ࡱ> dgabc Y.bjbjVV 4<<I&8/, L[qqqqLLLÔŔŔŔŔŔŔlbŔ)LL))ŔqqڔIII)RqqÔI)ÔII*{?qetj[{CR0 p!pp??pS\ L|IvdOLLLŔŔLLL ))))pLLLLLLLLL : Ohio Center for Law-Related Education  We the People: The Citizen and the Constitution Level III (High School) Aligned to the Ohio Academic Content Standards for English / Language Arts Ohio Center for Law-Related Education 1700 Lake Shore Drive Columbus, OH 43204 614-485-3510 877-485-3510 HYPERLINK "http://www.oclre.org"www.oclre.org As prepared by Mark Dickman, Findlay High School Language Arts Common Core Standard Grades 9-12 The following standards are used throughout the We The People Program in preparing answers, and working on the We The People curriculum. Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning & relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented Write informative & explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, & sufficient facts, extended definitions, concrete details, quotations, or other information & examples appropriate to the audiences knowledge of the topic. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic) Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 12 above. ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, & update individual or shared writing products, taking advantage of technologys capacity to link to other information & to display information flexibly & dynamically. Research to Build and Present Knowledge Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation. Speaking and Listening Initiate & participate effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grades 910 topics, texts, & issues, building on others ideas & expressing their own clearly & persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals & deadlines, & individual roles as needed. Propel conversations by posing & responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into discussion; & clarify, verify, or challenge ideas & conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Integrate multiple sources of information presented in diverse media or formats evaluating the credibility & accuracy of each source Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas Present information, findings, & supporting evidence clearly, concisely, & logically such that listeners can follow the line of reasoning, the organization, development, substance, style are appropriate to purpose, audience, & task. Language Knowledge of Language Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Acquire & use accurately general academic and domain-specific words & phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reading Integration of Knowledge and Ideas Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Delineate & evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features. Additional Standards from Grades 11-12 Speaking and Listening Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas Present information, findings, & supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.     &)*.=>_juz4 5 U V c d e f P Q Y 񠓠yqldq]d hW hvX*hW hvX*5 hW 5hW ho<`5 hwhmz hwhh>CJ0OJQJaJ0h2yh>0JCJ aJ jh>UhW CJ aJ h>CJ aJ hQ6CJ aJ h>6CJ aJ h>6CJ,aJ,h bh>6CJ,aJ,"jh>CJ UaJ mHnHuh>h"!h>CJ0aJ0"&'()+,-.>_wxyz  ' 4 e f gd>$a$gd>f  P Q Y { E 89YG$ & FgdvX*8^8gdvX* & FgdvX* & FgdvX*gdvX*$a$gdY $CD\%I2;PQ  1 x"""%%%&&&'&&('(Y(y((ֿ޿ֿ񰣓whhW hW CJOJQJaJhW CJOJQJaJhW ho<`5CJOJQJaJhW h^5CJOJQJaJhW 5CJOJQJaJhW h^CJOJQJaJ hW hvX*hW hvX*5CJOJQJaJhW hvX*5hW hW ho<`CJOJQJaJhW hvX*CJOJQJaJ(D\UQ0%I2;Q  1  & F!gdvX* & F gdvX* & F'gdW gdW  & FgdvX* & FgdvX* & FgdvX* & FgdvX*gdvX* & FgdvX* >!x"""j#$%%&&'&+''(()*++-- & F%gdW  & F#gdW  & F#gdW  & F#gdvX*^gdo<`^gd^ & F"gdvX*gdvX* & F gdvX* & F!gdvX*(((())++----H.I.J.L.M.O.P.R.S.U.W.X.Y.⿷h^h jh UhW hlCJOJQJaJhW hvX*5hW CJOJQJaJhW hvX*CJOJQJaJhW hW CJOJQJaJ-I.K.L.N.O.Q.R.T.U.V.W.X.Y.$a$gdmz & F%gdW  21h:p>/ =!"#$% PDd HR  C 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