Standards and Indicators

Ohio Academic Content Standards for Social Studies:

History

 Indicators (Behavioral Objectives):

1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events
2. Analyze the causes of World War II including:
   1. Appeasement;
   2. Axis expansion;
   3. The role of the Allies.
3. Analyze the consequences of World War II including:
   1. Atomic weapons;
   2. Civilian and military losses;
   3. The Holocaust and its impact.

Ohio Academic Content Standards for Language Arts:

Ohio ACS for Technology:

Technology for Productivity Applications Standard:

Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning, and solve problems by investigating, troubleshooting and experimenting using technical resources.

Indicators (Behavioral Objectives):

1.      Start, use, and exit software programs with teacher assistance.
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

1.      Describe how productivity tools are used to create documents, presentations and drawings.
(Verbal Linguistic)

2.      Use technology resources with teacher assistance for communication and illustration of thoughts and ideas (e.g., creative stories, drawings, presentations, publication software).
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

3.      Identify and use a variety of software programs.
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

4.      Demonstrate how you can find answers to problems using electronic resources including the Internet.
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

5.    Save, transport, and access stored information from portable devices (e.g., portable hard drives, USB devices, memory sticks).
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

6.    Demonstrate how technology productivity tools can be used to help understand data.
(Verbal Linguistic, Visual Spatial, Bodily Kinesthetic, Interpersonal)

7.    Analyze data collected.
(Verbal Linguistic, Visual Spatial, Mathematical Abstract , Bodily Kinesthetic, Interpersonal)

Ohio ACS for Language Arts:

Writing Process Standard

Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Indicators (Behavioral Objectives):

1.      Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2.      Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

3.      Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

4.      Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

5.      Use organizational strategies (e.g., notes and outlines) to plan writing.

6.      Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

Writing Applications Standard

Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

Indicators (Behavioral Objectives):

Write informational essays or reports, including research that:

a.       pose relevant and tightly drawn questions that engage the reader;

b.       provide a clear and accurate perspective on the subject;

c.       create an organizing structure appropriate to the purpose, audience and context;

d.       support the main ideas with facts, details, examples and explanations from sources; and

e.       document sources and include bibliographies.

Research Standard

Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

1. Identify a topic and questions for research and develop a plan for gathering information.

2. Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Identify important information found in the sources and summarize important findings.

4. Create categories to sort and organize relevant information charts, tables or graphic organizers.

5. Discuss the meaning of plagiarism and create a list of sources.

6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

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A Cyber Teacher Creation:  Kathleen Bartos