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So, You Have Issues—Now What?: Policy Explorations

High School, Social Studies

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Description of Unit

Students will begin by exploring an issue of relevance within the local community, such as school board elections, water conservation, or public funding of campaigns. As a class, they will explore the issue and make a recommendation to the proper governmental body. Then students—as a class or in groups—will choose a national, state, or local policy issue to investigate. Even though the issue they choose to investigate focuses on one level of government, they will examine how it impacts others. They will consider pros and cons, as well as costs of various solutions. The exploration will culminate in a class debate.

After this task, students will participate as informed stakeholders in the policy-making process. Students will also understand that policies are developed at various levels of government and become familiar with the rules for policy implementation. 

This guide links the So, You Have Issues—Now What? unit to the Texas Essential Knowledge and Skills (TEKS) for ninth and tenth graders. So, You Have Issues—Now What? is a social studies unit that allows students to study important policy issues that have local, state, and national implications. So, You Have Issues—Now What? also has interdisciplinary connections to English Language arts. For example, students write in a variety of forms and prepare, organize, and present informative and persuasive messages, as addressed in the English Language Arts and Reading TEKS. The task also uses probability models to describe everyday situations involving chance, as covered in the Mathematics TEKS. The following document includes the applicable TEKS and the details of the So, You Have Issues—Now What? 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

  1. Introduce the concept of policy and the idea that policies can be created at many levels of government (local, state, and national). Examine different areas where policies are needed (e.g., political campaigns, resource conservation, homeland security, immigration). 
  2. Identify a policy issue that is currently under consideration. You may wish to have the students choose a local issue that is being debated in your community. Students should be divided into at least two groups that have differing opinions on the issue. 
  3. Explore the policy. Use these questions to have a class brainstorming session: 
    • What are the pros and cons? 
    • What are the costs? 
    • How do different groups feel about the issue? 
    • How does the policy look at the different levels (e.g., local, state, national)? How is the policy similar across levels? 
    • What is the difference in laws that are legislated and rules for the laws’ implementation? 
    • What role do ethics play in making and enacting laws? 
  4. Hold a class discussion about the varying points of view which members of each group hold about the chosen issue. Each group should examine: 
    • How they will research the issue so as to persuade others towards their point of view; 
    • Who they will need to consult to provide expert information on the subject; 
    • Which publications they will need to consult for support and details; 
    • Who will be the target audience of the surveys they will conduct in order to bolster their case; 
    • What questions will need to be asked in a focus group format; 
    • Who should be invited into a focus group meeting, and 
    • Where cost information can be found. 
  5. Research the issue by conducting interviews, focus groups, and surveys, as well as researching the topic in current publications. 
  6. Hold a debate about the policy issue, which should include unscripted audience questions.
  7. Determine the most appropriate decision-making or administrative body and evaluate the effectiveness of policy implementation at the various levels. Write a letter to the appropriate audience. Students should present their research-based recommendations to the appropriate governing body (e.g., the school district, city council, or other organization). 

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student chooses an issue of international, national, state, or local significance (e.g., immigration, environment, gas policy, homeland security, natural disasters, stem cell research, Internet piracy). The issue should be of interest to the student.
  2. Asking guiding questions. Once the student has selected a policy issue, he/she should develop questions around the issue while assuming the role of a politician or policy maker: what would you need to know about an issue? He/she should think of three to five guiding questions, such as: 
    • Are there problems with the current policy?
    • What are the costs associated with various solutions/changes?
    • How long would the changes take to implement?
    • What is the breakdown among opinions of constituents?
    • How would the various constituents be affected by the proposed changes?
    • What are the benefits that will result from each solution?
    • What are some ways in which the policy might need to be changed in the future? While these examples are general, the student’s questions should be specific to the chosen policy issue. The questions should lead him/her to form individual research-based opinions. The student should develop a hypothesis or some possible answers to the questions.
  3. Designing and submitting a research proposal. The student should include numerous components in the research proposal:
    • The policy to research
    • Three to five guiding questions he/she will investigate, and hypotheses
    • The five most important things to know
    • Strengths and weaknesses of current policies governing the issue
    • Primary and secondary resources he/she will need to find answers to his/her questions
    • The appropriate decision-making body (e.g., district, city, state, national, international)
    • Consideration of multiple perspectives and how the policy would affect different groups
  4. Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. Students should contact a policymaker or advocate connected to the issue of choice as part of their research process.
  5. Drawing conclusions. Each student should make a list of recommendations or solutions for the policy problem. Then he/she should develop a budget for the recommended solution for the policy issue.

B. The product

The student shows what he/she has learned through one of the following products:

  1. A policy memo. The memo should include a cost-benefit analysis and any proposed recommendations or solutions.
  2. A public relations campaign. The campaign should feature the student’s solution to the policy problem. The student should incorporate appropriate background information and analysis. The campaign can include various components, such as an oral explanation, PowerPoint, brochure, short video for a television commercial, webpage design, article or ad taken out in a newspaper or magazine.
  3. Implementation plan. The student should develop a plan for implementing the proposed policy and what it would look like in practice. Each plan should include projections about the effects of the policy solution in ten years.
  4. A legislative bill. The student should write the language for a bill that includes the realization of the student’s policy recommendations or solutions.  

C. Communication

The student communicates what he/she has learned in one of the following ways. These communication options are aligned with product options 1-4:

  1. A briefing speech that a staffer would make to a policymaker and team.
  2. A conversation between a lobbyist and policymaker.
  3. A presentation that a project manager would make to introduce a new policy that the staff needs to implement.
  4. A speech that a policymaker would make to the policymaking body. The speech should persuade other legislators to vote for the bill.

In a period of no more than 15 minutes, students present their ideas, engaging other students in the content of their work. Audience members should ask unscripted questions for the student to answer.

D. A completed project consists of:

  1. The research proposal, including guiding questions
  2. A research log, note cards, or resource process sheets
  3. Transcript from interview
  4. The product
  5. A Works Cited Page
  6. A videotape or audiotape of the presentation, including the unscripted Q&A session 

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(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.
110.31(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(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.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(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:
110.31(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.
110.31(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(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.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(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.
110.31(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 a written or an oral presentation that:
110.31(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.
110.31(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 presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

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)(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)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
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.
110.32(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 a written or an oral presentation that:
110.32(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.
110.32(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 advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources 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, 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)(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)(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.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
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)(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.
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.

110.34, 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)(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.
110.34(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 consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
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)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(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.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(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)(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)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
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)(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)(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.

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.

113.41, United States History Studies Since 1877

113.41(c)(19)
Government. The student understands changes over time in the role of government.
113.41(c)(24)
Citizenship. The student understands the importance of effective leadership in a constitutional republic.
113.41(c)(25)
Culture. The student understands the relationship between the arts and the times during which they were created.
113.41(c)(26)
Culture. The student understands how people from various groups contribute to our national identity.

113.44, United States Government

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)(3)
Geography. The student understands how geography can influence U.S. political divisions and policies.
113.44(c)(6)
Economics. The student understands the relationship between U.S. government policies and the economy.
113.44(c)(9)
Government. The student understands the concept of federalism.
113.44(c)(17)
Culture. The student understands the relationship between government policies and the culture of the United States.
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)(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.

Additional mathematics, social studies, and science TEKS could apply, depending on the policy issue the student chooses to study. For instance, a student may choose to study the use of stem cells, thereby covering more Science TEKS.

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

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.A.5
 Analyze how various cultural regions have changed over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
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.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.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.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.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
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.7
Compare and analyze how features of genre are used across texts.
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.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
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.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
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.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.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.C.1
Integrate and organize material effectively.
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.B.2
Distinguish between and among primary and secondary sources.

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 an event and its complement.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.C
Logical reasoning
M.VII.A.1
Analyze given information.
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