Philosophy Honors Logic (#2105342) 

Clarification 2: Problems include fractals, the Fibonacci sequence, growth models and finite difference.

Clarification 2: Within the Geometry course, instruction focuses on the connection to proofs within the course.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

Clarification 1: Students will discuss various ways in which U.S. citizens can exercise political and civic participation.

Clarification 2: Students will identify historical examples of political and civic participation (e.g., Civil Rights Movement, Women’s Suffrage Movement).

Clarification 3: Students will describe the ways in which individuals can be denied and limited in their right to practice political and civic participation (e.g., losing voting rights for felony conviction, limitations on political contributions, limits on the type of protesting).

Clarification 1: Students will examine situations when individuals’ rights have been restricted for the public good (e.g., limits on speech or rationing of goods during wartime, enactment of the Patriot Act).

Clarification 2: Students will analyze how environmental and financial policies place limitations on citizens and private industry for the public good.

Clarification 3: Students will explain different services provided by local, state and national governments to citizens to ensure their rights are protected (e.g., social services, law enforcement, defense, emergency response).

Clarification 1: Students will identify historical examples of government-imposed restrictions on rights (e.g., General Orders No. 141, Executive Order 9066, USA PATRIOT Act, Homeland Security Act, Schenck v. United States, suspension of habeas corpus, rationing during wartime and limitations on speech).

Clarification 2: Students will examine the rationale for government-imposed restrictions on rights (e.g., inciting a crime, campaign contributions, defamation, military secrets). 

Clarification 3: Students will examine the dangers of government-imposed restrictions on rights (e.g., restricting the right to free speech, restricting the right to peaceably assemble).

Clarification 1: Students will compare the reporting on the same political event or issue from multiple perspectives.

Clarification 2: Students will identify various forms of propaganda (e.g., plain folks, glittering generalities, testimonial, fear, logical fallacies).

Clarification 3: Students will discuss the historical impact of political communication on American political process and public opinion.

Clarification 4: Examples of political communication may include, but are not limited to, political cartoons, propaganda, campaign advertisements, political speeches, bumper stickers, blogs, press and social media.

Clarification 1: Students will explain how the methods of political communication has changed over time (e.g., television, radio, press, social media).

Clarification 2: Students will describe how the methods used by political officials to communicate with the public has changed over time.

Clarification 3: Students will discuss the strengths and weaknesses of different methods of political communication.

Clarification 1: Students will identify examples of the powers reserved and shared among state and the national governments in the American federal system of government.

Clarification 2: Students will examine the role the Great Compromise had on the eventual establishment of a federal system of fifty equal states.

Clarification 3: Students will explain specific rights that are granted to the states in the language of the U.S. Constitution and its amendments (e.g., 10th Amendment, defense and extradition).

Clarification 4: Students will analyze how states have challenged the national government regarding states’ rights (e.g., Civil War, the New Deal, No Child Left Behind, Affordable Health Care Act, Civil Rights Movement).

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton.

Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus. 

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Clarification 2: See Secondary Figurative Language and Rhetorical Devices.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.