationalism, imperialism, and militarism. X; Pathways, Pages C43-C47.*understand the causes and effects of World War I. X; Pathways, Pages C43-C47.*identify and analyze U. S. involvement in World War I. Topics to be considered include: causes of the war - long term and immediate, causes of the United States' entry into the war, mobilization, U.S. military role, homefront, technological innovations, and the Treaty of Versailles. X; Pathways, Pages C43-C47.*analyze the effects of World War I. Topics to be considered include: America's rejection of world leadership, American culture, and racial conflict. X; Pathways, Pages C48-C51.*identify and analyze the course of World War I. Topics to be considered include: plans, attrition on the Western front, and technology. X; Pathways, Pages C48-C51.*identify and analyze the political, social, and economic consequences of World War I. Topics to be considered include: post World War I Era, League of Nations, Wilson's support of the League of Nations, congressional rejection of the League of Nations, and unfinished business related to World War II. X; Pathways, Pages C52-C57.*investigate and explore America's rejection of world leadership following World War I. Topics to be considered include: Woodrow Wilson's administration, League of Nations, Republican political philosophy, and conservatism under the Harding and Coolidge administrations. COS; X.



*describe and analyze racial and ethnic conflict during the 1920s and 1930s in the state and nation. Topics to be considered include: Red scare, Sacco case, Vanzetti case, Ku Klux Klan activities, black migration to northern cities, racial violence, (riots, lynchings), and immigration laws of the 1920s. COS; X.*analyze, assess, and describe the early years of the Great Depression and identify the causes of this Depression. Topics to be considered include: disparity of income, limited government regulation of business, stock market speculation, Herbert Hoover's administration, collapse of farm economy, communists in Alabama, and the impact on Alabama's economy. COS; X.*identify, trace, and analyze the course of the Great Depression and its impact on American life. Topics to be explored include: geographic (Dust bowl, Southern Appalachian region, Tennessee Valley, impact on Alabama economy), Hoover's administration, political and economic events, (FDR's New Deal program: Federal Deposit Insurance Corporation - FDIC; Social Security; National Labor Relations Board - NLRB; Works Progress Administration - WPA; Civilian Conservation Corps CCC; Fair Labor Standards Act), and the cultural impact (movies, radio, fireside chats, homelessness, malnutrition). X; Pathways, Pages C52-C57.*identify and describe the impact of the Great Depression on American life. Topics to be considered include: geographic factors (dust bowl, southern Appalachian region, Tennessee Valley), Hoover's administration, FDR's New Deal programs including those in Alabama, political impact (FDR's New Deal programs), economic impact (Keynesian Economics), and the cultural impact (religion, literature, entertainment, technology, homelessness, malnutrition, Eleanor Roosevelt). COS; X.*analyze the political, economic, and social causes and consequences of the Great Depression and the New Deal on American life. X; Pathways, Pages C52-C57.*identify and analyze the causes of America's involvement in World War II. Topics to be explored include: Europe (Munich Conference, invasion of Poland) and Asia (Japanese expansion, attack on Pear Harbor). X; Pathways, Pages C58-C62.*explore and analyze U.S. involvement in World War II. Topics to be considered include: causes of the war (gathering storms in Europe/Asia), neutrality and isolationism, homefront, military participation (Stalingrad, Leningrad, Coral Sea, Midway, North Africa, invasion of Normandy, MacArthur, Philippines, Hiroshima, Nagasaki), military and political leaders, Holocaust, participation in peace process, and Alabama's involvement (Tuskegee Airmen, Alabamians in the war, Aliceville POW Camp, growth of Mobile, Birmingham steel, military bases). X; Pathways, Pages C58-C62.*identify and analyze the impact of specific political leaders on U.S. involvement in World War II. Leaders to be considered include: FDR, Stalin, Churchill, Hitler, Mussolini, and others. X; Pathways, Pages C58-C62.*identify and analyze various aspects of U.S. military participation in World War II. Topics to be considered include military turning points (Stalingrad, Midway, North Africa, Normandy), military leaders (Eisenhower, MacArthur), and the Holocaust (liberation of concentration camps). X; Pathways, Pages C58-C62.*identify the results of World War II and evaluate the effect on U.S. foreign policy. Topics to be considered include: militant communism, containment policy, "Truman Doctrine," Marshall Plan, soviet blockade of Berlin, and the Alliance System (NAT0-North Atlantic Treaty Organization, SEATO-Southeast Asia Treaty Organization, OAS-Organization of American States), Cold War, McCarthyism. COS; X.



*identify and analyze the impact of U.S. involvement in World War II on scientific and technological developments. Topics to be considered include: the atomic bomb, Hiroshima, and Nagasaki. X; Pathways, Pages C58-C62.*identify and analyze the impact of World War II on America's homefront. Topics to be considered include: women's participation, industry and volunteerism, rationing, war bonds, and Japanese internment. X; Pathways, Pages C58-C62.*identify and analyze the impact of World War II on life in America. Topics to be considered include: industrialization of the country, women in the work force, black and white migration from the South, racial and ethnic tensions in the country, Japanese internment, scientific and technological developments, expanding middle class and veterans' benefits. COS; X.*compare and contrast America's involvement in World War I and World War II. X; Pathways, Pages C58-C62.*identify and discuss the significant domestic and foreign events and issues of the postwar presidents through the 1950s. Topics to be considered include: Harry S. Truman's administration (military affairs, GI Bill, desegregation of the military), Fair Deal, Korean War, Domino Theory, Central Intelligence Agency, and Dwight D. Eisenhower's Administration (expansion of social security and unemployment compensation; Federal Highway Act, 1956; Castro revolution in Cuba). COS.*identify and examine the political and social significance of John F. Kennedy's administration (New Frontier). Topics to be considered include: New Frontier ( Peace Corps, Space Program, NASA), Civil Rights Movement (role of Black political groups-NAACP, CORE, SCLC, SNCC), Birmingham demonstrations, King's march on Washington, Alabama's response (George Wallace, Eugene "Bull" Connor, Martin Luther King, Jr.), Cold War (Bay of Pigs, Cuban Missile Crisis, Nuclear Test Ban Treaty, Berlin Wall, Vietnam - 16,000 military advisors) and the assassination. COS.*identify and analyze domestic and foreign policies of Lyndon B. Johnson's presidency (Great Society). Topics to be considered include: Civil Rights Movement (Civil Rights Act of 1964, Selma-to-Montgomery March 1965, Voting Rights Act of 1965, Martin Luther King, Jr. assassination, Watts Riot), Great Society (Medicare and Medicaid, Office of Economic Opportunity, Job Corps, housing and urban renewal, Head Start, education aid), and the Vietnam War (Gulf of Tonkin Resolution; opposition to Vietnam War; Tet offensive; Alabamians in the war-Jeremiah Denton). COS.*understand the concepts and developments of the late 19th to the early 20th centuries. X; Pathways, Pages C33-C42.*explore the social and cultural upheavals of the 1960's and 1970's and identify their long-lasting consequences. Topics to be considered include: Selective Service/draft, ethnic and racial relations (urban upheaval, Black Power movement, Hispanic and Native American militancy), family and social life (youth and academic culture, decline of traditional nuclear family, feminism), and environmental concerns in Alabama. COS.*define and analyze the foreign and domestic policies of Richard M. Nixon's presidency. Topics to be considered include: foreign policy (Vietnam, China, Soviet Union), domestic policy (inflation; civil rights- Equal Employment Opportunity Commission-EEOC, Affirmative Action; politics-Watergate), and environmental issues (Clean Air Act; Environmental Protection Agency-EPA; Occupational Safety and Health Administration-OSHA; Endangered Species Act). COS.*identify and analyze the significant issues of Gerald Ford's and Jimmy Carter's administrations. Topics to be considered include: economic issues (taxpayers' revolt, inflation, energy crisis, unemployment, unfavorable balance of trade) and foreign policy (Middle East, grain embargo, Iranian hostage crisis). COS.



*identify and analyze the foreign and domestic policies of Ronald Reagan. Topics to be considered include: domestic policy (budget issues, "Reaganomics") and foreign policy (Iranian hostage crisis, Cold War reheated, Libya, Strategic Defense Initiative, Iran-Contra scandal). COS.*identify and analyze significant issues during George Bush's and Bill Clinton's presidencies. Topics to be considered include: foreign affairs (Gorbachev, Soviet liberalization, Berlin Wall, Germany's reunification, decline of communism, Cold War ends, break up of USSR, Gulf War), domestic issues (economic issues, federal deficit, national debt, Savings and Loan failures, recession, bankruptcies, downsizing), political issues (Election of 1992, Congressional election of 1994, Election of 1996, Election of 1998), and cultural issues (welfare, Medicaid, Medicare). COS.*explore significant changes in American society and their effects on Alabama from the 1890s to the present. Topics to be considered include: women's vote, Great Depression, New Deal, World War II, and Civil Rights Movement. COS.*identify, explore, and assess significant changes in contemporary American society from a geographic, political, cultural, and economic perspective. Topics to be considered include: migration, immigration, information revolution, and international treaties. COS.Civics & Government*understand, trace, describe, and analyze the formation and development of the United States. X; Pathways, Pages C5-C11.*identify and understand the provisions of the essential documents of the United States government. Topics to be considered include: Declaration of Independence; Constitution; Bill of Rights; and the 13th, 14th, 15th, and 19th Amendments. X; Pathways, Pages C12-C15.*identify, explain, describe and compare the provisions of Declaration of Independence. Topics to be considered include: philosophical background, concept of equality, and social contract theory. X; Pathways, Pages C12-C15.*identify and describe the models and concepts for central government. Topics to be explored include: First and Second Continental Congresses, political parties, Declaration of Independence, Articles of Confederation (strengths and weaknesses), Constitutional Convention (state vs. national power, major crises and compromises, debate over ratification, Federalist Papers), first American political systems (economic differences; Jefferson vs. Hamilton - national debt, state debt, banking system), Washington's Farewell Address, and impact of John Marshall on the Supreme Court ( judicial review- "Marbury v. Madison"). X; Pathways, Pages C5-C11.*relate the basic provisions of the United States Constitution (Separation of Powers, Federal System, Bill of Rights) to the colonial conflicts and experiences. X; Pathways, Pages C12-C15.*identify, explain, describe, and compare the basic provisions of the United States Constitution. Topics to be considered include: Preamble, Separation of Powers, Federal System, Elastic Clause, Bill of Rights, Amendments (13th, 14th, 15th, 19th), and violations (Black Codes, Jim Crow Laws). X; Pathways, Pages C12-C15.*recognize, understand, analyze, and explain the impact of the influences of intellectual and religious thought on the political systems of the United States. X; Pathways, Pages C5-C11.*list, describe, and explain the impact and the influence of the intellectual and religious thought on the political systems of the United States. Topics to be considered include: Magna Carta; political concepts of Locke, Rousseau, and Montesquieu; Great Awakening; and the Bill of Rights. X; Pathways, Pages C5-C11.*identify, describe, analyze, and explain the impact of the political reforms before the Civil War. Topics to be considered include: War of 1812, course of war (Horseshoe Bend, Ft. McHenry, New Orleans), consequences of the war



(growth of Nationalism, tariff protection), Marshall's Supreme Court ("Madison v. Marbury, Gibbons v. Ogden"), Jacksonian Democracy (Common Man Ideal), extension of voting rights, creation of the Spoils System, and the nullification crisis. X; Pathways, Pages C16-C18.*identify and analyze the non-military events of the Civil War. Topics to be considered include: political (creation of black military units), economic (Homestead Act, Morrill-Land Grant Act), cultural (draft opposition, Emancipation Proclamation), and legal events (suspension of Writ of Habeus Corpus). X; Pathways, Pages C1-C4.*identify, analyze, and explain the accomplishments and limitations of the Progressive Movement. Topics to be considered include: characteristics, social (role of women, Muckrakers, "The Jungle" by Upton Sinclair, "History of the Standard Oil Company" by Ida Tarbell, public education (Horace Mann), The Niagara Movement (W. E. B. DuBois, National Association for the Advancement of Colored People - NAACP), Atlanta Exposition and Compromise, Tuskegee Institute (Booker T. Washington, George Washington Carver), political ("Plessy v. Ferguson," Alabama's 1901 Constitution, progressive Constitutional Amendments and impact (16th-19th Amendments), progressive leadership of Theodore Roosevelt and Woodrow Wilson, antitrust laws such as the Clayton Act and Federal Trade Commission, labor reforms, conservation movements, Federal Reserve System), and the Election of 1912. X; Pathways, Pages C33-C42.*identify, trace, and explain global transformation as it related to European nationalism and Western imperialism. Topics to be considered include: economic roots of imperialism; imperialist ideology; nationalism and militarism (Italy, Germany, Austria-Hungary); social Darwinism; racism; European colonialism and rivalries in Africa, Asia, and the Middle East; and United States imperialism (Philippines, Cuba, Central America). X; Pathways, Pages C43-C47.Economics*understand, analyze, and explain the Great Depression. X; Pathways, Pages C52-C57.*identify and analyze the causes of the Great Depression including disparity of income, stock market speculation, and the collapse of the farm economy. X; Pathways, Pages C52-C57.*identify, trace, and analyze the course of the Great Depression and its impact on American life. Topics to be explored include: geographic (Dust bowl, Southern Appalachian region, Tennessee Valley), impact on Alabama economy, Hoover's administration, political and economic events, (FDR's New Deal program; Federal Deposit Insurance Corporation - FDIC; Social Security; National Labor Relations Board - NLRB; Works Progress Administration - WPA; Civilian Conservation Corps - CCC; Fair Labor Standards Act), and the cultural impact (movies, radio, fireside chats, homelessness, malnutrition). X; Pathways, C52-C57.Culture-Cultural Diversity*identify, describe, and/or compare the impact of social, political, and economic reforms before the Civil War. Topics to be considered include: social reforms before the Civil War (women and women's rights, Elizabeth Cady Stanton, Sojourner Truth, Susan B. Anthony, Seneca Falls Convention), abolitionists (William Lloyd Garrison, Harriet Beecher Stowe, Fredrick Douglass, Harriet Tubman, Underground Railroad), and other reform movements (Dorothea Dix, temperance, Utopian Communities). X; Pathways, Pages C21-C26.*identify, trace, and evaluate the impact of U.S. social and political reform and the emergence of a distinct American culture. X; Pathway, Pages C21-C26.*describe and analyze the major characteristics of U.S. culture during the Roaring Twenties. Topics to be considered include: arts and humanities (American writers, Harlem Renaissance, Jazz Age, W. C. Handy, mass entertainment), technological innovations (aviation, automobiles, home



appliances), underside of the 1920s (poverty, unorganized labor force, decline in farm incomes, conditions in Alabama, invalidation of anti-child labor laws, prohibition, racism), and women's issues (Margaret Sanger - birth control, flappers - Zelda Fitzgerald). COS; X.*identify and explain the development of post WWI American culture. Topics to be explored include: Roaring Twenties, arts and humanities (American writers, Harlem Renaissance, Jazz Age, W.C. Handy, mass entertainment, technological innovation (aviation, automobiles, home appliances), underside of the 1920s (poverty, unorganized labor force, decline in farm incomes, conditions in Alabama, invalidation of anti-child labor laws, prohibition, racism), women's issues (Margaret Sanger, Zelda Fitzgerald), racial and ethnic conflict - 1920s and 1930s (Red scare, Sacco case, Vanzetti case, Ku Klux Klan activities, Black migration to northern cities, racial violence (riots and lynchings), and immigration laws of the 1920s. X; Pathways, Pages C48-C51.*explore change and conflict in American culture after 1945 (Baby Boom). Topics to be considered include: arts and humanities, ethnic and racial ("Brown v. Board of Education of Topeka, Kansas," Rosa Parks and the bus boycott, Martin Luther King, Jr., Civil Rights Act of 1957, desegregation, Little Rock Central High School), family and social life (Beat Generation, consumer culture, television age), and Alabama politics (one-party political system, poll tax, Dixiecrats). COS.*identify and evaluate the impact of the emergence of a distinct American culture. X; Pathways, Pages C21-C26.Reference/Research Skills*display information in graphic form. COS.*locate, understand, and use new information needed in various classroom projects. Research resources include: pictures, posters, charts, tables, graphics, cartoons, fact books, trade books, songs, music, maps and globes, cooperative planning, media center use, computer and technological tools, Internet resources, guest speakers, and field trips. COS.*read, interpret, organize, and display information in one or more graphic forms (maps, globes, charts, graphs, illustrations, tables, time lines). COS.*use references for independent investigations of selected topics. Such references include: atlases, electronic resources, Internet, dictionaries, reference books, media center, newspapers, databases, and others. COS.*analyze a question or problem and determine the information needed. COS.*determine possible sources of information. Example: informational indexes, encyclopedias, newspapers, and others. COS.*use organizational systems to find information. Examples: table of contents, key words, cross references, electronic-based links, search engines, and others. COS.*read, listen to, and view various sources of relevant information. COS.*clarify vocabulary using word identification skills such as phonics, structural analysis, and context clues. COS.*use maps, globes, and graphic-reading skills. COS.*understand, recall, and use information. Examples: identify, define, explain. COS.*apply information in new situations. Examples: interpret, illustrate, determine. COS.*analyze information. Examples: compare/contrast, classify, categorize. COS.*synthesize information. Examples: create/design a new plan, communicate orally and in writing. COS.*evaluate information. Examples: assess, evaluate, judge. COS.*prepare notes, outlines, summaries, time lines, and graphics. COS.*construct databases, spreadsheets, and computer-generated charts. COS.*write reports and research papers to share information. COS.



*make presentations. Examples: multimedia, computer-generated material, charts, banners, and poster creations. COS.

SCIENCEMathematics in ChemistryChemistry: Matter and its behavior; Carbon and its compounds; Formulas and chemical equations; Acids, bases and salts; Atomic theory; Periodic law; Water and solutions; Chemical bonding; Molecular theory; Equilibrium and kinetics; Spontaneous reactions; Titrations; Ionization and ionic solutions; Colloids, suspensoids, and emulsoids; Oxidation-reduction; Nonmetals; Metals and alloys; Electrochemistry, GasesEnergy: forms, chemical changes and measurement; Nuclear reactions and radioactivityWeekly laboratory studies

ENGLISH LANGUAGE ARTSReading*read, identify, and follow directions. He/she will be able to identify directions that are implicit or embedded in a passage, identify the outcome or product of a set of directions, and recognize that a set of directions have been followed correctly. HCS; Pathways, Pages C72-C99.*read to ask and answer questions coherently and concisely. HCS.*demonstrate the ability to preview text features and make a prediction about the text content. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and graphic displays (charts, maps, graphs, timelines). XP-B26; Pathways, Pages C102-C106.*read with ease and demonstrate a literal understanding of textual (informational), functional and recreational (literary) materials encountered in daily life. Examples: textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school and community rules and laws, directions. XP-B18.*analyze authors' use of literary elements of characterization, theme, tone, setting, mood, plot, and literary point of view in American short stories, drama, poetry, or essays and other non-fiction literature, predominantly from 1900 to the present. EMPHASIS: Identifying major historical developments of language and literature in America from 1900 to the present. Examples: relationships to place and time, changes in American lexicon as a result of the industrial revolution; chronology, genre, style; evaluating author technique. COS-R1.*analyze literary elements as they relate to the comprehension of a passage. (Note: Literary elements are limited to theme, character, tone, setting, mood, plot, and literary point of view.) XP-B25.*analyze the use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages. EMPHASIS: Allusions, analogies, irony, rhythm and rhyme schemes. COS-R2.*demonstrate an understanding of figurative language. He/she will be able to analyze the use of analogy in a passage. He/she will also be able to analyze how figurative language enhances the comprehension of passages. Types of figurative language are limited to simile, imagery, metaphor, personification, and hyperbole (overstatement). XP-B25.*identify persuasive techniques found in reading passages. Detect propaganda; distinguish fact from opinion. Identify an author's purpose or point of view in one or more passages. Identify vocabulary or other uses of language that are intended to persuade or influence the reader to agree or disagree with a point of view and/or take a particular action. Identify the purpose of



specific persuasive techniques. Distinguish facts from opinions based on a passage. XP-B22.*recognize fallacies of logic and judge strength of argument in reading materials. Recognize faculty logic in one or more passages. Evaluate faulty logic in one or more passages. Recognize the strength(s) or weakness(es) of argument(s) in one or more passages. Evaluate the strength(s) or weakness(es) of argument(s) in one or more passages. Recognize terminology used by an author to strengthen arguments(s). XP-B24.*read with comprehension a variety of textual/informational and functional materials, recognizing organizational patterns, evaluating the strengths or weaknesses of argument, and identifying directions that are implied or embedded in a passage. Examples: TEXTUAL - employee manuals, HELP or other technical manuals, safety/trouble shooting information, subject area texts other than anthologies; FUNCTIONAL - posted weather warnings, lease and credit agreements, memoranda, federal laws such as child labor and Americans with Disabilities Act, medical instructions and information, nutritional pamphlets. EMPHASIS: Recognizing fallacies in logic, drawing conclusions, applying advanced knowledge of context clues and structural analysis to determine word meaning, evaluating quality of writing. COS-R3.*determine (discern) the organizational pattern of reading passages. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples of anecdotes. XP-B27; Pathways, Pages C107-C111.*identify supporting details from recreational (literacy), functional (informational) , and functional materials. Identify details that support main ideas in one or more passages. XP-B2 & B18; Pathways, Pages C63-C65.*identify the sequence of events in recreational (literacy), textual (informational), and functional materials. Identify sequential order in one or more passages. Note: Sequential order may include dates; first, next, last; before and after; and order of events. XP-B2 & B18; Pathways, Pages C66-C71.*identify main idea(s) in a textual, functional, and recreational paragraph or reading passage. Main idea may include: topic, subject, theme, central thought or message, lesson or moral, thesis, and author's purpose and/or point of view. XP-B20.*draw conclusions. Draw conclusions based on information in one or more passages. XP-B20.*determine cause(s) and effect(s). Infer the cause(s) of effect(s) stated or implied in a passage. Infer the effect(s) of cause(s) stated or implied in a passage. XP-B21.*recognize statements that adequately summarize passages. XP-B23.*determine word meaning through the use of context clues. Determine the meaning of words or phrases in context. (Note: Target words or phrases may include uncommon meanings of common words or phrases; specialized or technical vocabulary; and words or phrases that might be unfamiliar to the student at Grade 11. XP-B26; Pathways, Pages C100-C101.*demonstrate the ability to locate and comprehend information in reference materials. Note: Reference materials may include: glossaries; dictionaries; indexes; tables of contents; appendixes; and research sources such as atlases, almanacs, encyclopedias, readers' guides, and both print-based and electronic card catalogs. XP-B27; Pathways, Pages C112-C113.*apply study strategies. Such strategies include: alphabetizing; identifying parts of books; classifying; summarizing; using test-taking strategies; and interpreting tables, charts, and graphs. HCS.*read independently from works and authors suggested in the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Pages 127-128 and from other book lists compiled by Huntsville City Schools. HCS.



Listening*use listening skills to recognize masterful use of language. Examples: word choice, parallelism in structure. COS.*apply listening skills to evaluate effectiveness of literary devices in poetry and prose. COS.*use listening skills to recognize the style of selected American Authors (1900 to the present). Examples: Ernest Hemingway, Langston Hughes, Alice Walker, Amy Tan. COS.*differentiate points of view by applying listening skills. Examples: respecting opposing opinions, recognizing implied meanings, making group decisions in an orderly fashion. COS.*employ critical listening skills in class discussions, lectures, and speeches - noting aspects that affect meaning. Subjects to be considered include: main idea, supporting ideas, bias, propaganda, and fallacious thinking. COS.*apply listening skills to the analysis of print and nonprint media. Topics to be considered include: universal interest, artistic value, literary elements, propaganda content, and audience appropriateness. COS.*use listening skills to discern the organizational patterns and transitional devices in oral materials and presentations. COS.*use listening skills to demonstrate an effective personal study style. Examples: previewing, predicting, taking notes, summarizing. COS.*apply listening skills to describe the development of American literature emphasizing twentieth-century writings. Examples: chronology, genre, style, theme. COS.*use listening skills to produce an essay or speech imitating the style of a successful author or public figure. Examples: descriptive passages by Annie Dillard; parallel sentence structures of Martin L. King, Jr.; personal point of view of Henry D. Thoreau. COS.*use listening skills to evaluate one's own reading, studying, and writing. COS.*use listening skills to conduct individual research using all aspects of the research process. COS.*apply listening skills to participate constructively in classroom and small group discussion. COS.*use listening skills to participate in informal debate. COS.*apply listening skills to demonstrate appropriate interview skills. Areas to be considered include planning, participating, and responding. COS.Viewing*apply viewing skills to recognize the style of American authors (1900 to present). COS.*apply critical viewing skills to the analysis of print and nonprint media. Areas to be considered include: universal interest, artistic value, literary elements, propaganda content, and audience appropriateness. COS.*use critical viewing skills to identify the organizational patterns and transitional devices in written materials and visual presentations. COS.*use viewing skills to demonstrate an effective personal study style. Examples: previewing, predicting, taking notes, summarizing. COS.*use viewing skills to identify and describe the general development of American literature emphasizing twentieth-century writings. Examples: chronology, genre, style, theme. COS.*use viewing skills to produce an essay or speech imitating the style of a successful author or public figure. COS.*use viewing skills to evaluate one's own reading, studying, and writing. Examples: use a teacher-developed checklist, responding to teacher's comments in a response journal. COS.*use viewing skills to conduct individual research using all aspects of the research process. COS.



*use viewing skills to demonstrate proficiency in the use of available technology. COS.Writing*use writing skills to demonstrate an effective personal study style. Examples: previewing, predicting, taking notes, summarizing. He/she will take accurate notes from dictation, lecture, and research. COS.*demonstrate vocabulary development in writing activities and assignments. COS.*apply specific evaluation procedures to one's own writing. Examples: using a teacher-developed checklist, responding to the teacher's comments in a response journal. COS.*conduct individual research using all aspects of the research process. The research process includes: managing information, documenting information, organizing information, and presenting. COS.*apply writing skills to manage information. Examples: locating, selecting, retrieving, evaluating. COS.*use writing skills to organize information. Examples: supporting a thesis, following a style sheet, selecting a presentation method. COS.*document information by correct use of copyrighted materials.*use available technology in the writing process for expression and learning. COS.*use writing to develop and demonstrate appropriate interview skills. Such skills include: planning, participating, and responding. COS.*write for practical and personal purposes. COS.*write to complete forms for practical and personal purposes. COS.*write to complete applications for practical and personal purposes. COS.*write resumes for practical and personal purposes. COS.*write editorials for practical and personal purposes. COS.*write speeches for practical and personal purposes. COS.*write advertisements for practical and personal purposes. COS.*write business and friendly letters for practical and personal purposes. COS.*write essays for practical and personal purposes. COS.*write journals for practical and personal purposes. COS.*write diaries for practical and personal purposes. COS.*use writing skills to produce an essay or speech imitating the style of a successful author or public figure. COS.*write creatively in a variety of genres including poetry, prose, and drama. COS.*write for a variety of purposes, audiences, and occasions both formal and informal. COS, ADAW.*apply writing skills to justify personal opinions about authors, issues, styles, and trends in American literature. COS.*use writing skills to describe the general development of American literature emphasizing twentieth-century writings. Areas to be considered include: chronology, genre, style, and theme. COS.*apply writing skills to explain personal selections in reading materials by describing preferences in authors' styles. COS.*write in the DESCRIPTIVE mode. COS, ADAW.*write in the NARRATIVE mode. COS, ADAW.*write in the EXPOSITORY mode. COS, ADAW.*write in the PERSUASIVE mode. COS, ADAW.*use the "STUDENT CHECKLIST FOR COMPOSING AND REVISING." See the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Page 110. COS, ADAW.*identify effective use of active and passive voice. Note: Active verbs are preferred over passive. XP-B7; Pathways, Pages C27-C28; ADAW.



*use words that create clarity, precision, and vivid description. Action verbs and specific terms should be used. Language to avoid includes: overused, cliched words, superfluous verbiage, redundancy, and jargon. XP-B9; Pathways, Pages C35-C37; ADAW.*identify correct usage of commonly confused words. Such words include: words that sound alike but have different meanings, words that are frequently confused although not pronounced alike, and words that are commonly misused. XP-B8, Pathways, Pages C32-C34; ADAW.*use formal and informal language appropriately. Formal language should avoid slang, contractions, second person, and jargon. XP-B10; Pathways, Pages C38-C39; ADAW.*use literary devices such as figurative language when writing poetry, narratives, and exposition. COS, ADAW.*use literary devices such as analogies when writing poetry, narratives, and exposition. COS.*use the "ELEVENTH GRADE STUDENT CHECKLIST FOR EDITING." See the Alabama Course of Study: English Language Arts, Bulletin 1999, No. 120, Page 121. COS, ADAW.*identify and correct sentences that lack internal parallelism. He/she will identify and correct for correlative conjunctions immediately before the parallel items and parallel grammatical form of words, phrases, and clauses in series. XP-B11; Pathways, Pages C42-C43.*identify correct sentence structure. He/she will correct run-on sentences, sentence fragments, and comma splices. XP-B10; Pathways, Pages C40-C41; ADAW.*determine the logical progression and completeness of paragraphs. He/she will be able to identify, revise, and edit the parts of a paragraph including: introductory sentences, concluding sentences, sequence of events or details, transitional words, and irrelevant and/or redundant sentences. XP-B17; Pathways, Pages C57-C62; ADAW.*apply the principles of grammar, usage, and spelling in writing activities, tasks, and assignments. He/she will apply principles subject-verb agreement including in subjunctive mood and with noun clause as subject; noun and verb forms; pronoun-antecedent agreement; avoidance of double negatives, fragments, run-ons, comma splices, shifts in verb tense, passive voice, redundancy, ambiguity, and stilted or artificial language; appropriate subordination; placement of modifiers; pronoun case, number, and gender; parallelism of all types; and use of numerals or words. COS, ADAW.*identify and apply the proper use of nouns for written and spoken communication. Noun forms to be considered include: singular and plural, regular and irregular, proper, collective, compound, and nouns with alternate forms (index - indexes, indices). XP-B3; Pathways, Pages C1-C5.

*identify the appropriate pronoun case (nominative, objective, possessive, reflexive) for a sentence. XP-B7; Pathways, Pages C23-C26.*recognize pronoun-antecedent agreement in number and gender. XP-B6; Pathways, Pages C16-C19.*identify and edit sentences with subject-verb agreement errors. He/she will be able to recognize and edit for subject-verb agreement in sentences containing singular subjects; plural subjects; compound subjects; compound subject forms with singular meaning; plural subject forms with singular meaning; regular and inverted order subjects; collective nouns, when correct form depends on the rest of the sentence; sentences with intervening phrases; indefinite pronouns as a subject; and correlative conjunctions. XP-B5; Pathways, Pages C11-C15.*identify and use correct verb forms. Topics to be considered include: regular verbs, irregular verbs, number, and tense. XP-B4; Pathways, Pages C6-C10.



*identify incorrect shifts in verb tenses. He/she will be able to identify and edit for verb shifts (all tenses) within sentences, verb shifts (all tenses) with paragraphs. XP-B6, Pathways, Pages C20-C22.

*determine correct placement of modifiers. He/she will be able to edit for dangling participles and misplaced participles. Note: Modifiers may be words, phrases, or clauses; adjectives and adverbs (adjectival and adverbial phrases and clauses); or verbals. XP-B8; Pathways C29-C31.*apply all capitalization rules to written activities, tasks, and assignments. COS; ADAW; Pathways, Pages C44-C56.*capitalize proper nouns. XP-B12.*identify the correct use of capitalization for personal titles. XP-B12.*recognize and capitalize proper adjectives. XP-B12.*identify the correct use of capitalization for titles. XP-B12.*apply punctuation rules to writing activities, tasks, and assignments. He/she will use commas for items in a series, direct address, nonrestrictive appositives and phrases including parenthetical expressions, introductory adverb clauses, and direct quotations; apostrophe for possessives; periods for abbreviations; underlining or italicizing for certain titles; quotation marks for direct quotations and certain titles; ellipses; parentheses; hyphens including suspended hyphens; slashes; colons; and semicolons. COS; ADAW; Pathways, Pages C44-C56.*recognize the correct form and spelling of contractions. Edit for misspellings such as "our's" and "her's." XP-B7.*identify the correct use of a comma with items in a series. XP-B13.*identify and demonstrate the correct use of a comma with a quotation marks. XP-B13.*demonstrate correct use of a comma after a direct address. XP-B13.*identify and demonstrate the correct use of a comma with an appositive. XP-B13.*identify and demonstrate the correct use of a comma with a parenthetical expression. XP-B13.*correctly use commas with independent clauses or introductory adverbial clauses. XP-B13.*identify the correct use of commas with coordinating conjunctions. He/she will be able to use a comma before a coordinating conjunction in compound sentences consisting of two long independent clauses. XP-B13.*use a semicolon to separate elements in a series in which one element in the series is already separated by commas. He/she will also use a semicolon before a conjunctive adverb and in a compound sentence with no conjunction. XP-B14.*identify and edit for the correct use of colons when preceding a list. He/she will use a colon to introduce a list within a sentence. XP-B14.*identify and demonstrate the correct use of quotation marks to punctuate a direct quote and broken quotations and quotation marks to indicate titles. XP-B15.*demonstrate the correct use of underlining to indicate titles of literary works. XP-B15.*demonstrate the correct use of apostrophes with possessives of singular nouns, plural nouns, compound nouns, and contractions. XP-B16.*apply writing skills to present information. Examples: literary topic, career study, historical research. COS.Speaking*apply speaking skills to justify personal opinions about authors, issues, styles, and trends in American literature. COS.*apply speaking skills to explain personal selections in reading material. He/she will be able to describe preferences in authors' styles. COS.



*apply speaking skills and describe the general development of American literature emphasizing twentieth-century writings. Areas to be described include: chronology, genre, style, and theme. COS.*apply speaking skills to demonstrate vocabulary development and expansion. COS.*use speaking skills to read an essay or deliver a speech imitating the style of a successful author or public figure. COS.*use speaking skills to demonstrate proficiency in using language terminology and in the concepts of Standard English grammar and usage. COS.*apply speaking skills to conduct individual research using all aspects of the research process. COS.*apply speaking skills to participate constructively in classroom and small group discussion. COS.*apply speaking skills when participating in a formal debate. COS.*use speaking skills to demonstrate interview skills including planning, participating, and responding. COS.*apply speaking skills to demonstrate literary devices such as figurative language and analogy in poetry, narratives, and exposition. COS.*adjust tone, word choice, and content when participating in interviews for various purposes. Examples: job interviews, research interviews. COS.*use speaking skills to deliver effective, planned oral presentations. Areas to be considered include: word choice, logical and valid content, poise, tone, and mood. Examples: book reports, oral interpretations, reports on events, critiques of television documentaries. COS.Presenting*use effective presentations skills to describe the general development of American literature emphasizing twentieth-century writings. Examples: chronology, genre, style, theme. COS.*use presentation skills to demonstrate vocabulary development and expansion. COS.*use presentation skills to deliver an essay or speech imitating the style of a successful author or public figure. Examples: descriptive passages by Annie Dillard; parallel sentence structures of Martin L. King; personal point of view of Henry D. Thoreau. COS.*apply principles of Standard English grammar and language usage in presentations. COS.*apply presentation skills to conduct individual research using all aspects of the research process including presenting information. Examples: literary topic, career study, historical research. COS.*use presentation skills to participate in informal debate. COS.*apply presentation skills to produce a variety of oral presentations including book reports, oral interpretations, reports on events, critiques of television documentaries. and others. Topics to be considered and explored when producing a presentation include: word choice, logical and valid content, poise, tone, and mood. COS.*apply presentations skills to produce effective, planned oral presentations. Areas to be considered include: word choice, logical content, valid content, poise, tone, and mood. COS.

MATHEMATICSAlgebra II: Relations and functions; Square roots, surds, radicals; Rational roots; Linear equations and analytic geometry; Quadratic equations; Binomial theorem; Imaginary numbers; Exponents and radicals; Logarithms; Progressions; Higher-degree equations; Vectors; Determinants; Permutations; combinations, and simple probability; Estimation and approximation



Trigonometry: Solutions of right triangles; Use of tables and interpolation; Measurement of angles; Properties of trigonometric functions; Complex numbers and vectors; Concept of a limit; Graphs of functions; Solutions of oblique triangles; Logarithms; Identities and equation; General triangle solutionsPlane Geometry:(traditional approach) Rectilinear figures, Circle, Proportions, Similar polygons, Surface polygons, Regular polygons and circles, Solutions of right triangles by means of ratiosApplied Mathematics/Personal Computer: Personal finances, Bookkeeping and accounting, Business formulas, Investments, Taxes, BankingUsing the personal computer: Keyboard, word processing, data base, spreadsheet, graphing

FOREIGN LANGUAGE IPronunciationWord formationGrammarVocabulary: School, Clothes, Family, Home, Food, Creation, VacationApplication: Conversation, Reading, Interview, Report, Letter, Oral translation

BIBLEHymnsMemory versesStudy series: Old Testament Survey, New Testament Survey



GRADE 12

SOCIAL STUDIESPrinciples of U.S. GovernmentThe democratic idealBasic documents of the U.S. Agriculture in the U.S. UrbanizationConservationBusiness and industry in the U.S. American party systemsPropaganda and public opinionComparative governmentsDemocracy vs. CommunismFree enterprise systemConsumer educationCrime and delinquency Labor management relationsEconomic concepts and theoriesTaxation and financeDistribution and exchangeInternational relationsAmerican foreign policyInternational organizations Public educationWomen’s role in today’s societyFamily economics and management

ECONOMICSEconomists and Economic LawsFactors of ProductionLaws of Supply and DemandProductive Market EconomyEfficiency of ProductionSavingGovernment and the EconomyWorld’s Distressed EconomyOur Economic Future

SCIENCEPhysics: Electricity and magnetism; Photoelectric effect; Heat; Light and optics; Sound and acoustics; Wave motion; Quantum theory; Relativity; Force; Mechanics; Space, time and motion; Work, energy and power; Electronics; Nuclear energy; Nuclear physics; Solid state physics

ENGLISH LANGUAGE ARTSReading*read with ease grade level content materials such as textbooks, workbooks, manuals, and tests. HCS.



*read, identify, and follow directions. He/she will be able to identify directions that are implicit or embedded in a passage, identify the outcome or product of a set of directions, and recognize that a set of directions have been followed correctly. HCS; Pathways, Pages C72-C99.*read to ask and answer questions coherently and concisely. HCS.*read and understand the copyright laws related to the use of information. HCS.*read with ease and demonstrate a literal understanding of textual (informational), functional and recreational (literary) materials encountered in daily life. Examples: textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school and community rules and laws, directions. XP-B18.*demonstrate the ability to preview text features and make a prediction about the text content. Note: Text features may include headings, subheadings, illustrations, footnotes, captions, topic sentences, book jackets, introductory paragraphs, and graphic displays (charts, maps, graphs, and timelines). XP-B26; Pathways, Pages C102-C106.*compare organizational structure, figurative language, and literary devices, including the use of paradox, among predominantly British short stories, drama, poetry, or essays and/or other non-fiction literature. Examples: A Christmas Carol; Robin Hood; Gulliver's Travels; Robinson Crusoe; Aesop's Fables; A. Conan Doyle's short stories; Shakespeare's plays; Burns', Blake's and Keats' poems. EMPHASIS: Hyperbole, allusions, irony, rhyme schemes, parody, major historical developments in language and literature in the British Isles. Examples: relationships to place and time such as specific influences of various cultures and languages, wars and victors in those wars, and world literary trends. COS-R1.*analyze literary elements as they relate to the comprehension of a passage. (Note: Literary elements are limited to theme, character, tone, setting, mood, plot, and literary point of view.) XP-B25.*reading with comprehension a variety of textual/informational and functional materials, comparing bias, persuasive techniques, and organizational structure in passages. Examples: organizational structure - comparison and contrast, formal definition, classification; bias and persuasive passages - sales ads, political ads, newspaper articles. EMPHASIS: Recognizing faulty logic or organization, interpreting/analyzing charts and tables. COS-R2.*demonstrate an understanding of figurative language. He/she will be able to analyze the use of analogy in a passage. He/she will also be able to analyze how figurative language enhances the comprehension of passages. Types of figurative language are limited to simile, imagery, metaphor, personification, and hyperbole (overstatement). XP-B25.*identify persuasive techniques found in reading passages. Detect propaganda; distinguish fact from opinion. Identify an author's purpose or point of view in one or more passages. Identify vocabulary or other uses of language that are intended to persuade or influence the reader to agree or disagree with a point of view and/or take a particular action. Identify the purpose of specific persuasive techniques. Distinguish facts from opinions based on a passage. XP-B22.*recognize fallacies of logic and judge strength of argument in reading materials. Recognize faculty logic in one or more passages. Evaluate faulty logic in one or more passages. Recognize the strength(s) or weakness (es) of argument(s) in one or more passages. Evaluate the strength(s) or weakness (es) of argument(s) in one or more passages. Recognize terminology used by an author to strengthen arguments(s). XB-P24.



*determine (discern) the organizational pattern of reading passages. Note: Organizational patterns may include chronological order, spatial order, order of importance, comparison and contrast, cause and effect, and main idea with examples of anecdotes. XP-B27; Pathways, Pages C107-C112.*identify supporting details from recreational (literacy), functional (informational) , and functional materials. Identify details that support main ideas in one or more passages. XP-B18; Pathways, Pages C63-C65.*identify the sequence of events in recreational (literacy), textual (informational), and functional materials. Identify sequential order in one or more passages. Note: Sequential order may include dates; first, next, last; before and after; and order of events. XP-B2 & B18; Pathways, Pages C66-C71.*identify main idea(s) in a textual, functional, and recreational paragraph or reading passage. Main idea may include: topic, subject, theme, central thought or message, lesson or moral, thesis, and author's purpose and/or point of view. XP-B20.*draw conclusions. Draw conclusions based on information in one or more passages. XP-B20.*determine cause(s) and effect(s). Infer the cause(s) of effect(s) stated or implied in a passage. Infer the effect(s) of cause(s) stated or implied in a passage. XP-B21.*recognize statements that adequately summarize passages. XP-B23.*determine word meaning through the use of context clues. Determine the meaning of words or phrases in context. (Note: Target words or phrases may include uncommon meanings of common words or phrases; specialized or technical vocabulary; and words or phrases that might be unfamiliar to the student at Grade 12. XP-B26; Pathways, Pages C100-C101.*demonstrate the ability to locate and comprehend information in reference materials. Note: Reference materials may include: glossaries; dictionaries; indexes; tables of contents; appendixes; and research sources such as atlases, almanacs, encyclopedias, readers' guides, and both print-based and electronic card catalogs. Pathways, Pages C112-C113.*apply comprehension strategies by representing the organizational structure of reading materials with graphic organizers. Such organizers include: outlines, tables, charts, or graphs. COS.*demonstrate mastery of effective study skills. COS.*apply study strategies. Such strategies include: alphabetizing; identifying parts of books; classifying; summarizing; using test-taking strategies; and interpreting tables, charts, and graphs. COS.*develop and use test-taking strategies. COS.*eliminate answer choices from a multiple choice test question. ACT.*analyze answer choices to determine the one which most accurately represents the reading passage. ACT.*analyze answer choices by eliminating impossible or unlikely answers. ACT.*identify answer choices which quote reading passages, but distort the meaning of such quotes. ACT.*identify answer choices which switch the order of information, and therefore the meaning, provided in reading materials. ACT.*read independently from works and authors suggested in the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Pages 127-128, and from other book lists compiled by Huntsville City Schools. HCS.Listening



*exhibit the habit of listening to assigned or self-selected materials being read. COS.*recognize tone, diction, imagery, figurative language, and mood through inferential and interpretive listening. COS.*characterize the styles of selected authors after listening to their work. Examples: use of figures of speech, literary devices. COS.*apply critical and creative thinking skills when listening to nonprint media or printed materials read aloud. COS.*listen to works containing Anglo-Saxon, Middle English, and Modern English and recall the general historical development of language and literature in the British Isles. COS.*listen effectively in a wide range of circumstances. COS.*formulate listening strategies to locate, select, and evaluate research materials. COS.*apply listening skills to demonstrate mastery of effective study skills. COS.*use listening skills to synthesize information from primary and secondary sources for research. COS.*interpret and evaluate oral material by listening. COS.*use listening skills to form and express opinions about literary topics in group discussions. COS.*listen to and explain others' positions as expressed in lecture, speech, film, informal debate, and group discussion. Example: identifying tone, mood, and implied meaning. COS.*listen to and respond critically to arguments presented in group discussions, conferences, debates, media advertisements, and editorials. COS.*use listening skills to apply the research process to support a thesis. COS.*apply listening skills to ask and answer questions coherently and concisely. COS.*apply listening skills when using available technology for a variety of communication purposes. Examples: e-mail, Internet, databases, multimedia presentation programs. COS.Viewing*recognize tone, diction, imagery, figurative language, and mood through inferential and interpretive viewing. COS.*apply viewing skills to select appropriate print and nonprint media for a variety of purposes including pleasure and information. COS.*apply viewing skills to formulate strategies to locate, select, and evaluate research materials. Examples: primary sources, secondary sources, library research (computerized data, cataloging systems, Reader's Guide, reference books), databases. COS.*apply viewing skills to demonstrate mastery of effective study skills. COS.*apply viewing skills to synthesize information from primary and secondary sources for research. COS.*apply viewing skills to articulate others' positions or opinions in lecture, speech, firm, informal debate, and group discussion. Examples: identifying tone, mood, implied meaning; understanding body language; exhibiting body language of an active listener; applying appropriate strategies of one's learning style. COS.*apply viewing skills to respond critically to argument. Examples: group discussion, conferences, debates, media advertisements, editorials. COS.*apply viewing skills to all aspects of the research process. COS.



*apply viewing skills to use of available technology for a variety of communication purposes. COS.Writing*write to ask and answer questions coherently and concisely. COS.*write to demonstrate mastery of effective study skills. COS.*take accurate notes from dictation, lecture, and research. HCS.*write to synthesize information from primary and secondary sources for research. COS.*write to interpret and evaluate oral and written material. COS.*write to articulate others' positions as expressed in lecture, speech, film, informal debate, and group discussion. He/she will identify tone, mood, and implied meaning. COS.*use writing skills in all aspects of the research process to support a thesis. The research process includes: managing information, documenting information, organizing information, and presenting information. COS.*write demonstrating the correct use of copyrighted materials. COS.*write to organize information. Examples: selecting a presentation method, following a style sheet. COS.*write to present information. Example: literature-based research paper. COS.*write using available electronic-based technology for a variety of communication purposes. Examples: e-mail, Internet, databases, multimedia presentation programs. COS.*write to response critically to argument. Examples: group discussion, conferences, debates, media advertisements, editorials. COS.*write for specific audiences. Examples: prospective employers, peers, community. COS.*write for a variety of purposes. COS.*write editorials for a variety of purposes. COS.*write reports in all content areas for a variety of purposes. COS.*write poetry for a variety of purposes. COS.*write critical essays for a variety of purposes. COS.*write advertisements for a variety of purposes. COS.*write resumes for a variety of purposes. COS.*apply writing skills to complete creative writing projects or assignments. COS.*apply writing skills to meet personal writing needs. COS.*write to clarify opinions and interpretations. COS.*use the "STUDENT CHECKLIST FOR COMPOSING AND REVISING." See the Alabama Course of Study, English Language Arts, Bulletin 1999, No. 17, Page 110. COS, ADAW.*write in the DESCRIPTIVE mode. COS, ADAW.*write in the NARRATIVE mode. COS, ADAW.*write in the EXPOSITORY mode. COS, ADAW.*write in the PERSUASIVE mode. COS, ADAW.*demonstrate mastery of language terms and applications of concepts in the writing process. COS, ADAW.*revise and edit written drafts applying conventions of Standard English. COS, ADAW.*use precise vocabulary in writing tasks and assignments. He/she will use words that create clarity, precision, and vivid description. Action verbs and specific terms should be used. Language to avoid includes: overused, cliched words, superfluous verbiage, redundancy, and jargon. XP-B9; Pathways, C#5-C37; COS; ADAW.



*use formal and informal language appropriately. Formal language should avoid slang, contractions, second person, and jargon. XP-B10; Pathways, Pages C38-C39; ADAW.*identify correct usage of commonly confused words. Such words include: words that sound alike but have different meanings, words that are frequently confused although not pronounced alike, and words that are commonly misused. XP-B8; Pathways, Pages C32-C34; ADAW.*identify correct sentence structure. He/she will correct run-on sentences, sentence fragments, and comma splices. XP-B10; Pathways, Pages C40-C41; ADAW.*identify and correct sentences that lack internal parallelism. He/she will identify and correct for correlative conjunctions immediately before the parallel items and parallel grammatical form of words, phrases, and clauses in series. XP-B11; Pathways, Pages C42-C43.*determine the logical progression and completeness of paragraphs. He/she will be able to identify, revise, and edit the parts of a paragraph including: introductory sentences, concluding sentences, sequence of events or details, transitional words, and irrelevant and/or redundant sentences. XP-B17; Pathways, Pages C57-C62; ADAW.*demonstrate mastery of Standard English spelling when writing. COS, ADAW.*apply the principles of grammar and usage in writing activities, tasks, and assignments. He/she will apply principles subject-verb agreement with compound subject, with intervening phrases, with noun clause as subject, and in subjunctive mood; noun and verb forms; pronoun-antecedent agreement; avoidance of double negatives, fragments, run-ons, comma splices, shifts in verb tense, passive voice, redundancy, ambiguity, and stilted or artificial language; appropriate subordination; placement of modifiers; pronoun case, number, and gender; parallelism of all types; use of numerals or words, and hyphenation of number and noun modifiers (e.g., two-piece suit). COS, ADAW.*identify and apply the proper use of nouns for written and spoken communication. Noun forms to be considered include: singular and plural, regular and irregular, proper, collective, compound, and nouns with alternate forms (index - indexes, indices). XP-B3; Pathways, Pages C1- C5.*recognize pronoun-antecedent agreement in number and gender. XP-B6; Pathways, Pages C16-C19.*identify the appropriate pronoun case (nominative, objective, possessive, reflexive) for a sentence. XP-B7, Pathways, C23-C26.*identify and use correct verb forms. Topics to be considered include: regular verbs, irregular verbs, number, and tense. XP-B4; Pathways C6-C11.*identify incorrect shifts in verb tenses. He/she will be able to identify and edit for verb shifts (all tenses) within sentences, verb shifts (all tenses) with paragraphs. XP-B6; Pathways, Pages C20-C22.*identify effective use of active and passive voice. Note: Active verbs preferred over passive. XP-B7, Pathways, Pages C27-C31.*identify and edit sentences with subject-verb agreement errors. He/she will be able to recognize and edit for subject-verb agreement in sentences containing singular subjects; plural subjects; compound subjects; compound subject forms with singular meaning; plural subject forms with singular meaning; regular and inverted order subjects; collective nouns, when correct form depends on the rest of the sentence; sentences with intervening phrases; indefinite pronouns as a subject; and correlative conjunctions. XP-B5; Pathways, Pages C11-C16.



*determine correct placement of modifiers. He/she will be able to edit for dangling participles and misplaced participles. Note: Modifiers may be words, phrases, or clauses; adjectives and adverbs (adjectival and adverbial phrases and clauses); or verbals. XP-B8.*use the "TWELFTH GRADE STUDENT CHECKLIST FOR EDITING." See the Alabama Course of Study: English Language Arts, Bulletin 1999, No. 122, Page 121. COS, ADAW.*demonstrate mastery of capitalization rules in all written work. COS; ADAW; Pathways, Pages C44-C57.*capitalize proper nouns. XP-B12.*identify the correct use of capitalization for personal titles. XP-B12.*identify the correct use of capitalization for titles. XP-B12.*recognize and capitalize proper adjectives. XP-B12.*apply punctuation rules to writing activities, tasks, and assignments. He/she will use commas for items in a series, direct address, nonrestrictive appositives and phrases, introductory adverb clauses, and nominative absolutes; periods for abbreviations; underlining or italicizing for certain titles; quotation marks for direct quotations and certain titles; ellipses; parentheses; hyphens including suspended hyphens; slashes; colons; and semicolons. COS, ADAW.*demonstrate the correct use of apostrophes with possessives of singular nouns, plural nouns, compound nouns, and contractions. XP-B16.*demonstrate the correct use of underlining to indicate titles of literary works. XP-B15.*identify and demonstrate the correct use of quotation marks to punctuate a direct quote and broken quotations and quotation marks to indicate titles. XP-B15.*identify and edit for the correct use of colons when preceding a list. He/she will use a colon to introduce a list within a sentence. XP-B14.*use a semicolon to separate elements in a series in which one element in the series is already separated by commas. He/she will also use a semicolon before a conjunctive adverb and in a compound sentence with no conjunction. XP-B14.*identify the correct use of a comma with items in a series. XP-B13.*identify and demonstrate the correct use of a comma with quotation marks. XP-B13.*correctly use commas with independent clauses or introductory adverbial clauses. XP-B13.*demonstrate correct use of a comma after a direct address. XP-B13.*identify and demonstrate the correct use of a comma with an appositive. XP-B13.*identify the correct use of commas with coordinating conjunctions. He/she will be able to use a comma before a coordinating conjunction in compound sentences consisting of two long independent clauses. XP-B13.*identify and demonstrate the correct use of a comma with a parenthetical expression. XP-B13.*recognize the correct form and spelling of contractions. Edit for misspellings such as "our's" and "her's." XP-B7; Pathways, Pages C23-C26.Speaking*use speaking skills to synthesize information from primary and secondary sources for research. COS.*express effectively opinions about literary topics in group discussions. COS.



*use speaking skills to articulate others' positions as expressed in lecture, speech, film, informal debate, and group discussion. Examples: identifying tone, mood, and implied meaning. COS.*apply speaking skills to respond critically to argument. Examples: group discussion, conferences, debates, media advertisements, editorials. COS.*apply speaking skills to all aspects of the research process to support a thesis. COS.*apply speaking skills when using available technology for a variety of communication purposes. Example: multimedia presentation. COS.*apply speaking skills to ask and answer questions coherently and concisely. COS.*use speaking skills to demonstrate proficiency in using language and the concepts of Standard English grammar and usage. COS.*use precise vocabulary when speaking. COS.*apply conventions of Standard English, appropriate diction, and proper tone in class discussions. COS.*apply speaking skills to produce and deliver formal oral presentations for a variety of purposes. Examples: persuading, entertaining, informing, explaining. COS.Presenting*apply presentation skills to synthesize and present information from primary and secondary sources encountered in a research activity or project. COS.*apply presentation skills to articulate others' positions or opinions. Examples: conveying tone, mood, and implied meaning; exhibiting body language consistent with the content or message of the presentation. COS.*apply presentation skills to respond to an argument. COS.*apply presentation skills to all aspects of the research process. COS.*apply presentation skills when presenting information from a literature-based research paper. COS.*use available technology when producing and delivering a presentation for a variety of communication purposes. Examples: e-mail, Internet, databases, multimedia presentation programs. COS.*apply principles of Standard English grammar and language usage in presentations. COS.*apply presentation skills to produce formal oral presentations for a variety of purposes. Examples: persuading, entertaining, informing, explaining. COS.

MATHEMATICSCalculus: Derivative of a function; Logarithmic and trigonometric functions; Indeterminate terms; Computation of derivatives; Rate of change of a quantity; Maxima and minima; Integrals; Length of curves; Volume and surface areas; Computer analysis of graphs; Advanced algebra: Sets of numbers; Binomial theorem; Progressions; Complex numbers; Theory of equations; Permutations; Functions and their graphs; Combinations; Probability; Determinants; Inequalities; Matrix algebra; Mathematical inductions; The derivativeProbability and statistics; Tabular data; Graphs; Measures of central tendency; Quartiles and percentiles; Measures of dispersion; Simple correlation; Statistical inference; Permutations; Combination; Binomial theorem



Trigonometry with Tables (traditional approach): Plane Trigonometry, Functions of an Acute Angle; Solution of Right Triangles, Functions of any angle, Radian Measure; Mil Measure, Line Values and Graphs of Functions, Fundamental Relations, Functions of Two Angles, Oblique TrianglesAnalytical Geometry: Graphs of Functions, Fundamental Formulas, Straight Line, Circle, Polar Coordinates, Conic Sections, General Equation of the Second Degree in x and yMiscellaneous CurvesCurves Representing Empirical Data, Coordinates in Space, Cylindrical, Spherical, and Polar CoordinatesComputer programming

FOREIGN LANGUAGE IIGrammarConversationsCultural readingsStories Vocabulary CompositionInterviews

BIBLEHymnsMemory VersesStudy series: Church History - Book of the Revelation, Life Management


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