Candidate Z in 2016

High School, Social Studies

7E Model

Print Task

Description of Unit

The student imagines himself or herself as the webmaster of a candidate for public office who wants to take his or her message to the citizens more directly than simply through television appearances or press releases. To that end, the webmaster is responsible for developing a website that will attract a high number of readers and give the candidate an opportunity to talk directly to those readers. In addition to standard, static web pages featuring the candidate’s party’s platform, the candidate’s press releases, biography, and so forth, the webmaster should also aim for an interactive experience by providing “new media” features such as, blogs, podcasts, discussion boards, image galleries of the candidate on the road, live chats, or user-submitted questions to which the candidate provides answers.

This guide links the Candidate Z in 2016 unit to the Texas Essential Knowledge and Skills (TEKS) for tenth and eleventh graders. Candidate Z is a technology unit that allows students to explore the increasingly important relationship between politics and the Internet, specifically the ways in which the Internet can enable candidates to interface more directly with the voters. Candidate Z also has interdisciplinary connections to government and political science. For example, students will become familiar with different styles and forms of leadership, political socialization, and communication techniques that influence perception, attitudes, and behavior, as covered in the social studies TEKS. They will also see the importance of voluntary individual participation in the U.S. democratic society, as the United States Government section of the social studies TEKS requires. The following document includes the applicable TEKS and the details of the Candidate Z unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Students visit websites of real candidates for office, as well as websites for the Democratic and Republican parties and the White House, to get a sense of the kind of content voters typically find on such websites. Students will also get a sense of the kind of visual aesthetic that is considered appropriate for a professional candidate’s web presence.

Phase II. Independent Research

A. Research process

Selecting a topic. Each student creates a candidate, including sketching a brief biography and list of positions on various issues. They can base their creation on a contemporaneous or past political figure, or they may create a completely fictitious one.
Asking guiding questions. Once students have created their candidate, each student should think of three to five guiding questions, such as:
- How do I create a website, including both static web pages and database-driven dynamic pages? What tools do I need to acquire and what technologies do I need to learn?
- What are some effective or creative ways that a candidate might use his or her website to attract the attention of voters? How can I make this website more interesting and attractive to voters than traditional political candidate websites, so that voters will return to the site again and again, and even become inspired to take an active part in the political process?
- Once a voter is at the website, what kinds of information does the candidate want to impart to those voters, and how does he want to impart it? What can I, the webmaster, do to present this information in a visually-appealing and consistent manner?
- How can I make the site interactive, so that the voters can communicate with the candidate as readily (or almost as readily) as the candidate communicates with the voters?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include numerous components in the research proposal:
- The guiding questions created in Phase II, A, 2, along with preliminary, brief, hypothetical answers to the questions.
- A budget, outlining the cost of creating and operating a website, such as the cost of a domain name and a hosting plan, including different prices for different levels of hosting services and a discussion of which level of hosting service seems most appropriate for a national candidate’s primary website. Also included will be any software or tools necessary to get the job done (for instance, Macromedia Dreamweaver).
- A preliminary sitemap, outlining each section of the website and detailing what kind of content each section will house.
- A plan for learning how to create a website, including what resources the student will use to learn HTML, CSS, a scripting language of the student’s choice, and a database of the student’s choice (including SQL), be they books or websites. Students should also investigate how pre-existing software, such as the Wordpress blogging software or the PHPBB discussion board software, can be plugged into the candidate’s website in lieu of creating such software from scratch; this would include advantages and disadvantages of choosing readymade software over homemade software or vice versa.
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one. The student will study either the books he/she bought or the website he/she found to learn the various technologies necessary to create a website, flesh out the candidate he or she has created, and solidify what the sections of the website will be. The student answers his or her guiding questions more completely during this research period, keeping detailed notes tracking how his or her thinking has changed or developed during this time, including successes and frustrations.

B. The product

The student demonstrates his or her knowledge of web technologies by creating the proposed website, creating an aesthetically-pleasing and professional design and then populating that design with content about/by the fictitious candidate. The more advanced the site is—without going entirely over the top, of course—the better; for instance, a static site with little more than press releases and biographical information would be less interesting than a site with static content plus a blog written by the candidate and his advisors that is updated on a regular basis, which in turn would be less interesting than a site with static content, a blog, and a discussion board where the candidate rolls up his sleeves and answers voters’ questions.

The point is to create an interactive website that gives voters access to the candidate to an unprecedented extent; this should encourage the student to think about the nature of democracy, especially its participatory aspects, including both advantages and disadvantages to the idea of an easily-accessible candidate.

C. Communication

The student presents the various sections of his or her website and introduces the class to his or her candidate, without going into too many details of the candidate’s policy positions beyond perhaps placing the candidate on the liberal-conservative spectrum, or of what it takes to create and operate a website beyond perhaps explaining how HTML, CSS, a scripting language, and a database interact with each other to generate dynamic content with an aesthetically-pleasing look and feel.

The student also discusses issues of interactivity and the decision to make the candidate more accessible to voters, including the advantages and disadvantages mentioned above, explaining why candor and transparency is important for a candidate interested in reaching the voters through non-traditional media, as well as the potential pitfalls that candor and transparency can lead to.

D. A completed project consists of:

The research proposal
The budget
Sitemap
A log, note cards, or resource process sheets
Printed screenshots of key sections of the website, or a URL to the actual site
A Works Cited Page
An audiotape or videotape of the presentation, including the unscripted Q&A session

Elicit

Announce that the classroom rules are changing. Choose some new rules that students are unlikely to approve of. For example, students will be required to stand for the entire class, or bring the teacher candy if they want to get a grade higher than a B. When students object, announce that you are in charge and you make the rules. You can then reveal that this was a simulation to show the benefits of a democratic society. Ask students to define democracy and list its benefits and challenges. Record responses on the board or on chart paper.

Engage

Hold a mock election in your classroom. Students can vote from a ballot of fictional candidates. For example, cartoon characters or pop stars for President. If there is a local, state, or federal election happening soon, consider using the real candidates in your mock election.

In small groups, students make a list of qualities that make someone a good candidate for office. This can include personality traits as well as experiences.

As a class, start a KWL chart where students list what they know (K) about politics and running for office and things they want to know (W). Throughout the remainder of the tasks students can add what they have learned (L).

Explore

Ask students to find examples of the dos and don’ts of political campaigns. Students find media that shows something positive a candidate has done during a campaign, such as giving a motivational speech, making positive public appearances, volunteering in the community, or having a catch slogan or commercial. Students also find an example of something a candidate has done that has not benefited their public image, such as speaking negatively about opponents or accepting donations from questionable sources. Students prepare a short presentation to share their examples with the class.

Explain

Invite a local politician as a guest speaker to speak to students about running for office and serving the public. To prepare for the speaker, students generate a list of questions based on what they wrote on the KWL chart from the Engage activity, and with the knowledge that their work will be centered on candidates’ digital campaigns. Students can use the Internet to research the speaker as well as their role in the political system and their previous campaigns and opponents.

Explore

Students explore the role social media currently plays in political campaigns and the ways this has changed politicians’ campaign strategies. Students analyze, compare, and contrast social media campaigns for two candidates who are running for the same office. Ask students to identify how social media changes the way candidates and voters interact.

Explain

Review the KWL chart created in the Engage activity. Ask students how social media and websites influence political campaigns. Explain that students will need to create a website later in this task. Lead students in a basic introduction to web design and writing code for a website.

First, introduce the processes of wire framing and planning a website. Students explore how designers and developers decide on the layout and functions of a website.

Introduce students to writing code by engaging in the following exercise. Explain that computers understand two things, on and off. Therefore, a programmer must be very specific when giving it directions, or programming it. To show how explicit these directions must be, ask students to write a set of instructions for a simple activity that could be performed in the classroom. For example, how to sharpen a pencil. Tell students to be as specific as they possibly can, down to each detail. Students pair up and exchange their directions with a partner. Partners attempt to complete the activity but must follow directions exactly, as a computer would. For example, if a student leaves out the simple direction or step of starting the task by walking to the pencil sharpener from his or her starting location (i.e., desk), the task could not be completed unless the student following the directions was able to reach the pencil sharpener from his or her desk. While a human might be able to scan the room for the location of the pencil sharpener and know that he needs to stand up and put one foot in front of the other until he reaches it, a computer would not have this information.

So how do programmers communicate information to a computer? Students complete a tutorial that teaches Hyper Text Markup Language (HTML) and Cascading Style Sheets (CSS), the basic building blocks of websites. If you are unfamiliar with this process, consider eliciting the help of a computer science teacher or a volunteer from the community who can lead students in a wire framing and/or coding workshop

Elaborate (Phase ll)

Research process

1. Selecting a topic. Each student creates a candidate, including sketching a brief biography and a list of positions on various issues. They can base their creation on a contemporaneous or past political figure, or they may create a completely fictitious one.

2. Asking guiding questions. Once students have created their candidate, each student should think of three to five guiding questions, such as:

How do I create a website? What tools do I need to acquire and what technologies do I need to learn?
What are some effective or creative ways that a candidate might use his or her website to attract the attention of voters? How can I make this website more interesting and attractive to voters than traditional political candidate websites, so that voters will return to the site again and again, and even become inspired to take an active part in the political process?
Once a voter is at the website, what kinds of information does the candidate want to impart to those voters, and how does he or she want to impart it? What can I, the webmaster, do to present this information in a visually-appealing and consistent manner?
How can I make the site interactive, so that the voters can communicate with the candidate as readily (or almost as readily) as the candidate communicates with the voters?

While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him or her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.

3. Creating a research proposal. The student should include numerous components in the research proposal:

The guiding questions created in Phase II, A, 2, along with preliminary, brief, hypothetical answers to the questions.
A budget, outlining the cost of creating and operating a website, such as the cost of a domain name and a hosting plan, including different prices for different levels of hosting services, and a discussion of which level of hosting service seems most appropriate for a national candidate’s primary website. Also included will be any software or tools necessary to complete the job (for instance, Macromedia Dreamweaver).
A preliminary sitemap, outlining each section of the website and detailing what kind of content each section will house.
A plan for learning how to create a website, including what resources such as books or websites the student will use to learn HTML, CSS, a scripting language of the student’s choice, and a database of the student’s choice (including SQL). Students should also investigate how pre-existing software, such as the Wordpress blogging software or the PHPBB discussion board software, can be plugged into the candidate’s website in lieu of creating such software from scratch; this would include advantages and disadvantages of choosing readymade software over homemade software or vice versa.

4. Conducting the research. After you have approved student proposals, each student begins using the resources he or she has identified and others he or she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he or she uses and what he or she learns from each one. The student will study either the books he or she bought or the website he or she found to learn the various technologies necessary to create a website, flesh out the candidate he or she has created, and solidify what the sections of the website will be. The student answers his or her guiding questions more completely during this research period, keeping detailed notes tracking how his or her thinking has changed or developed during this time, including successes and frustrations.

Explain

Students will present their websites. Students should describe their candidate and the process they went through to design and build the site.

The product

The student demonstrates his or her knowledge of web technologies by creating the proposed website, creating an aesthetically-pleasing and professional design, and then populating that design with content about/by the fictitious candidate. The more advanced the site is—without going entirely over the top, of course—the better; for instance, a static site with little more than press releases and biographical information would be less interesting than a site with static content plus a blog written by the candidate and his or her advisors that is updated on a regular basis. The latter example, in turn, would be less interesting than a site with static content, a blog, and a discussion board where the candidate rolls up his sleeves and answers voters’ questions.

The point is to create an interactive website that gives voters access to the candidate to an unprecedented extent; this should encourage the student to think about the nature of democracy, especially its participatory aspects, including both advantages and disadvantages to the idea of an easily-accessible candidate.

Communication

The student presents the various sections of his or her website and introduces the class to his or her candidate. Without going into too many details, the student may want to explain the candidate’s policy positions, perhaps placing the candidate on the liberal-conservative spectrum, or discuss what it takes to create and operate a website, perhaps explaining how HTML, CSS, a scripting language, and a database interact with each other to generate dynamic content with an aesthetically-pleasing look and feel.

The student also discusses issues of interactivity and the decision to make the candidate more accessible to voters, including the advantages and disadvantages mentioned above, explaining why candor and transparency are important for a candidate interested in reaching voters through non-traditional media, as well as the potential pitfalls that candor and transparency can lead to

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self-or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

The research proposal
The budget
Wireframes
Sitemap
A log, note cards, or resource process sheets
Printed screenshots of key sections of the website, or a URL to the actual site
A Works Cited Page
An audiotape or videotape of the presentation, including the unscripted Q&A session

In what ways did the student:

develop sophisticated, open-ended questions about the self-selected topic;
use a variety of sources that access advanced content and include multiple perspectives;
collect data using the tools of the discipline;
analyze and interpret the data;
capture and apply their analysis through an original product; and
communicate his or her research findings, learning, and ideas to an audience using the language of the discipline?

Extend

Candidate Z in 2016 provides students with opportunities to study complex, real-world problems. Interdisciplinary extension activities are listed below.

Science
As students learn how websites are built they may wonder about the hardware within a computer and how the Internet allows for the exchange of information across time and space. Show students the basic components of a computer: resistors and circuits. Allow students to observe the insides of basic computers such as a solar calculator. Consider allowing students to build simple 4-bit computers.

Math
Explore the relationship between writing code and mathematical concepts. Ask students to answer the following questions, “At what level of math does a web developer need to be proficient? How is this math used in different development tasks?”

Social Studies
Explore ways political campaigns in the United States are similar or different from those in other countries. Students choose another country and report on the differences and similarities in their campaigns, including rules, styles, and general government structure.

English Language Arts
Review the elements of writing and conducting a public speech. Students write and give a speech as their candidate. They may choose to dress up as their candidate. This speech could be recorded and posted on their website. Students should also consider how they could use their site and/or social media to promote and enhance their speech.

Fine Arts
As students learn about code, they should know that there are more possibilities than just websites. Visual art can be created with code. Lead students in an exploration of art made with code.

This unit may address the following TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(6): Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
110.32(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9): Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

110.33, English Language Arts and Reading, English III

110.33(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.
110.33(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

111.43, Mathematical Models with Applications

111.43(c)(1): Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.43(c)(8): Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event.
111.43(c)(9): Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences.
111.43(c)(10): Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study.

112.44., Integrated Physics and Chemistry (One Credit), Adopted 2020

112.44(c)(1): Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.44(c)(3)(A): develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

113.41, United States History Studies Since 1877

113.41(c)(11): History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century.
113.41(c)(12): Geography. The student understands the impact of geographic factors on major events.
113.41(c)(13): Geography. The student understands the causes and effects of migration and immigration on American society.
113.41(c)(14): Geography. The student understands the relationship between population growth and modernization on the physical environment.
113.41(c)(19): Government. The student understands changes over time in the role of government.
113.41(c)(21): Government. The student understands the impact of constitutional issues on American society.
113.41(c)(24): Citizenship. The student understands the importance of effective leadership in a constitutional republic.
113.41(c)(26): Culture. The student understands how people from various groups contribute to our national identity.
113.41(c)(27): Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(31): Social studies skills. The student uses geographic tools to collect, analyze, and interpret data.
113.41(c)(32): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.42, World History Studies

113.42(c)(15): Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.
113.42(c)(16): Geography. The student understands the impact of geographic factors on major historic events and processes.
113.42(c)(21): Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.
113.42(c)(23): Culture. The student understands the history and relevance of major religious and philosophical traditions.
113.42(c)(25): Culture. The student understands how the development of ideas has influenced institutions and societies.
113.42(c)(28): Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present.
113.42(c)(29): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.42(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.42(c)(31): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.43, World Geography Studies

113.43(c)(2): History. The student understands how people, places, and environments have changed over time and the effects of these changes.
113.43(c)(5): Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
113.43(c)(6): Geography. The student understands the types, patterns, and processes of settlement.
113.43(c)(8): Geography. The student understands how people, places, and environments are connected and interdependent.
113.43(c)(15): Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
113.43(c)(16): Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
113.43(c)(18): Culture. The student understands the ways in which cultures change and maintain continuity.
113.43(c)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.43(c)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.43(c)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.44, United States Government

113.44(c)(1): History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents.
113.44(c)(2): History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present.
113.44(c)(4): Geography. The student understands why certain places or regions are important to the United States.
113.44(c)(5): Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system.
113.44(c)(6): Economics. The student understands the relationship between U.S. government policies and the economy.
113.44(c)(8): Government. The student understands the structure and functions of the government created by the U.S. Constitution.
113.44(c)(10): Government. The student understands the processes for filling public offices in the U.S. system of government.
113.44(c)(11): Government. The student understands the role of political parties in the U.S. system of government.
113.44(c)(12): Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems.
113.44(c)(14): Citizenship. The student understands the difference between personal and civic responsibilities.
113.44(c)(15): Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic.
113.44(c)(16): Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic.
113.44(c)(18): Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations.
113.44(c)(19): Science, technology, and society. The student understands the impact of advances in science and technology on government and society.
113.44(c)(20): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.44(c)(21): Social studies skills. The student communicates in written, oral, and visual forms.
113.44(c)(22): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.45, Psychology

113.45(c)(3): Science of psychology. The student understands the relationship between biology and behavior.
113.45(c)(4): Science of psychology. The student understands how sensations and perceptions influence cognition and behavior.
113.45(c)(5): Individual development. The student understands that development is a life-long process.
113.45(c)(6): Individual development. The student understands behavioral and social learning theories.
113.45(c)(7): Individual identity. The student understands the principles of motivation and emotion.
113.45(c)(13): The individual in society. The student will understand the influence of society and culture on behavior and cognition.
113.45(c)(14): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.45(c)(15): Social studies skills. The student communicates in written, oral, and visual forms.
113.45(c)(16): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.45(c)(17): Social studies skills. The student develops long-term and short-term goal-setting skills for individual and community problem solving.
113.45(c)(18): Science and technology. The student understands the relationship of changes in technology to personal growth and development.

113.46, Sociology

113.46(c)(1): Foundations of sociology. The student understands the theoretical perspectives of the historical interpretations of human social development.
113.46(c)(2): Foundations of sociology. The student understands how society evolves and cause and effect of social and institutional change.
113.46(c)(3): Culture and social structure. The student examines world cultures.
113.46(c)(4): Culture and social structure. The student understands types of groups and their functions.
113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Social inequality. The student understands the nature of social stratification in society.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Changing world. The student understands how collective behavior, social movements, and modernization contribute to a changing social world.
113.46(c)(19): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Esta unidad puede abordar los siguientes TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.32(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(6): Lectura/comprensión de textos literarios/literatura que no es de ficción. Comprende, infiere y saca conclusiones sobre las variadas estructuras y rasgos de la literatura de no ficción, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes evalúen la función de la sintaxis y la dicción y el efecto de la voz, el tono y la evocación de imágenes en un discurso, ensayo literario u otra forma de textos literarios no ficticios.
110.32(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen la idea central y el propósito específico de un pasaje y los elementos textuales que los apoyan elaboran, incluyendo los detalles más importantes y los detalles menos importantes.
110.32(b)(9): Lectura/comprensión de textos informativos/textos expositivos. Analiza, infiere y saca conclusiones sobre el texto expositivo y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.32(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.32(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.32(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.32(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.32(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.

110.33, English Language Arts and Reading, English III

110.33(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.33(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.33(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen cómo el estilo, el tono y la dicción de un texto aportan al propósito y perspectiva o postura del autor.
110.33(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.33(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones. Se espera que los estudiantes usen las convenciones de puntuación y uso de mayúsculas de manera correcta y consistente.
110.33(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.33(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.

111.43, Mathematical Models with Applications

111.43(c)(1): Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
111.43(c)(8): Modelos matemáticos en estudios sociales. El estudiante aplica procesos matemáticos para determinar el número de elementos en un espacio muestral finito y calcular la probabilidad de un evento.
111.43(c)(9): Modelos matemáticos en estudios sociales. El estudiante aplica procesos matemáticos y modelos matemáticos para analizar datos en aplicación a los estudios sociales.
111.43(c)(10): Modelos matemáticos en estudios sociales. El estudiante aplica procesos matemáticos para diseñar un estudio y usar técnicas gráficas, numéricas y analíticas para comunicar los resultados del estudio.

112.44., Integrated Physics and Chemistry (One Credit), Adopted 2020

112.44(c)(1): Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.44(c)(3)(A): develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

113.41, United States History Studies Since 1877

113.41(c)(11): Historia. El estudiante comprende los asuntos políticos, económicos y sociales emergentes de los Estados Unidos de la década de 1990 hacia el siglo XXI.
113.41(c)(12): Geografía. El estudiante comprende el impacto de factores geográficos sobre eventos importantes.
113.41(c)(13): Geography. The student understands the causes and effects of migration and immigration on American society.
113.41(c)(14): Geography. The student understands the relationship between population growth and modernization on the physical environment.
113.41(c)(19): Government. The student understands changes over time in the role of government.
113.41(c)(21): Government. The student understands the impact of constitutional issues on American society.
113.41(c)(24): Citizenship. The student understands the importance of effective leadership in a constitutional republic.
113.41(c)(26): Cultura. El estudiante comprende cómo las personas de varios grupos contribuyen a nuestra identidad nacional.
113.41(c)(27): Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.
113.41(c)(28): Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.41(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.41(c)(31): Destrezas de Estudios Sociales. El estudiante usa herramientas geográficas para recopilar, analizar e interpretar datos.
113.41(c)(32): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.42, World History Studies

113.42(c)(15): Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.
113.42(c)(16): Geography. The student understands the impact of geographic factors on major historic events and processes.
113.42(c)(21): Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.
113.42(c)(23): Culture. The student understands the history and relevance of major religious and philosophical traditions.
113.42(c)(25): Cultura. El estudiante entiende cómo el desarrollo de ideas ha influenciado las instituciones y sociedades.
113.42(c)(28): Ciencia, tecnología y sociedad. El estudiante comprende cómo los principales descubrimientos científicos y matemáticos e innovaciones tecnológicas han afectado a las sociedades de 1750 al presente.
113.42(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.42(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.42(c)(31): Destrezas de estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.43, World Geography Studies

113.43(c)(2): Historia. El estudiante comprende cómo las personas, lugares y medio ambientes han cambiado con el tiempo y los efectos de esos cambios.
113.43(c)(5): Geografía. El estudiante comprende cómo los procesos políticos, económicos y sociales dan forma a los patrones y a las características culturales en varios lugares y regiones.
113.43(c)(6): Geografía. El estudiante comprende los tipos, patrones y procesos de los asentamientos.
113.43(c)(8): Geografía. El estudiante comprende cómo las personas, los lugares y el medio ambientes están interconectados y son interdependientes.
113.43(c)(15): Buena ciudadanía. El estudiante comprende cómo los diferentes puntos de vista influyen en el desarrollo de políticas públicas y procesos de toma de decisiones a niveles local, estatal, nacional e internacional.
113.43(c)(16): Cultura. El estudiante comprende cómo los componentes de la cultura afectan la manera en que las personas viven y dan forma a las características de las regiones.
113.43(c)(18): Cultura. El estudiante comprende las formas en que las culturas cambian y las formas en que mantienen continuidad.
113.43(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.43(c)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.43(c)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

113.44, United States Government

113.44(c)(1): History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents.
113.44(c)(2): Historia. El estudiante comprende las funciones asumidas por individuos, partidos políticos, grupos de interés y los medios de comunicación en el sistema político de Estados Unidos, en el pasado y en el presente.
113.44(c)(4): Geography. The student understands why certain places or regions are important to the United States.
113.44(c)(5): Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system.
113.44(c)(6): Economics. The student understands the relationship between U.S. government policies and the economy.
113.44(c)(8): Government. The student understands the structure and functions of the government created by the U.S. Constitution.
113.44(c)(10): Government. The student understands the processes for filling public offices in the U.S. system of government.
113.44(c)(11): Government. The student understands the role of political parties in the U.S. system of government.
113.44(c)(12): Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems.
113.44(c)(14): Citizenship. The student understands the difference between personal and civic responsibilities.
113.44(c)(15): Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic.
113.44(c)(16): Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic.
113.44(c)(18): Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations.
113.44(c)(19): Science, technology, and society. The student understands the impact of advances in science and technology on government and society.
113.44(c)(20): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.44(c)(21): Social studies skills. The student communicates in written, oral, and visual forms.
113.44(c)(22): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.45, Psychology

113.45(c)(3): Science of psychology. The student understands the relationship between biology and behavior.
113.45(c)(4): Science of psychology. The student understands how sensations and perceptions influence cognition and behavior.
113.45(c)(5): Individual development. The student understands that development is a life-long process.
113.45(c)(6): Individual development. The student understands behavioral and social learning theories.
113.45(c)(7): Identidad individual. El estudiante comprende los principios de motivación y emoción.
113.45(c)(13): El individuo en sociedad. El estudiante comprenderá la influencia de la sociedad y la cultura sobre el comportamiento y la cognición.
113.45(c)(14): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.45(c)(15): Destrezas de Estudios Sociales. Se comunica en forma oral, visual y escrita.
113.45(c)(16): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.45(c)(17): Social studies skills. The student develops long-term and short-term goal-setting skills for individual and community problem solving.
113.45(c)(18): Science and technology. The student understands the relationship of changes in technology to personal growth and development.

113.46, Sociology

113.46(c)(1): Foundations of sociology. The student understands the theoretical perspectives of the historical interpretations of human social development.
113.46(c)(2): Foundations of sociology. The student understands how society evolves and cause and effect of social and institutional change.
113.46(c)(3): Cultura y estructura social. El estudiante examina culturas del mundo.
113.46(c)(4): Cultura y estructura social. El estudiante comprende tipos de grupos y sus funciones.
113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Desigualdad social. El estudiante comprende la naturaleza de la estratificación social en la sociedad.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Mundo cambiante. El estudiante comprende cómo el comportamiento colectivo, los movimientos sociales y la modernización contribuyen a un mundo social cambiante.
113.46(c)(19): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.4: Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1: Collaborate on joint projects.
S.I.E.1: Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.II.E.1: Understand descriptive statistics.
S.II.F.1: Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.B.2: Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3: Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1: Evaluate different governmental systems and functions.
SS.I.C.2: Evaluate changes in the functions and structures of government across time.
SS.I.C.3: Explain and analyze the importance of civic engagement.
SS.I.D.1: Identify and evaluate the strengths and weaknesses of different economic systems.
SS.I.D.2: Analyze the basic functions and structures of international economics.
SS.I.E.1: Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2: Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3: Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4: Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1: Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2: Explain and evaluate the concept of gender.
SS.II.B.3: Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4: Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5: Explain the concepts of socioeconomic status and stratification.
SS.II.B.6: Analyze how individual and group identities are established and change over time.
SS.III.A.1: Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2: Connect regional or local developments to global ones.
SS.III.A.3: Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1: Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.2: Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.IV.D.2: Recognize and evaluate counter-arguments.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1: Consider arguments and conclusions of self and others.
CDS.I.B.2: Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.1: Analyze a situation to identify a problem to be solved.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.B.3: Compose and revise drafts.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.C.1: Integrate and organize material effectively.

Mathematics:

M.IV.C: Measurement involving probability
M.IV.C.1: Use probability to make informed decisions.
M.IV.B.2: Compute and interpret the probability of compound events.
M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.V.B.4: Describe patterns and departure from patterns in the study data.
M.VII.C: Logical reasoning
M.VII.A.1: Analyze given information.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Science:

S.I.A.4: Confía en observaciones reproducibles de evidencias empíricas cuando desarrolla, analiza y evalúa explicaciones de eventos y procesos naturales.
S.I.B.1: Diseña y hace investigaciones científicas en las cuales se formulan y se ponen a prueba hipótesis.
S.I.C.1: Colabora en proyectos conjuntos.
S.I.E.1: Usa varios modos de expresión para describir o caracterizar patrones y fenómenos naturales. Estos modos de expresión incluyen descripción escrita, numérica, gráfica, pictórica, simbólica y con lenguaje corporal.
S.II.E.1: Comprende la estadística descriptiva
S.II.F.1: Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.
S.III.D.1: Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
S.III.D.2: Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.

Social Studies:

SS.I.A.2: Analiza la interacción entre las comunidades humanas y el medio ambiente.
SS.I.A.3: Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
SS.I.B.2: Identifica y evalúa las fuentes y patrones de cambio y continuidad a través del tiempo y del espacio.
SS.I.B.3: Analiza las causas y efectos de los principales cambios políticos, económicos y sociales en la historia de Estados Unidos y el mundo.
SS.I.C.1: Evaluar diferentes sistemas y funciones de gobierno.
SS.I.C.2: Evalúa los cambios en las funciones y estructuras de gobierno a través del tiempo.
SS.I.C.3: Explica y analiza la importancia de la participación cívica.
SS.I.D.1: Identifica y evalúa las fortalezas y las debilidades de diferentes sistemas económicos.
SS.I.D.2: Analiza las funciones y estructuras básicas de la economía internacional.
SS.I.E.1: Identifica diversos grupos sociales y examina cómo se forman y cómo y por qué se sostienen a sí mismos.
SS.I.E.2: Define el concepto de socialización y analiza el papel que juega la socialización en el desarrollo y la conducta humana.
SS.I.E.3: Analiza cómo las instituciones sociales (p. ej., matrimonio, familia, iglesia, escuela) funcionan y satisfacen las necesidades de la sociedad.
SS.I.E.4: Identifica y evalúa los orígenes y consecuencias del conflicto social.
SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.II.B.1: Explica y evalúa los conceptos de raza, origen étnico y nacionalismo.
SS.II.B.2: Explica y evalúa los conceptos de género.
SS.II.B.3: Analiza diversos conceptos religiosos, estructuras e instituciones en todo el mundo.
SS.II.B.4: Evalúa cómo conceptos filosóficos e intelectuales importantes han influido en la conducta humana o en la identidad.
SS.II.B.5: Explica los conceptos de posición socioeconómica y estratificación.
SS.II.B.6: Analiza cómo se establece la identidad individual y grupal y cómo cambian con el tiempo.
SS.III.A.1: Distingue patrones espaciales de comunidades humanas que existen dentro de los límites políticos contemporáneos o entre ellos.
SS.III.A.2: Relaciona el desarrollo regional o local con el global.
SS.III.A.3: Analiza cómo y por qué diversas comunidades interactúan y se hacen interdependientes.
SS.III.B.1: Aplica las metodologías de las ciencias sociales para comparar sociedades y culturas.
SS.IV.A.1: Identifica y analiza las ideas principales y los puntos de vista en las fuentes.
SS.IV.A.2: Ubica una fuente informativa en su contexto apropiado.
SS.IV.A.3: Evalúa fuentes desde múltiples perspectivas.
SS.IV.A.4: Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
SS.IV.A.5: Lee críticamente textos narrativos.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.2: Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.D.1: Elabora una tesis apoyada en evidencias.
SS.IV.D.2: Reconoce y evalúa contraargumentos.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.
SS.V.B.1: Acredita las ideas y la información a los materiales de referencia y a los autores.

Cross-Disciplinary Standards:

CDS.I.A.1: Participa en el diálogo y la investigación académica.
CDS.I.A.2: Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
CDS.I.B.1: Considera los argumentos y conclusiones propias y los de los demás.
CDS.I.B.2: Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.C.1: Analiza una situación para identificar un problema a resolver.
CDS.I.C.2: Desarrolla y aplica múltiples estrategias para resolver un problema.
CDS.I.C.3: Reúne sistemáticamente evidencias y datos y los relaciona directamente para resolver un problema.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.E.2: Trabaja de manera colaborativa.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.I.F.2: Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
CDS.I.F.3: Incluye las ideas de otros y las complejidades del debate, tema o problema.
CDS.I.F.4: Entiende y adopta códigos de conducta.
CDS.II.A.1: Usa estrategias efectivas de preparación.
CDS.II.A.2: Usa una variedad de estrategias para comprender el significado de palabras nuevas.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.6: Comenta, resume, parafrasea y describe textos cuando sea apropiado.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.B.3: Redacta y revisa borradores.
CDS.II.C.1: Entiende cuáles temas o preguntas deben investigarse.
CDS.II.C.2: Explora un tema de investigación.
CDS.II.C.3: Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
CDS.II.C.4: Evalúa la validez y confiabilidad de las fuentes.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.6: Diseña y presenta un producto efectivo.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.1: Identifica patrones o divergencias de los patrones entre los datos.
CDS.II.D.2: Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.6: Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.C.1: Integrate and organize material effectively.

Mathematics:

M.IV.C: Measurement involving probability
M.IV.C.1: Use probability to make informed decisions.
M.IV.B.2: Compute and interpret the probability of compound events.
M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.V.B.4: Describe patterns and departure from patterns in the study data.
M.VII.C: Logical reasoning
M.VII.A.1: Analyze given information.