Parents’ Guide

Bath Local Schools

Eleventh Grade

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

Ordering information for the series may be obtained from the Tuscarawas-Carroll-Harrison ESC.

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1. Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

3. Examine and explain the influence of the English language on world literature, communications and popular culture.

4. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Analyze the rhetorical devices used in public documents, including newspaper editorials and speeches.

2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

3. Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.

4. Distinguish between valid and invalid inferences and provide evidence to support the findings,noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

5. Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

English Language Arts

7. Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.

Reading Applications: Literary Text

Indicator

1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

2. Analyze the historical, social and cultural context of setting.

3. Explain how voice and narrator affect the characterization, plot and credibility.

4. Evaluate the author’s use of point of view in a literary text.

5. Analyze variations of universal themes in literary texts.

6. Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.

7. Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.

8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

Writing Processes

Indicator

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

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

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

4. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

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

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

7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

8. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

10. Use available technology to compose text.

11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

Indicators continued on next page

English Language Arts

12. Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

Writing Applications

Indicator

1. Write reflective compositions that:

a. use personal experiences as a basis for reflection on some aspect of life;

b. draw abstract comparisons between specific incidents and abstract concepts;

c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and

d. move from specific examples to generalizations about life.

2. Write responses to literature that:

a. advance a judgment that is interpretative, analytical, evaluative or reflective;

b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;

c. analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create;

d. identify and assess the impact of possible ambiguities, nuances and complexities within text;

e. anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and

f. provide a sense of closure to the writing.

3. Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that:

a. report, organize and convey information accurately.

b. use formatting techniques that make a document user-friendly.

c. anticipate readers’ problems, mistakes and misunderstandings.

English Language Arts

4. Write informational essays or reports, including research, that:

a. develop a controlling idea that conveys a perspective on the subject;

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

c. include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;

d. make distinctions about the relative value and significance of specific data, facts and ideas;

e. anticipate and address a reader’s potential biases, misunderstandings and expectations; and

f. provide a sense of closure to the writing.

5. Write persuasive compositions that:

a. articulate a clear position;

b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and

c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).

6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1. Use correct spelling conventions.

2. Use correct capitalization and punctuation.

3. Use correct grammar (e.g, verb tenses, parallel structure, indefinite and relative pronouns).

Research

Indicator

1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

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

3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.

5. Integrate quotations and citations into written text to maintain a flow of ideas.

6. Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

7. Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

English Language Arts

Communication: Oral and Visual

Indicator

1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

2. Analyze types of arguments used by a speaker, such as causation, analogy and logic.

3. Critique the clarity, effectiveness and overall coherence of a speaker’s key points.

4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

7. Vary language choices as appropriate to the context of the speech.

8. Deliver informational presentations (e.g., expository, research) that:

a. present a clear and distinctive perspective on the subject;

b. present events or ideas in a logical sequence;

c. support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;

d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);

e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and

f. draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources.

9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish and develop a logical and controlled argument;

b. include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias;

c. use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority, reason, pathos and logic;

d. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and

e. use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Determine what properties hold for matrix addition and matrix multiplication; e.g., use examples to show addition is commutative and when multiplication is not commutative.

2. Determine what properties hold for vector addition and multiplication, and for scalar multiplication.

3. Represent complex numbers on the complex plane.

4. Use matrices to represent given information in a problem situation.

5. Model, using the coordinate plane, vector addition and scalar multiplication.

6. Compute sums, differences and products of matrices using paper and pencil calculations for simple cases, and technology for more complicated cases.

7. Compute sums, differences, products and quotients of complex numbers.

8. Use fractional and negative exponents as optional ways of representing and finding solutions for problem situations; e.g., 27^q = (27³)² = 9.

9. Use vector addition and scalar multiplication to solve problems.

Measurement

Indicator

1. Determine the number of significant digits in a measurement.

2. Use radian and degree angle measures to solve problems and perform conversions as needed.

3. Derive a formula for the surface area of a cone as a function of its slant height and the circumference of its base.

4. Calculate distances, areas, surface areas and volumes of composite three-dimensional objects to a specified number of significant digits.

5. Solve real-world problems involving area, surface area, volume and density to a specified degree of precision.

Geometry and Spatial Sense

Indicator

1. Use polar coordinates to specify locations on a plane.

2. Represent translations using vectors.

3. Describe multiplication of a vector and a scalar graphically and algebraically, and apply to problem situations.

4. Use trigonometric relationships to determine lengths and angle measures; i.e., Law of Sines and Law of Cosines.

5. Identify, sketch and classify the cross sections of three-dimensional objects.

Patterns, Functions and Algebra

Indicator

1. Identify and describe problem situations involving an iterative process that can be represented as a recursive function; e.g., compound interest.

2. Translate a recursive function into a closed form expression or formula for the nth term to solve a problem situation involving an iterative process; e.g., find the value of an annuity after 7 years.

3. Describe and compare the characteristics of the following families of functions: quadratics with complex roots, polynomials of any degree, logarithms, and rational functions; e.g., general shape, number of roots, domain and range, asymptotic behavior.

Indicators continued on next page

Mathematics

4. Identify the maximum and minimum points of polynomial, rational and trigonometric functions graphically and with technology.

5. Identify families of functions with graphs that have rotation symmetry or reflection symmetry about the y-axis, x-axis or y = x.

6. Represent the inverse of a function symbolically and graphically as a reflection about y = x.

7. Model and solve problems with matrices and vectors.

8. Solve equations involving radical expressions and complex roots.

9. Solve 3 by 3 systems of linear equations by elimination and using technology, and interpret graphically what the solution means (a point, line, plane, or no solution).

10. Describe the characteristics of the graphs of conic sections.

11. Describe how a change in the value of a constant in an exponential, logarithmic or radical equation affects the graph of the equation.

Data Analysis and Probability

Indicator

1. Design a statistical experiment, survey or study for a problem; collect data for the problem; and interpret the data with appropriate graphical displays, descriptive statistics, concepts of variability, causation, correlation and standard deviation.

2. Describe the role of randomization in a well-designed study, especially as compared to a convenience sample, and the generalization of results from each.

3. Describe how a linear transformation of univariate data affects range, mean, mode and median.

4. Create a scatterplot of bivariate data, identify trends, and find a function to model the data.

5. Use technology to find the Least Squares Regression Line, the regression coefficient, and the correlation coefficient for bivariate data with a linear trend, and interpret each of these statistics in the context of the problem situation.

6. Use technology to compute the standard deviation for a set of data, and interpret standard deviation in relation to the context or problem situation.

7. Describe the standard normal curve and its general properties, and answer questions dealing with data assumed to be normal.

8. Analyze and interpret univariate and bivariate data to identify patterns, note trends, draw conclusions, and make predictions.

9. Evaluate validity of results of a study based on characteristics of the study design, including sampling method, summary statistics and data analysis techniques.

10. Understand and use the concept of random variable, and compute and interpret the expected value for a random variable in simple cases.

11. Examine statements and decisions involving risk; e.g., insurance rates and medical decisions.

COMMENTS

Social Studies

History

Indicator

1. Evaluate the limitations and the opportunities that result from decisions made in the past including:

a. Electoral College;

b. direct election of senators;

c. income tax; and

d. length of terms of elected and appointed officials.

2. Trace key Supreme Court decisions related to a provision of the Constitution (e.g., cases related to reapportionment of legislative districts, free speech or separation of church and state).

People in Societies

Indicator

1. Choose a government policy or program and analyze how it has affected and been received by one or more racial, ethnic or religious groups:

a. Indian policies;

b. immigration laws;

c. segregation policies; and

d. selective service laws.

2. Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination.

3. Identify and analyze governmental policies that enable individuals of different cultures to participate in the United States society and economy including:

a. naturalization;

b. voting rights;

c. racial integration; and

d. affirmative action.

4. Explain how the United States has been affected politically, economically and socially by its multicultural diversity (e.g., work force, new ideas and perspectives, and modifications to culture).

Geography

Indicator

1. Explain how government decisions reflect a society’s values about land use (e.g., zoning, park development or toxic waste disposal).

2. Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.

3. Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government.

4. Identify and analyze the changing political geography at the local, state, national and international levels including:

a. annexation;

b. zoning;

c. congressional reapportionment; and

d. changes in international boundaries.

Social Studies

Economics

Indicator

1. Explain the effects of shortages, surpluses and government-enforced controls on prices.

2. Explain ways that people respond to incentives when allocating their scarce resources in their roles as producers, consumers, savers, workers and investors.

3. Explain the impact of inflation on economic behavior.

4. Describe the functions of the components that make up an economic system and describe the relationships among them including:

a. business;

b. productive resources;

c. financial institutions;

d. government; and

e. consumers.

5. Identify factors that cause changes in economic growth including the effects of supply and demand on the labor market.

6. Identify indicators that provide information to consumers on the current value or purchasing power of money with a focus on the:

a. Consumer Price Index;

b. unemployment rate;

c. Gross Domestic Product (GDP)

7. Explain how countries use their comparative advantage to produce goods and services for trade with other countries.

8. Explain the effects of specialization, interdependence and trade on the United States and other countries.

9. Explain how changes in exchange rates affect consumers and producers.

10. Analyze issues related to the use of different types of taxes to fund public goods and services including:

a. proportional tax;

b. progressive tax; and

c. regressive tax.

11. Explain why incomes will differ in the labor market depending on supply and demand for skills, abilities and education levels.

12. Explain the role of individuals in the economy as producers, consumers, savers, workers and investors.

13. Explain the consequences of the economic choices made by individuals and the tools which they use to manage their financial resources including:

a. budgets;

b. savings;

c. investments;

d. credit; and

e. philanthropy.

14. Describe how interest rates affect savers and borrowers.

Social Studies

Government

Indicator

1. Analyze the actions of the United States government and evaluate the extent to which those actions reflect characteristics of American democracy and help to serve the public good.

2. Explain, using examples, how political parties, interest groups, the media and individuals influence the policy agenda and decision-making of government institutions.

3. Describe the changing relationships among the branches of the national government, and evaluate applications of the principles of separation of powers and checks and balances for serving the public good and protecting individual rights.

4. Describe the changing relationship among the levels of government in the United States federal system, and evaluate applications of the principle of federalism for serving the public good and protecting individual rights.

5. Explain the major responsibilities of the federal government for domestic and foreign policy including powers of each branch of the government.

6. Explain the functions of local and state governments in Ohio and how their powers are derived from the Ohio Constitution.

7. Explain the philosophical foundations of the American political system as outlined in the Declaration of Independence, the United States Constitution and the Federalist Papers with emphasis on the basic principles of natural rights.

8. Compare and analyze the powers granted to the national and state governments in the federal system with emphasis on:

a. concurrent powers;

b. reserved powers;

c. implied powers; and

d. expressed powers.

9. Explain how interpretations of the basic principles found in the United States Constitution have changed over time.

10. Explain the importance of the constitutional prohibition against bills of attainder and ex post facto laws and the privilege of habeas corpus.

11. Explain the role of elections and political parties (including third parties) in facilitating the democratic process.

12. Describe the ways in which public officials are held accountable for the public good including ways they can acquire and lose their offices with emphasis on: