Current through Register Vol. 50, No. 3, March 20, 2024
A. The following is a list of the content
standards and benchmarks that have been referenced in this document. All
referenced content area standards and benchmarks are for students in grades
9-12.
1. English Language Arts (ELA)
Standard One. Students read, comprehend, and respond to a
variety of materials for a variety of purposes.
1--Using knowledge of word meaning and
extending basic and technical vocabulary, employing a variety of
strategies
3--Reading, responding
to, and critiquing written, spoken, and visual texts
4--Interpreting texts to generate connections
to real-life situations
5--Applying
reading strategies to achieve a variety of objectives
Standard Two. Students write competently for a variety of
purposes and audiences.
1--Focusing on
information, concepts, and ideas that show an awareness of an intended audience
and/or purpose
2--Applying the
steps of the writing process
3--Using narration, description, exposition,
and persuasion to develop various modes of writing
4--Recognizing and applying literary devices
and various stylistic elements
5--Responding to text and life experiences as
a basis for writing
Standard Three: Students communicate using conventional
grammar, usage, sentence structure, punctuation, capitalization, spelling, and
handwriting.
1--Writing
legibly
2--Demonstrating a command
of the grammatical and mechanical conventions of standard English
3--Spelling and pronouncing correctly using
resources
Standard Four: Students demonstrate competence in speaking
and listening as tools for learning and communicating.
1--Speaking intelligibly
2--Giving and following
directions/procedures
3--Demonstrating a command of the features of
speaking when giving prepared and extemporaneous presentations
4--Speaking and listening for a variety of
audiences and purposes
5--Listening
and responding to a wide variety of media
6--Participating in a variety of roles in
group discussions
Standard Five: Students locate, select, and make use of
information from a variety of texts, media, references, and technological
sources.
1--Recognizing and using
organizational features of printed text, other media, and electronic
information
2--Locating and
evaluating information sources
3--Accessing information and conducing
research using outlining, note taking, summarizing, interviewing, and surveying
to produce documented texts and graphics
4--Using available technology to produce,
revise, and publish a variety of works
5--Citing references using various
formats
6--Interpreting
charts/graphs, tables/schedules, diagrams/maps, and organizational
charts/flowcharts
Standard Seven: Students apply reasoning skills to their
reading, writing, speaking, listening, viewing, and visually
representing.
1--Using comprehension
strategies in all contexts
2--Problem solving by analyzing,
prioritizing, categorizing, and evaluating; incorporating life experiences; and
using available information
4--Distinguishing fact from opinion, skimming
and scanning for facts, determining cause and effect, generating inquiry, and
making connections with real-life situations
2. Mathematics
Number and Number Relations Strand (N): In problem-solving
investigations, use estimation, mental arithmetic, number lines, graphs,
appropriate models, manipulatives, calculators, and computers to help develop
an intuitive understanding of the real number system and communicate the
relationships within that system.
N.1--Demonstrating an understanding of number
systems
N.2--Demonstrating that a
number can be expressed in many forms, and selecting an appropriate form for a
given situation
N.3--Using number
sense to estimate and determine reasonableness of solutions
N.4--Determining whether an exact or
approximate answer is necessary
N.5--Selecting and using appropriate
computational methods for given situations
N.6--Applying ratios and proportional
thinking in a variety of situations
N.7--Justifying reasonableness of solutions
and verifying results
Algebra Strand (A): In problem-solving investigations, use
appropriate manipulatives, models, graphs, tables, and technology to develop
the understanding of concepts and to explore the applications of
algebra.
A.1--Demonstrating the
ability to translate between real world situations and algebraic expressions,
equations, and language
A.3--Using
tables and graphs as tools to interpret algebraic expressions, equations and
inequalities
A.4--Solving algebraic
equations and inequalities using appropriate techniques
Measurement Strand (M): In problem-solving investigations,
use appropriate manipulatives and available technology to develop the
understanding of the concepts, processes, and real-life applications of
measurement.
M.1--Selecting and using
appropriate units, techniques, and tools to measure quantities in order to
achieve specified degrees of precision, accuracy, and error (or tolerance) of
measurements
M.3--Estimating,
computing, and applying physical measurement using suitable units
M.4--Demonstrating the concept of measurement
as it applies to real world experiences
Geometry Strand (G): In problem-solving investigations, use
appropriate models, drawings, manipulatives, and technology to understand
concepts and explore real-world applications of one-, two-, and
three-dimensional geometry, and justify solutions.
G.6--Demonstrating deductive reasoning and
justification
Data, Discrete Math, and Probability (D): In problem-solving
investigations, use appropriate collecting and organizational techniques,
manipulatives, and technology in order to discover trends, to formulate
conjectures regarding cause-and-effect relationships, and to develop
critical-thinking skills that enable the student to make informed
decisions.
D.1--Collecting and
representing data in various forms
D.2--Recognizing data that relates two
variables as linear, exponential, or otherwise in nature
D.3--Using simulations to estimate
probability
D.4--Demonstrating an
understanding of the calculation of finite probabilities using permutations,
combinations, sample spaces, and geometric figures
D.5--Recognizing events as dependent or
independent in nature and demonstrating techniques for computing multiple event
probabilities
D.6--Demonstrating
the concept of distributions and recognizing normal and non-normal
distributions
D.7--Making
inferences from data that are organized in charts, tables, and graphs
D.8--Demonstrating logical thinking
procedures such as flow charts and truth tables
D.9--Using discrete math to model real life
situations
Patterns, Relations, and Functions (P): In problem-solving
investigations, use appropriate number sense, manipulatives, drawings, tables,
graphs, symbolic formulas, and technology to organize information, recognize
patterns which may develop, and use those patterns to make predictions.
P.1--Modeling the concepts of variables,
functions, and relations as they occur in the real world and using the basic
notations and terminology
P.2--Translating between tabular, symbolic,
and graphical representations of functions
P.4--Analyzing the changes in the graphs of
functions caused by changing the coefficients and constants of arbitrary
functions using technology whenever appropriate
P.5--Analyzing real world relationships that
can be modeled locally or globally by elementary functions
3. Social Studies
Geography Strand: Physical and Cultural Systems (G):
Students develop a spatial understanding of the Earth's surface and the
processes that shape it, the connections between people and places, and the
relationship between man and his environment.
Benchmark B: Places and Regions
1--Determining how social, cultural, and
economic processes shape the features of places
2--Analyzing the ways in which physical and
human characteristics of places and regions have affected historic
events
3--Analyzing the different
ways in which physical and human regions are structured and
interconnected
4--Explaining and
evaluating the importance of places and regions to cultural identity
Benchmark C: Physical and Human Systems
2--Determining the economic, political, and
social factors that contribute to human migration and settlement and evaluating
their impact on physical and human systems
3--Analyzing the characteristics,
distribution, and interrelationships of the world's cultures
4--Analyzing how cooperation, conflict, and
self-interests impact social, political, and economic entities on
Earth
Benchmark D: Environment and Society
1--Evaluating the ways in which technology
has expanded the human capability to modify the physical environment
2--Examining the challenges placed on human
systems by the physical environment and formulating strategies to deal with
these challenges
3--Analyzing the
relationship between natural resources and the exploration, colonization, and
settlement of different regions of the world
4--Evaluating policies and programs related
to the use of natural resources
5--Developing plans to solve local and
regional geographic problems related to contemporary issues
Civics Strand. Citizenship and Government (C): Students
develop an understanding of the structure and purposes of government, the
foundations of the American democratic system, and the role of the United
States in the world while learning about the rights and responsibilities of
citizenship.
Benchmark A: Structure and Purposes of Government
1--Analyzing the necessity and purposes of
politics and government
2--Comparing and evaluating the essential
characteristics of various systems of government and identifying historical and
contemporary examples of each
3--Explaining and evaluating issues related
to the distribution of powers and responsibilities within the federal
system
4--Explaining the
organization and functions of local, state, and national governments and
evaluating their relationships
5--Evaluating the role and importance of law
in the American political system
6--Examining the major responsibilities of
the national government for domestic and foreign policy and explaining how
government is financed through taxation
Benchmark B: Foundations of the American Political
System
4--Evaluating issues related to
the differences between American ideals and the realities of American social
and political life
5--Evaluating
the roles of political parties, campaigns, and elections in American
politics
6--Analyzing the
historical and contemporary roles of associations and groups in local, state,
and national politics
Benchmark C: International Relationships
1--Analyzing how the world is organized
politically and evaluating how the interaction of political entities, such as
nation-states and international organizations, affects the United
States
2--Analyzing the major
foreign policy positions of the United States and evaluating their
consequences
3--Evaluating the
impact of American ideas and actions on the world and analyzing the effects of
significant international developments on the United States
Benchmark D: Roles of the Citizen
1--Evaluating and defending positions on
issues regarding the personal, political, and economic rights of
citizens
2--Evaluating and
defending positions regarding the personal and civic responsibilities of
citizens in American constitutional democracy
3--Explaining and evaluating the various
forms of political participation that citizens can use to monitor and shape the
formation and implementation of public policy
4--Analyzing and evaluating the importance of
political leadership, public service, and a knowledgeable citizenry to American
constitutional democracy
Economics Strand: Interdependence and Decision Making (E):
Students develop an understanding of fundamental economic concepts as they
apply to the interdependence and decision making of individuals, households,
businesses, and governments in the United States and the world.
Benchmark A: Fundamental Economic Concepts
1--Analyzing the impact of the scarcity of
productive resources and examining the choices and opportunity cost that
result
2--Analyzing the roles that
production, distribution, and consumption play in economic decisions
3--Applying the skills and knowledge
necessary in making decisions about career options
4--Comparing and evaluating basic economic
systems
5--Explaining the basic
features of market structures and exchanges
6--Analyzing the roles of economic
institutions, such as corporations and labor unions, that compose economic
systems
7--Analyzing the roles of
money and banking in an economic system
8--Applying economic concepts to understand
and evaluate historical and contemporary issues
Benchmark B: Individuals, Households, Businesses, and
Governments
1--Analyzing how supply
and demand, price, incentives, and profit influence production and distribution
in a competitive market system
2--Analyzing the impact of governmental
taxation, spending, and regulation on different groups in a market
economy
3--Analyzing the causes and
consequences of worldwide economic interdependence
4--Evaluating the effects of domestic
policies on international trade
5--Analyzing Louisiana's role in the world
economy
Benchmark C: The Economy as a Whole
1--Explaining indicators, such as Gross
Domestic Product and inflation/deflation, that have an impact on the state of
the economy
2--Analyzing
unemployment and income distribution in a market economy
3--Explaining the basic concepts of United
States fiscal policy and monetary policy and describing their effects on the
economy
History Strand: Time, Continuity, and Change (H): Students
develop a sense of historical time and historical perspective as they study the
history of their community, state, nation, and world.
Benchmark A: Historical Thinking Skills
4--Utilizing knowledge of facts and concepts
drawn from history and methods of historical inquiry to analyze historical and
contemporary issues
Benchmark B: United States History
11--Analyzing the causes, developments, and
effects of the Great Depression and the New Deal
12--Analyzing the origins, events, and
results of World War II
13--Examining and summarizing key
developments in foreign and domestic policies during the Cold War era
14--Analyzing the economic, political,
social, and cultural transformation of the United States since World War
II
15--Explaining the major changes
that have resulted as the United States has moved from an industrial to an
information society
16--Analyzing
developments and issues in contemporary American society
17--Discussing and demonstrating an
understanding of recent developments in foreign and domestic policies
Benchmark C: World History
13--Analyzing the causes and international
consequences of World War I, World War II, and other 20th century
conflicts
14--Analyzing the
international power shifts and the breakup of colonial empires that occurred in
the years following World War II
15--Explaining the worldwide significance of
major political, economic, social, cultural, and technological developments and
trends
4. Science
Science As Inquiry Strand (SI): Students do science by
engaging in partial and full inquiries that are within their developmental
capabilities.
Benchmark A: The Abilities Necessary to do Scientific
Inquiry
1--Identifying questions and
concepts that guide scientific investigations
2--Designing and conducting scientific
investigations
3--Using technology
to improve investigations and communications
4--Formulating and revising scientific
explanations and models using logic and evidence
5--Recognizing and analyzing alternative
explanations and models
6--Communicating and defending a scientific
argument
Benchmark B: Understanding Scientific Inquiry
1--Understanding that scientists usually base
their investigations on existing questions or causal/functional
questions
2--Understanding that
scientists conduct investigations for a variety of reasons, such as exploration
of new areas, discovery of new aspects of the natural world, confirmation of
prior investigations, prediction of current theories, and comparison of models
and theories
3--Understanding that
scientists rely on technology to enhance the gathering and manipulation of
data
4--Understanding that
scientists must adhere to criteria such as: A proposed explanation must have a
logical structure, abide by the rules of evidence, be open to questions and
modifications, be based on historical and current scientific knowledge, and be
adequately reported to enhance further investigations
5--Understanding that results of scientific
inquiry, new knowledge, and methods emerge from different types of
investigations and public communication among scientists
Physical Science Strand (PS): Students develop an
understanding of the characteristics and interrelationships of matter and
energy in the physical world
Benchmark H: Science and Technology
2--Developing an awareness and appreciation
for the continuing progress in technology as it affects the quality of
individual lives as well as of society in order to become better informed
citizens and consumers
3--Becoming
computer literate and proficient as it applies to the computer's capability to
acquire data (with sensors), interpret data (by graphing), and as a research
tool (library and Internet)
Life Science Strand (LS): Students become aware of the
characteristics and life cycles of organisms and understand their relationships
to each other and to their environment.
Benchmark F: Systems and the Behavior of Organisms
3--Investigating mechanisms that affect
behavior
Benchmark G: Personal and Community Health
1--Discussing fitness and health as related
to longevity
Science and the Environment Strand (SE): In learning
environmental science, students develop an appreciation of the natural
environment, learn the value of environmental quality, and acquire a sense of
stewardship through involvement in community action. As consumers and citizens,
they are able to recognize how personal, professional, and political actions
affect the natural world.
Benchmark A: Ecological Systems and Interactions
2--Demonstrating an understanding of the
functions and values of Earth's major ecological systems
6--Describing how habitat, carrying capacity,
and limiting factors influence plant and animal populations (including
humans)
7--Demonstrating an
understanding that change is a fundamental characteristic of every ecosystem
and that ecosystems have varying capacities for change and recovery
9--Demonstrating an understanding of how the
Earth's biodiversity may be threatened by human actions and natural
forces
11--Describing how unwanted
substances (pollutants) can bioaccumulate and adversely affect organisms, while
some pollutants can be naturally decomposed through the action of
microbes
Benchmark B: Resources and Resource Management
1--Comparing and contrasting the various
types of renewable and nonrenewable resources and explaining the relationships
between these resources and populations
2--Explaining how natural resources affect
humans and how humans affect natural resources
3--Recognizing that people of the world
consume disproportionate amounts of the Earth's resources, a factor of both
population size and inequitable geographic or economic distribution of
resources
4--Demonstrating an
understanding that resource management issues and environmental problems may
arise when resource use is motivated by short-term goals instead of long-term
consequences
5--Comparing the
benefits and the costs of various resource management methods
6--Analyzing how management of resources
requires that they be viewed from a global, as well as a local,
perspective
7--Recognizing that
sustainable development is a process of change in which resource use,
investment direction, technological development, and institutional change meet
society's future as well as present needs
Benchmark D: Personal Choices and Responsible Actions
1--Demonstrating an understanding of the
effects of personal choices and actions on the natural environment
2--Describing how a healthy environment
depends upon responsible human actions
3--Analyzing how people are capable of
reducing and reversing their negative impact on the environment through
thinking, planning, educating, collaborating, and taking action
4--Demonstrating that the most important
factor in prevention and control of pollution is education and the resulting
change in values, attitudes, and behavior patterns
5--Explaining how responsible environmental
decision-making involves scientific and sociological research, consideration of
value systems, investigation and evaluation of alternative, and long-term
global perspectives
6--Demonstrating a knowledge that
environmental issues should be an international concern
7--Recognizing that philosophies, objectives,
and practices of various types of resource management are sometimes
incompatible, often necessitating compromises and tradeoffs
8--Recognizing that the development of
accountability toward the environment is essential for the continued health of
the planet
9--Developing an
awareness of personal responsibility as stewards of the local and global
environment
AUTHORITY NOTE:
Promulgated in accordance with R.S. l7:6.
