Standards+and+Benchmarks

toc =Standards and Benchmarks= In this unit, Humanities blends the following standards and benchmarks into this project.
 * Shanghai American School**
 * Theme 3: The Environment and Society**

Standard I:
1. Apply the following traits to the writing process a) Ideas b) Organization c) Voice
 * Writing Process: Use the skills and strategies of the writing process**

2. Create expository and persuasive compositions with appropriate structure that have a coherent thesis and make clear and well-supported conclusions

3. Write processed compositions and narratives of varied genres and establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques

5. Regularly use a thesaurus and other tools to choose effective wording

7. Use a variety of prewriting strategies (e.g., makes outlines, uses published pieces as writing models, constructs critical standards, brainstorms, builds background knowledge)

8. Use a variety of strategies to draft and revise written work (e.g., analyzes and clarifies meaning, makes structural and syntactical changes, uses anorganizational scheme, uses sensory words and figurative language, rethinks and rewrites for different audiences and purposes, checks for a consistent point of view and for transitions between paragraphs, uses direct feedback to revise compositions)

9. Use a variety of strategies to edit and publish written work (e.g., eliminates slang; edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; proofreads using reference materials, word processor, and other resources; edits for clarity, word choice, and language usage; uses a word processor or other technology to publish written work)

10. Evaluate own and others’ writing (e.g., applies criteria generated by self and others, uses self-assessment to set and achieve goals as a writer, participates in peer response groups)

Standard II
2. Use formal and informal language appropriate to a clearly identified purpose, audience and circumstance to demonstrate personal style and voice 3. Support ideas with analogies, paraphrases, quotations and/or opinions from authorities, comparisons, and similar devices 4. Establish coherence within and among paragraphs through effective transitions, parallel structures and similar writing techniques
 * Style/Rhetorical Techniques: Use stylistic and rhetorical techniques in a variety of written genre**

Standard III

 * Grammar and Mechanics: Use grammatical and mechanical conventions in a variety of written genre**

1. Identify and use correctly: a variety of sentence structures including varying the use of simple, complex, compound and compound-complex sentences in written compositions, a variety of sentence openings to reinforce the presentation of a lively and effective personal style …. 2. Identify and have proper usage of the eight parts of speech and edit written work to reflect appropriate and effective grammar (e.g., verb tense, pronoun antecedent, run-on sentences, fragments, etc.) 3. Use correct spelling conventions 4. Use correct punctuation and capitalization 5. Produce correctly formatted work that follows the conventional style for the type of document (e.g., personal, business or memorandum)

Standard IV
Use the skills and strategies of the research process - Gather - Analyze and interpret - Respond
 * Research**

1. Plan and conduct a multiple-step research process using print and multimedia resources a) Include a well defined thesis (one that makes a clear and knowledgeable judgment) b) Use a variety of primary and secondary sources, determining the nature and usefulness of each c) Evaluate accuracy and validity of information (e.g., identifying the web address, date of publication, author, target audience, purpose) d) Use the structure and organization of …search engines and directories, and web reference sites e) Exhibit careful reading and insight in interpretations f) Draw supported inferences and judgments through references to the source g) Use research information, sources, etc. to substantiate original thought (personal thesis, claims, conclusions, etc.)

2. Record important ideas, concepts, and direct quotations from significant information sources a) Paraphrase and summarize all perspectives on the topic as appropriate b) Use appropriate methods to cite and document reference sources including a bibliography in MLA format. Avoid plagiarism and use citing sources both for quotes and ideas

3. c) Organize and convey information in an appropriate way d) Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion e) Provide details, reasons, and examples arranging them effectively by anticipating and answering audience concerns and counterarguments f) Present information purposefully and succinctly and meet the needs of the intended audience

Standard II
2.1 Explain and give examples of voluntary and involuntary movement of humans 2.3 Use demographic information to analyze and make inferences relative to the characteristics of different populations,
 * Explore and apply geographic knowledge and skills**

Standard III
3.2 Examine historic and current resources including propaganda, editorials, other primary sources for a point of view (i.e., gender, race, immigrant) 3.3 Use knowledge of facts and concepts to establish a point of view, make decisions and/or take action on a public issue
 * Recognize how time, continuity, and change affect perspectives and relationships**

**National Educational Technology Standards**


In keeping with Shanghai American School's push towards embedding technology within the curriculum, this unit has incorporated specific standards outlined by the ISTE NETS Project into the unit design. To read more about the project, visit the [|ISTE] site and download the National Educational Technology Standards 2007.

Our unit makes use of, teaches, consolidates and/or explores elements from Standards 2 - 5

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