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Community Container Gardens

High School, Interdisciplinary

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Description of Unit

Students will take on the task of designing container gardens that will be strategically placed throughout the community. This project is designed for eleventh- or twelfth-grade students. Students who undertake this project will benefit from having taken various CTE classes that feature elements of welding, fabrication, design, landscaping, etc. The garden containers will add beauty and a touch of green to local areas. To this end, students will meet with city/county officials, public works directors, and various civic organizations to gather information about where they would suggest placing container gardens. Students will also consult with local landscape designers, horticulturists, garden clubs, and plant enthusiasts to gain knowledge about the types of plants that grow well in the region (ideally those that require very little water and maintenance). Students will use this information to design the garden containers and customize them to fit in the selected spaces. Some of the containers may need to be designed for placement in a downtown setting (e.g., along busy sidewalks), while other will be placed in a more natural setting (e.g., a park or school campus). Each design will vary. Therefore, students will develop a master plan—perhaps on a map or some type of visual—of how the garden containers will be placed throughout the community. Students will work with the teacher to determine how many containers will be constructed and placed (perhaps a total of three to accommodate the timeframe of the course). Students will then research all of the factors/needs/steps that will go into designing, constructing, planting, and maintaining these containers. This will include construction costs, labor needs/costs, placement of the containers, the types of plants, and plans for irrigation, upkeep, and maintenance over time. Students will work with the teacher to develop a timeline for the project, formulate budget projections, and package the project plan into a multimedia format for presentation throughout the community (e.g., to civic groups). The students and teacher will also need to look at potential revenue streams to fund the project and plan accordingly. Finally, students will construct the containers, obtain the necessary soil and plants, and coordinate a date on which the containers will be installed. This step will take much coordination and cooperation from various sources. The project will require students to network with other groups within the community in order to be successful. Throughout the project, it will benefit the student to shadow or consult with landscapers, designers, public works directors, nursery owners, and gardeners. 

This guide links the Community Container Gardens unit to the Texas Essential Knowledge and Skills (TEKS) for eleventh and twelfth graders. Community Container Gardens is a civic-volunteer, research-based unit that allows students to explore their community and discover areas where beautification efforts are needed. Community Container Gardens also allows students to work with local volunteer groups, municipal officials, public works and parks employees, horticulturists, landscape designers, metal and wood fabricators, and civic organizations to learn about the basic needs that go along with this type of community garden project (e.g., types of plants, irrigation, maintenance). After consulting with experts, students will design garden containers that best suit their local environment. Students will explore the importance of landscape design and beautification, and they will learn about how various groups can work together to achieve a goal within the community. This unit has interdisciplinary connections to landscape design, Texas history (e.g., native plants), math, science, English language arts, basic foundations of research and writing/documentation, and local government. It also allows students to become exposed to some of the skills needed to be a landscape architect, horticulturist, city planner, public works employee, or community organizer. Students will learn how to formulate a cost analysis and budget for the project. The following document includes the applicable TEKS and the details of the Community Container Garden unit. 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

  1. Students will need to take a community-garden needs assessment by walking or driving around the community and searching for possible areas that are in need of beautification. They may interview residents, city officials, or civic members while trying to locate appropriate areas. In their search, students should consider the following: 
    1. Focus on major thoroughfares throughout the community. This will maximize visibility of the project. 
    2. Ensure that the placement of garden containers/planters won’t obstruct the vision of motorists or impede pedestrian traffic. 
    3. Look for areas that really need enhancement; areas of town that might be neglected. 
    4. Find out from local master gardening programs, garden clubs, or civic groups what existing beautification efforts are underway in the community (so as not to duplicate what another organization is already working on). 
  2. Students will conduct online research to determine what type of containers and plants would work well in their area. Their research should include designs, plans, and ideas for installing the containers. Students may need to consult with landscapers, horticulturists, or local garden club and gardener societies. Additional interviews with city/county officials about topics such as sight lines, traffic flow (auto and pedestrian), feasibility, maintenance, and irrigation may help inform the project. Students should consider the following questions in their research and consultations: 
    1. What container building materials are most appropriate for the climate and weather conditions? (This is to prevent rot, mildew, and general breakdown in the months and years to come.) 
    2. How heavy will these containers be? 
    3. What is the best, most efficient way to move the containers and get them into place once they are constructed? 
    4. What types of plants need sun? What types need shade? Are most containers going to be placed in the sun or shade? 
    5. What types of plants are drought tolerant and grow well in this climate? 
    6. What is a reasonable plan for irrigation? Will the plants not require irrigation systems? 
    7. Is there a style or design of container that fits well into the existing landscape or character of the town? For example: Rustic wooden containers for a natural feel; something formal for an important downtown building; or something fun and whimsical for a children’s area of the city park. 
  3. The students will need to work with the teacher to create a cost analysis based on their research and consultations. They should consider how much each planter costs and how many total planters will be built. Once a cost analysis has been formulated, the students and teacher will need to seek funding. This may require fundraisers, public speaking events (to build support), or collaboration with local groups who have funds earmarked for such projects. Questions to consider while investigating funding include the following: 
    1. Who can help brainstorm ideas for fundraising? 
    2. What type of fundraisers seem to yield the best results with the least amount of effort? 
    3. Are there sources or groups (e.g., community clubs, city council, county commission, private individuals) who might like to make monetary donations to the project? 

Phase II. Independent Research

A. Research process 

  1. Selecting a site. Each student will identify sites within the community that need to be beautified. He or she should create a multimedia document (e.g., PowerPoint presentation) with the following information on the sites selected: 
    1. Reasons the sites were selected 
    2. Type of containers to be constructed and materials that will go into construction 
    3. Cost of the containers 
    4. Types of plant to go in the containers and why they have been selected 
    5. Plans for construction, installation, irrigation, and maintenance over time 
  2. Asking guiding questions. Each student will compose a list of guiding questions to direct the project. Questions should be added as the project develops, as he or she will be learning new concepts and steps along the way: 
    1. What sites in the community need to be beautified and why? 
    2. What are the benefits and drawbacks of creating community container gardens? 
    3. Who are some landscape architects, gardening societies, horticulturists, contractors, and city/county officials who might assist me along the way? 
    4. Where can I find templates or instructions to use in constructing the containers? 
    5. Is there a budget template I can use in formulating the budget for the project? 
    6. What are sources of revenue or donations for the project? Will I need to hold fundraisers or are there resources already available in the community for such a project? 
    7. What community groups might assist with the work? 
    8. What city codes, ordinances, and fees/permits might I need to anticipate? 
    9. How do I want to compile and store my findings to eventually present them? 
    10. What is the step-by-step plan for completion of the project (with clearly-defined benchmarks along the way to check progress)? 
  3. Creating a research proposal. The student should include numerous components in the research proposal, including the following: 
    1. The guiding questions (with preliminary, brief, hypothetical answers to the questions) 
    2. A step-by-step plan for completion of the project (with clearly-defined benchmarks along the way to check progress) 
    3. A budget that outlines all the costs for the container gardens (packaging the information in a way for future developers to use) 
  4. Conducting the research. After the teacher has approved the proposal, the student will begin the project by utilizing the identified resources and others he or she may encounter. During this stage, he or she will need to keep a log, note cards, and/or a resource process sheet of all the sources used and what is learned from each one. The student will follow the master plan he or she has developed, editing it as the project unfolds. The student will answer his or her own guiding questions more completely during this research period. Each student should take detailed notes and track how his or her thinking has changed or developed during this time (e.g., successes, frustrations, unexpected extra steps, roadblocks). 


B. The product 

The student will demonstrate his or her knowledge and skills by completing the comprehensive master plan for the community container gardens. The more advanced and detailed the plan is, the better. The teacher will monitor and assess the ongoing research log that the student will keep. The log should detail unexpected obstacles and difficulties and the methods by which these problems were overcome. Final analysis will be a “packaged” plan that can theoretically be turned over to future students and campus or community organizations (e.g., city officials, garden clubs, horticultural clubs) to guide projects involving community container gardens. 

A budget should be created based on the answers to these questions and the master plan should answer the following questions: 

  1. Where will the container gardens be placed within my community? 
  2. What type of building material(s) will I need in order to build them? 
  3. With whom in my community should I contact and work with throughout this project? 
  4. How much money will this cost, and how will I seek funds for completion of the project? 
  5. How much time will it take for me to complete this project, and for what “benchmarks” along the way will I be held responsible? 
  6. Depending on where the planters are placed, what types of plants will be needed, and how will these plants be irrigated and cared for? 
  7. What are other questions I should anticipate throughout this project? 

C. Communication 

The student has many potential audiences for presenting the final plan/project. The teacher may ask the student to present the project to classmates, the principal/administration, the school board, the city council, a county commission, a historical board, the library board, a genealogical society, a Rotary or Masons Club, garden clubs, plant societies, etc. The teacher may use these presentations as part of the summative assessment. The student will gain valuable experience in speaking, presenting, and bundling information into an electronic form. These skills will help the student in his post-graduation work and in life. Finally, the teacher and student will hold a summative reflection on the project. The teacher may send a questionnaire to various community members who played a role in the project and use their remarks as part of the final assessment. The student should be encouraged to send copies of his or her proposal/findings to any interested groups, to be used as a tool for future beautification efforts in the community. 

D. A completed project consists of:

  • A research log
  • The final budget
  • A list of community professionals/consultants/agencies
  • A Works Cited page
  • A final presentation (with visible evidence of project)

Additional Resources:

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

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)(1)(E)
use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.
110.33(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.
110.33(b)(9)(A)
summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;
110.33(b)(9)(B)
distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;
110.33(b)(9)(C)
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;
110.33(b)(9)(D)
synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
110.33(b)(10)
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
110.33(b)(10)(B)
analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.
110.33(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.33(b)(11)(A)
evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts);
110.33(b)(11)(B)
translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
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)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.33(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;
110.33(b)(13)(C)
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
110.33(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.33(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.33(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.33(b)(15)(B)
write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:
110.33(b)(15)(B)(i)
a clearly stated purpose combined with a well-supported viewpoint on the topic;
110.33(b)(15)(B)(ii)
appropriate formatting structures (e.g., headings, graphics, white space);
110.33(b)(15)(B)(iii)
relevant questions that engage readers and consider their needs;
110.33(b)(15)(B)(iv)
accurate technical information in accessible language;
110.33(b)(15)(B)(v)
appropriate organizational structures supported by facts and details (documented if appropriate);
110.33(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
110.33(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 (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(16)(A)
a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;
110.33(b)(16)(B)
accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
110.33(b)(16)(C)
an organizing structure appropriate to the purpose, audience, and context;
110.33(b)(16)(D)
information on the complete range of relevant perspectives;
110.33(b)(16)(E)
demonstrated consideration of the validity and reliability of all primary and secondary sources used;
110.33(b)(16)(F)
language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).
110.33(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.33(b)(17)(A)
use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases);
110.33(b)(17)(B)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
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)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.33(b)(20)(B)
formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
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.
110.33(b)(21)(A)
follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
110.33(b)(21)(B)
systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
110.33(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.33(b)(22)(B)
differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument;
110.33(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(23)(A)
provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
110.33(b)(23)(B)
uses a variety of formats and rhetorical strategies to argue for the thesis;
110.33(b)(23)(C)
develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
110.33(b)(23)(D)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials;
110.33(b)(23)(E)
is of sufficient length and complexity to address the topic.
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(24)(A)
listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions;
110.33(b)(24)(B)
evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.
110.33(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.33(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(1)(A)
determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
110.34(b)(1)(B)
analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;
110.34(b)(1)(C)
use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);
110.34(b)(1)(D)
analyze and explain how the English language has developed and been influenced by other languages;
110.34(b)(1)(E)
use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.
110.34(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.
110.34(b)(9)(A)
summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;
110.34(b)(9)(B)
explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;
110.34(b)(9)(C)
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;
110.34(b)(9)(D)
synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
110.34(b)(10)
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
110.34(b)(10)(A)
evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text;
110.34(b)(10)(B)
draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(11)(A)
draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text;
110.34(b)(11)(B)
evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.34(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;
110.34(b)(13)(C)
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
110.34(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.34(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(15)(A)
write an analytical essay of sufficient length that includes:
110.34(b)(15)(A)(i)
effective introductory and concluding paragraphs and a variety of sentence structures;
110.34(b)(15)(A)(ii)
rhetorical devices, and transitions between paragraphs;
110.34(b)(15)(A)(iii)
a clear thesis statement or controlling idea;
110.34(b)(15)(A)(iv)
a clear organizational schema for conveying ideas;
110.34(b)(15)(A)(v)
relevant and substantial evidence and well-chosen details;
110.34(b)(15)(A)(vi)
information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources;
110.34(b)(15)(A)(vii)
an analysis of views and information that contradict the thesis statement and the evidence presented for it;
110.34(b)(15)(B)
write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:
110.34(b)(15)(B)(i)
a clearly stated purpose combined with a well-supported viewpoint on the topic;
110.34(b)(15)(B)(ii)
appropriate formatting structures (e.g., headings, graphics, white space);
110.34(b)(15)(B)(iii)
relevant questions that engage readers and address their potential problems and misunderstandings;
110.34(b)(15)(B)(iv)
accurate technical information in accessible language;
110.34(b)(15)(B)(v)
appropriate organizational structures supported by facts and details (documented if appropriate);
110.34(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
110.34(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 (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.34(b)(16)(A)
a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);
110.34(b)(16)(B)
accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
110.34(b)(16)(C)
an organizing structure appropriate to the purpose, audience, and context;
110.34(b)(16)(D)
information on the complete range of relevant perspectives;
110.34(b)(16)(E)
demonstrated consideration of the validity and reliability of all primary and secondary sources used;
110.34(b)(16)(F)
language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs);
110.34(b)(16)(G)
an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.
110.34(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(17)(A)
use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases);
110.34(b)(17)(B)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
110.34(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.
110.34(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.34(b)(20)(B)
formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
110.34(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.
110.34(b)(21)(A)
follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
110.34(b)(21)(B)
systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
110.34(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
110.34(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.34(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.34(b)(22)(B)
differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument;
110.34(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(23)(A)
provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
110.34(b)(23)(B)
uses a variety of formats and rhetorical strategies to argue for the thesis;
110.34(b)(23)(C)
develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
110.34(b)(23)(D)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials;
110.34(b)(23)(E)
is of sufficient length and complexity to address the topic.
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(24)(A)
listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions;
110.34(b)(24)(B)
assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.
110.34(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.34(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

111.48, Algebraic Reasoning

111.48(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.48(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.48(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.48(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.48(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.48(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.48(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.48(c)(1)(G)
display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
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.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
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.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
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.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
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.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
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.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.I.C.2
Convert units within and between systems of measurement.
M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.V.C.3
Make predictions using summary statistics.
M.V.C.4
Identify and explain misleading uses of data.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
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.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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