Alabama  Back to Top

Subject: Health and PE

Grade: 7
Health Education: Community Health: Students will analyze how health-related decisions are influenced by individuals, families, and community values.

Health Education: Mental and Emotional Health: Students will describe how decisions regarding health behaviors produce consequences for self and others.

Health Education: Mental and Emotional Health: Students will apply assertiveness, negotiation, and refusal skills to situations involving health risks.

Grade: 9
Health Education: Personal Health: Students will apply refusal skills to abstain from risky situations.

Grade: 10
Health Education: Personal Health: Students will apply refusal skills to abstain from risky situations.

Grade: 11
Health Education: Personal Health: Students will apply refusal skills to abstain from risky situations.

Grade: 12
Health Education: Personal Health: Students will apply refusal skills to abstain from risky situations.

Subject: Language Arts

Grade: 6
Students will develop general listening behaviors for different purposes and situations.

Grade: 7
Students will refine general listening behaviors: Listening for implications of significant details.

Grade: 9
Students will practice listening and viewing skills in a variety of situations: Lectures.

Students will practice listening and viewing skills in a variety of situations: Multimedia presentations.

Grade: 10
Students will demonstrate listening skills: Standard English recognition.

Students will apply personal study skills: Listening actively.

Students will apply personal study skills: Reviewing with partner.

Grade: 11
Students will apply critical reading and viewing skills to analysis of print and nonprint media: Artistic value and literary elements.

Students will participate constructively in classroom and small-group discussion: Listening.

Grade: 12
Students will listen effectively in a wide range of circumstances.

Arkansas  Back to Top

Subject: Health and PE

Grade: 6
Practice ways to communicate respect for self and others (e.g., role play).

Interpret how information from peers influences health (e.g., myths/facts).

Illustrate how to influence and support others in making positive health choices (e.g., positive peer pressure).

Grade: 7
Practice ways to communicate respect for self and others (e.g., role play).

Interpret how information from peers influences health (e.g., myths/facts).

Illustrate how to influence and support others in making positive health choices (e.g., positive peer pressure).

Grade: 8
Practice ways to communicate respect for self and others (e.g., role play).

Interpret how information from peers influences health (e.g., myths/facts).

Illustrate how to influence and support others in making positive health choices (e.g., positive peer pressure).

Grade: 9
Analyze how the individual is affected by family, peers, community, and environment.

Model healthy ways to communicate respect for self and others.

Demonstrate various strategies used to make decisions related to health needs and risks of young adults (e.g., refusal skills, positive peer pressure skills, negotiation skills).

Grade: 10
Analyze how the individual is affected by family, peers, community, and environment.

Model healthy ways to communicate respect for self and others.

Demonstrate various strategies used to make decisions related to health needs and risks of young adults (e.g., refusal skills, positive peer pressure skills, negotiation skills).

Grade: 11
Analyze how the individual is affected by family, peers, community, and environment.

Model healthy ways to communicate respect for self and others.

Demonstrate various strategies used to make decisions related to health needs and risks of young adults (e.g., refusal skills, positive peer pressure skills, negotiation skills).

Grade: 12
Analyze how the individual is affected by family, peers, community, and environment.

Model healthy ways to communicate respect for self and others.

Demonstrate various strategies used to make decisions related to health needs and risks of young adults (e.g., refusal skills, positive peer pressure skills, negotiation skills).

Subject: Language Arts

Grade: 6
Listening for information and understanding: Establish purpose for listening .

Grade: 7
Listening for information and understanding: Establish purpose for listening .

Grade: 8
Listening for information and understanding: Establish purpose for listening.

Grade: 9
Listening for information, interpretation, critical analysis, and evaluation: Establish a purpose for listening and identify relevant information.

Analyzing media: Compare the advantages and disadvantages of various types of media.

Grade: 10
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Identify and evaluate propaganda, disinformation, and censorship within a given medium.

Grade: 11
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Use appropriate criteria to evaluate media with emphasis on prejudice, censorship, and disinformation.

Grade: 12
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them .

Evaluating media credibility: Use appropriate criteria to evaluate the impact of media on public opinion, trends, and beliefs.

Arizona  Back to Top

Subject: Health and PE

Grade: 6
Illustrate how family and peers effect the choices you make regarding health.

Students know and are able to analyze how information from peers influences health.

Apply two ways to let the other person know that you mean no to something you do not want.

Grade: 7
Illustrate how family and peers effect the choices you make regarding health.

Students know and are able to analyze how information from peers influences health.

Apply two ways to let the other person know that you mean no to something you do not want.

Grade: 8
Illustrate how family and peers effect the choices you make regarding health.

Students know and are able to analyze how information from peers influences health.

Apply two ways to let the other person know that you mean no to something you do not want.

Grade: 9
Analyze the influence of advertising, peer pressure and food fads on proper diet, food selection and eating habits.

Rank personal and social factors (e.g. peer pressure, family, media, culture, economics, etc.) that influence selection of health products and services for their level of influence.

Demonstrate effective techniques for resisting negative peer pressure, while maintaining positive interpersonal relationships.

Participate in a peer mediation, peer education peer leadership, or peer counseling program, or create one on your campus.

Grade: 10
Analyze the influence of advertising, peer pressure and food fads on proper diet, food selection and eating habits.

Rank personal and social factors (e.g. peer pressure, family, media, culture, economics, etc.) that influence selection of health products and services for their level of influence.

Demonstrate effective techniques for resisting negative peer pressure, while maintaining positive interpersonal relationships.

Participate in a peer mediation, peer education peer leadership, or peer counseling program, or create one on your campus.

Grade: 11
Analyze the influence of advertising, peer pressure and food fads on proper diet, food selection and eating habits.

Rank personal and social factors (e.g. peer pressure, family, media, culture, economics, etc.) that influence selection of health products and services for their level of influence.

Demonstrate effective techniques for resisting negative peer pressure, while maintaining positive interpersonal relationships.

Participate in a peer mediation, peer education peer leadership, or peer counseling program, or create one on your campus.

Grade: 12
Analyze the influence of advertising, peer pressure and food fads on proper diet, food selection and eating habits.

Rank personal and social factors (e.g. peer pressure, family, media, culture, economics, etc.) that influence selection of health products and services for their level of influence.

Demonstrate effective techniques for resisting negative peer pressure, while maintaining positive interpersonal relationships.

Participate in a peer mediation, peer education peer leadership, or peer counseling program, or create one on your campus.

Subject: Language Arts

Grade: 6
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 7
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 8
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 9
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 10
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 11
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 12
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

California  Back to Top

Subject: Health and PE

Grade: 6
Mental and Emotional Health: Mental and Emotional Health: Demonstrate personal characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Avoid self-destructive behaviors and practice strategies for resisting negative peer pressure.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 7
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 8
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 9
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Avoid self-destructive behaviors and practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 10
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Avoid self-destructive behaviors and practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 11
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Avoid self-destructive behaviors and practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Grade: 12
Mental and Emotional Health: Demonstrate characteristics that contribute to self-confidence and self-esteem.

Mental and Emotional Health: Avoid self-destructive behaviors and practice strategies for resisting negative peer pressure.

Child Abuse, Including Sexual Exploitation (Penal Code 11166[a]): Avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate.

Friendship and Peer Relationships: Demonstrate how to resist negative peer pressure.

Subject: Language Arts

Grade: 6
Comprehension: Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

Grade: 7
Comprehension: Determine the speaker's attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Grade: 8
Comprehension: Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 10
Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Grade: 12
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Canada  Back to Top

Subject: Language Arts

Grade: 6
Express preferences: Assess a variety of oral, print and other media texts, and discuss preferences for particular forms.

Experience various text: Explain own point of view about oral, print and other media texts.

Understand techniques and elements: Explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral, print and other media texts.

Grade: 7
Express preferences: Explore and assess oral, print and other media texts recommended by others.

Consider others' ideas: Listen and respond constructively to alternative ideas or opinions.

Appreciate the artistry of texts: Discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts.

Appreciate the artistry of texts: Identify and explain the usefulness, effectiveness and limitations of various forms of oral, print and other media texts.

Appreciate the artistry of texts: Reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities.

Understand techniques and elements: Explain how sound and image work together to create effects in media texts.

Appraise own and others' work: Identify particular content features that enhance the effectiveness of published oral, print and other media texts.

Demonstrate attentive listening and viewing: Listen and view attentively to organize and classify information and to carry out multistep instructions.

Appreciate diversity: Discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts.

Grade: 8
Consider others' ideas: Acknowledge the value of others' ideas and opinions in exploring and extending personal interpretations and perspectives.

Appreciate the artistry of texts: Discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts.

Experiment with language: Identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood.

Use effective oral and visual communication: Demonstrate attentive listening and viewing.

Grade: 9
Appreciate the artistry of texts: Discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and enhance effect in oral, print and other media texts.

Understand forms and genres: Evaluate the effectiveness of different types of media texts for presenting ideas and information.

Understand techniques and elements: Evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict.

Understand techniques and elements: Identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts.

Experiment with language: Analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone.

Relate texts to culture: Analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history.

Grade: 10
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 11
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 12
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Colorado  Back to Top

Subject: Language Arts

Grade: 7
Make predictions, draw conclusions, and analyze what they read, hear, and view.

Connecticut  Back to Top

Subject: Health and PE

Grade: 6
Students identify and use ways to reduce and/or avoid threatening situations, including sexual harassment, abuse and assault.

Grade: 7
Students identify and use ways to reduce and/or avoid threatening situations, including sexual harassment, abuse and assault.

Grade: 8
Students identify and use ways to reduce and/or avoid threatening situations, including sexual harassment, abuse and assault.

District of Columbia  Back to Top

Subject: Language Arts

Grade: 6
The student evaluates presentation for fact and opinion, accuracy of evidence and organization.

The student recognizes the effects of presentations on viewer.

Grade: 7
The student accepts constructive criticism.

Grade: 8
The student critiques objectively the overall effectiveness of the speaker's delivery.

Grade: 9
The student listens and interprets speaker's message.

The student detects speaker's slant, bias or stance.

The student comprehends purpose, theme, and point of view.

The student evaluates for purpose, fact/opinion, accuracy of evidence and organization.

Grade: 10
The student detects logic in arguments.

The student understands the speaker's bias.

The student critiques speaker's effectiveness.

The student detects fallacies or soundness in the speaker's argument.

The student identifies the speaker's tone.

Grade: 11
The student detects bias and other inconsistencies.

The student identifies specific sequence in speaker's conversations.

The student critiques objectively.

Grade: 12
The student understands the difference between listening and hearing.

The student critiques a public speaking performance using appropriate criteria.

The student critiques objectively.

Delaware  Back to Top

Subject: Health and PE

Grade: 6
Students need to know influences on sexual behavior, e.g., family, peers, religion, media, culture, internal.

Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image.

Students need to know how to resist peer pressure, negotiate and compromise.

Grade: 7
Students need to know influences on sexual behavior, e.g., family, peers, religion, media, culture, internal.

Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image.

Students need to know how to resist peer pressure, negotiate and compromise.

Grade: 8
Students need to know influences on sexual behavior, e.g., family, peers, religion, media, culture, internal.

Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image.

Students need to know how to resist peer pressure, negotiate and compromise.

Grade: 9
Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image; positive sense of self.

Grade: 10
Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image; positive sense of self.

Grade: 11
Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image; positive sense of self.

Grade: 12
Students need to know personal assets and strengths.

Students need to know influences and actions that demonstrate: sense of belonging; sense of empowerment; positive body image; positive sense of self.

Subject: Language Arts

Grade: 6
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 7
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 8
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 9
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 10
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 11
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 12
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Florida  Back to Top

Subject: Health and PE

Grade: 6
Understands how peer pressure can influence healthful choices.

Knows how information from peers influences health.

Grade: 7
Understands how peer pressure can influence healthful choices.

Knows how information from peers influences health.

Grade: 8
Understands how peer pressure can influence healthful choices.

Knows how information from peers influences health.

Grade: 9
Knows how information from peers, family, and the community influences personal health.

Grade: 10
Knows how information from peers, family, and the community influences personal health.

Grade: 11
Knows how information from peers, family, and the community influences personal health.

Grade: 12
Knows how information from peers, family, and the community influences personal health.

Subject: Language Arts

Grade: 6
The student expands and enhances personal interest through listening.

Grade: 7
The student uses information gained for a variety of purposes.

Grade: 8
The student uses information gained for a variety of purposes.

The student evaluates strengths and weaknesses of multimedia tools in presentations.

Grade: 9
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 10
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 11
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 12
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Georgia  Back to Top

Subject: Health and PE

Grade: 6
Health Education: Alcohol, Tobacco and Other Drugs: Risk Factors: Assesses personal risk factors (e.g., heredity, family and peer drug use, and academic failure) and protective factors (e.g., positive adult models, coping skills, knowledge of resources, and self-sufficiency) for drug use.

Health Education: Family Living: Self Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others; self-discipline, self-control and the right to be assertive).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, and peer).

Health Education: Family Living: Refusal Skills: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation, using refusal and decision-making skills).

Health Education: Mental Health: Peer Pressure: Describes how to deal with negative 'peer pressure' by expressing strong feelings peaceably.

Grade: 7
Health Education: Family Living: Self Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others; self-discipline, self-control, and the right to be assertive).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressure (e.g., community, media, peer).

Health Education: Family Living: Refusal Skills: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation, and using refusal and decision-making skills).

Grade: 8
Health Education: Family Living: Self Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority, and others; self-discipline, self-control, and the right to be assertive).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, peer).

Health Education: Family Living: Refusal Skills: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation, using refusal, and decision-making skills).

Health Education: Mental Health: Self-Esteem: Assesses personal characteristics associated with positive self-esteem.

Health Education: Mental Health: Friendships: Discusses the influence of self-identity and group acceptance in choosing friends.

Grade: 9
Health Education: Family Living: Self-Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others, and self-discipline, self-control and the right to be assertive).

Health Education: Family Living: Persuasion: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation and using refusal and decision-making skills).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, and peer).

Health Education: Mental Health: Conflict Resolution: Demonstrates effective communication skills and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills, and empathy).

Grade: 10
Health Education: Family Living: Self-Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others, and self-discipline, self-control and the right to be assertive).

Health Education: Family Living: Persuasion: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation and using refusal and decision-making skills).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, and peer).

Health Education: Mental Health: Conflict Resolution: Demonstrates effective communication skills and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills, and empathy).

Grade: 11
Health Education: Family Living: Self-Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others, and self-discipline, self-control and the right to be assertive).

Health Education: Family Living: Persuasion: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation and using refusal and decision-making skills).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, and peer).

Health Education: Mental Health: Conflict Resolution: Demonstrates effective communication skills and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills, and empathy).

Grade: 12
Health Education: Family Living: Self-Concept: Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority and others, and self-discipline, self-control and the right to be assertive).

Health Education: Family Living: Persuasion: Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying 'no,' negotiation and using refusal and decision-making skills).

Health Education: Family Living: Persuasion: Recognizes how sexual decisions are influenced by group pressures (e.g., community, media, and peer).

Health Education: Mental Health: Conflict Resolution: Demonstrates effective communication skills and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills, and empathy).

Subject: Language Arts

Grade: 6
Responds to questions with appropriate information.

Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies persuasive and propaganda techniques used in media and identifies false and misleading information.

Grade: 7
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the techniques used to achieve the effects studied in each instance.

Grade: 8
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Responds to questions with appropriate information.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.).

Grade: 10
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the four basic types of persuasive speech (e.g., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

Grade: 11
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When delivering and responding to presentations, the student evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

Grade: 12
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies and evaluates the effect of media on the production and consumption of personal and societal values.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

Hawaii  Back to Top

Subject: Health and PE

Grade: 6
The student identifies the effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., personal values, family values, religion, media messages, movies and music videos).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., personal values, describe peer influence and societal pressures on behaviors).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

The student analyzes potential negative influences for self and others, and plans strategies to overcome them.

Grade: 7
The student identifies the effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., personal values, family values, religion, media messages, movies and music videos).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., personal values, describe peer influence and societal pressures on behaviors).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

The student analyzes potential negative influences for self and others, and plans strategies to overcome them.

Grade: 8
The student identifies the effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., personal values, family values, religion, media messages, movies and music videos).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., personal values, describe peer influence and societal pressures on behaviors).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

The student analyzes potential negative influences for self and others, and plans strategies to overcome them.

Grade: 9
The student practices appropriate problem solving responses to interpersonal conflicts and peer pressure situations (e.g., takes immediate action to deal with situations by apologizing, talking calmly, offering opponent a way out, leaving the situation, negotiation, refusal skills).

The student identifies and develops resiliency skills to overcome setbacks and disappointments.

The student identifies the relative effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., family values, religion, media messages, movies and music video, TV).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., tobacco advertising targets youth, sex sells,).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

Grade: 10
The student practices appropriate problem solving responses to interpersonal conflicts and peer pressure situations (e.g., takes immediate action to deal with situations by apologizing, talking calmly, offering opponent a way out, leaving the situation, negotiation, refusal skills).

The student identifies and develops resiliency skills to overcome setbacks and disappointments.

The student identifies the relative effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., family values, religion, media messages, movies and music video, TV).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., tobacco advertising targets youth, sex sells,).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

Grade: 11
The student practices appropriate problem solving responses to interpersonal conflicts and peer pressure situations (e.g., takes immediate action to deal with situations by apologizing, talking calmly, offering opponent a way out, leaving the situation, negotiation, refusal skills).

The student identifies and develops resiliency skills to overcome setbacks and disappointments.

The student identifies the relative effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., family values, religion, media messages, movies and music video, TV).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., tobacco advertising targets youth, sex sells,).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

Grade: 12
The student practices appropriate problem solving responses to interpersonal conflicts and peer pressure situations (e.g., takes immediate action to deal with situations by apologizing, talking calmly, offering opponent a way out, leaving the situation, negotiation, refusal skills).

The student identifies and develops resiliency skills to overcome setbacks and disappointments.

The student identifies the relative effect of relevant influence(s) on personal health choices, and on public perceptions surrounding health (e.g., family values, religion, media messages, movies and music video, TV).

The student explains how influences impact personal, family and/or community health practices and behaviors (e.g., tobacco advertising targets youth, sex sells,).

The student identifies internal influences that affect healthy decision making (e.g. conscience, values, morals, beliefs, cultural influences, priorities).

The student identifies external influences that affect healthy decision making (e.g. peer influence, environment, family, community, society).

Subject: Language Arts

Grade: 6
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 7
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 8
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 9
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 10
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 11
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 12
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Idaho  Back to Top

Subject: Health and PE

Grade: 6
Examine and evaluate how the actions of one person affect the behaviors of others.

Analyze the influence exercise has on relieving mental and emotional tension.

Grade: 7
Recognize the personal aspects of mental and emotional health.

Identify stressors and techniques for stress management.

Analyze factors that influence the use of alcohol, tobacco, and drugs.

Grade: 8
Recognize the personal aspects of mental and emotional health.

Identify stressors and techniques for stress management.

Analyze factors that influence the use of alcohol, tobacco, and drugs.

Grade: 9
Demonstrate and evaluate communication skills that enhance intra-personal health (coping skills, self-efficacy, affirmations, refusal skills, conflict resolution).

Grade: 10
Demonstrate and evaluate communication skills that enhance intra-personal health (coping skills, self-efficacy, affirmations, refusal skills, conflict resolution).

Grade: 11
Demonstrate and evaluate communication skills that enhance intra-personal health (coping skills, self-efficacy, affirmations, refusal skills, conflict resolution).

Grade: 12
Demonstrate and evaluate communication skills that enhance intra-personal health (coping skills, self-efficacy, affirmations, refusal skills, conflict resolution).

Subject: Language Arts

Grade: 6
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop use of effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communications and non-verbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented in various media.

Evaluate relationships, ideas, and cultures represented in various media.

Critique, interpret, and evaluate non-print media.

Grade: 7
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop use of effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communication and nonverbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented in various media

Evaluate relationships, ideas, and cultures represented in various media.

Critique, interpret, and evaluate non-print media.

Grade: 8
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented within various media.

Evaluate relationships, ideas, and cultures represented within various media.

Critique, interpret, and evaluate non-print media.

Grade: 10
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 11
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 12
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Illinois  Back to Top

Subject: Language Arts

Grade: 6
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 7
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 8
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 9
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 10
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 11
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Grade: 12
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Indiana  Back to Top

Subject: Language Arts

Grade: 6
Comprehension: Restate and carry out multiple-step oral instructions and directions.

Analysis and Evaluation of Oral and Media Communications: Identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information.

Grade: 7
Comprehension: Determine the speaker's attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects.

Grade: 8
Comprehension: Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

Grade: 9
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Abraham Lincoln's 'House Divided' speech or Winston Churchill's 'We Will Never Surrender' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).

Grade: 10
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Franklin Delano Roosevelt's 'Day of Infamy' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds).

Grade: 12
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker's character (using, for example, the Duke of Windsor's abdication speech).

Kansas  Back to Top

Subject: Health and PE

Grade: 7
The student will be able to identify the positive and negative peer influences.

Grade: 8
The student will be able to identify the positive and negative peer influences.

Kentucky  Back to Top

Subject: Health and PE

Grade: 6
The use of appropriate strategies (e.g., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure.

Media, technology, and cultural influences (e.g., method and mechanics of presentation, peer pressure, advertisements, desire for status, cultural diversity) have an impact on consumer choices for adolescents.

Grade: 7
The use of appropriate strategies (e.g., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure.

Media, technology, and cultural influences (e.g., method and mechanics of presentation, peer pressure, advertisements, desire for status, cultural diversity) have an impact on consumer choices for adolescents.

Grade: 8
The use of appropriate strategies (e.g., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure.

Media, technology, and cultural influences (e.g., method and mechanics of presentation, peer pressure, advertisements, desire for status, cultural diversity) have an impact on consumer choices for adolescents.

Grade: 9
Strategies (e.g., refusal skills, assertiveness, conflict resolution, learning relaxation techniques) vary for dealing with peer pressure, harassment, violence, and managing stress.

Grade: 10
Strategies (e.g., refusal skills, assertiveness, conflict resolution, learning relaxation techniques) vary for dealing with peer pressure, harassment, violence, and managing stress.

Grade: 11
Strategies (e.g., refusal skills, assertiveness, conflict resolution, learning relaxation techniques) vary for dealing with peer pressure, harassment, violence, and managing stress.

Grade: 12
Strategies (e.g., refusal skills, assertiveness, conflict resolution, learning relaxation techniques) vary for dealing with peer pressure, harassment, violence, and managing stress.

Louisiana  Back to Top

Subject: Health and PE

Grade: 6
Students should know and be able to demonstrate verbal and non-verbal skills to communicate care, self-control, and respect for all. (1,2)

Students should know and be able to distinguish between positive and negative peer pressure and analyze the impact of peer pressure on decision-making. (1,2,5)

Students should know and be able to demonstrate refusal and conflict resolution skills to develop and maintain healthy relationships with peers, family and others in socially acceptable ways. (1,2,3,5)

Grade: 7
Students should know and be able to demonstrate verbal and non-verbal skills to communicate care, self-control, and respect for all. (1,2)

Students should know and be able to distinguish between positive and negative peer pressure and analyze the impact of peer pressure on decision-making. (1,2,5)

Students should know and be able to demonstrate refusal and conflict resolution skills to develop and maintain healthy relationships with peers, family and others in socially acceptable ways. (1,2,3,5)

Grade: 8
Students should know and be able to demonstrate verbal and non-verbal skills to communicate care, self-control, and respect for all. (1,2)

Students should know and be able to distinguish between positive and negative peer pressure and analyze the impact of peer pressure on decision-making. (1,2,5)

Students should know and be able to demonstrate refusal and conflict resolution skills to develop and maintain healthy relationships with peers, family and others in socially acceptable ways. (1,2,3,5)

Grade: 9
Students should know and be able to demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others. (1,2,5)

Students should know and be able to demonstrate techniques that influence and support others in making positive health choices (positive peer pressure). (1,3,4)

Grade: 10
Students should know and be able to demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others. (1,2,5)

Students should know and be able to demonstrate techniques that influence and support others in making positive health choices (positive peer pressure). (1,3,4)

Grade: 11
Students should know and be able to demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others. (1,2,5)

Students should know and be able to demonstrate techniques that influence and support others in making positive health choices (positive peer pressure). (1,3,4)

Grade: 12
Students should know and be able to demonstrate positive, effective methods of expressing needs, wants, feelings, care, consideration, and respect for self and others. (1,2,5)

Students should know and be able to demonstrate techniques that influence and support others in making positive health choices (positive peer pressure). (1,3,4)

Subject: Language Arts

Grade: 6
Grade Level Expectation: Speaking and Listening: Demonstrate active listening strategies for various purposes, including: viewing a video to interpret the meaning of the story, to determine the speaker's/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation; summarizing the main points of a speaker's message, including supporting details and their significance. (ELA-4-M4)

Grade Level Expectation: Speaking and Listening: Evaluate media for various purposes, including: text structure; images/sensory details; support for main position; background information; opinions vs. facts; sequence of ideas and organization. (ELA-4-M5)

Grade: 7
Grade Level Expectation: Speaking and Listening: Evaluate and determine bias and credibility of various media presentations (e.g., TV and radio advertising). (ELA-4-M4)

Grade Level Expectation: Speaking and Listening: Evaluate a variety of media for impressions/effect on listeners, faulty reasoning, propaganda techniques, and delivery. (ELA-4-M5)

Grade: 8
Grade Level Expectation: Speaking and Listening: Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials). (ELA-4-M4)

Grade: 9
Grade Level Expectation: Speaking and Listening: Listen to oral instructions and presentations, speeches, discussions, and carry out procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 10
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring message for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 11
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Grade: 12
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Massachusetts  Back to Top

Subject: Health and PE

Grade: 6
Identity: Describe the relationships among physical appearance, changes in the body, and self-concept and esteem.

Parenting: Describe ways in which relationships among parents and children change during adolescence, and compare peer and parental influences.

Peer Relationships: Explain how peer pressure influences choices and apply strategies for managing negative peer pressure and encouraging positive peer pressure.

Grade: 7
Identity: Describe the relationships among physical appearance, changes in the body, and self-concept and esteem.

Parenting: Describe ways in which relationships among parents and children change during adolescence, and compare peer and parental influences.

Peer Relationships: Explain how peer pressure influences choices and apply strategies for managing negative peer pressure and encouraging positive peer pressure.

Grade: 8
Identity: Describe the relationships among physical appearance, changes in the body, and self-concept and esteem.

Parenting: Describe ways in which relationships among parents and children change during adolescence, and compare peer and parental influences.

Peer Relationships: Explain how peer pressure influences choices and apply strategies for managing negative peer pressure and encouraging positive peer pressure.

Grade: 9
Identity: Describe theories of personality development, including identity formation, and differentiate among the concepts of ideal self, public self, and private self.

Identity: Describe the influence of gender on identity and self-concept.

Contributing Factors: Explain why some people admire others who gain social status through violence and how this can contribute to further violence.

Grade: 10
Identity: Describe theories of personality development, including identity formation, and differentiate among the concepts of ideal self, public self, and private self.

Identity: Describe the influence of gender on identity and self-concept.

Contributing Factors: Explain why some people admire others who gain social status through violence and how this can contribute to further violence.

Grade: 11
Identity: Describe theories of personality development, including identity formation, and differentiate among the concepts of ideal self, public self, and private self.

Identity: Describe the influence of gender on identity and self-concept.

Contributing Factors: Explain why some people admire others who gain social status through violence and how this can contribute to further violence.

Grade: 12
Identity: Describe theories of personality development, including identity formation, and differentiate among the concepts of ideal self, public self, and private self.

Identity: Describe the influence of gender on identity and self-concept.

Contributing Factors: Explain why some people admire others who gain social status through violence and how this can contribute to further violence.

Subject: Language Arts

Grade: 6
Gather relevant information for a research project or composition through interviews.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Grade: 7
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 8
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 9
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 10
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 11
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 12
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Maryland  Back to Top

Subject: Language Arts

Grade: 6
Attend to the speaker

Relate prior knowledge

Maintain visual contact with the speaker

Maintain focus by identifying and managing barriers to listening

Elaborate on the information and ideas presented

Grade: 7
Gather information from listening to a speaker

Use memory techniques for various listening tasks

Grade: 8
Analyze a speaker's purpose and viewpoint

Identify and evaluate a speaker's stylistic devices, such as clear organization, clear viewpoint, use of support, language appropriate to audience, topic appropriate to audience

Evaluate a speaker's credibility, such as bias, hidden agendas, use of research/information from reliable sources

Maine  Back to Top

Subject: Health and PE

Grade: 6
Students will be able to describe how school, family, and peers influence the health of adolescents.

Students will be able to demonstrate effective verbal and non-verbal communication skills to enhance health and to build and maintain healthy relationships (e.g., positive peer pressure).

Students will be able to demonstrate refusal and negotiation skills which can enhance health by enabling them to deal with negative peer pressure.

Students will be able to recognize the influence of peer pressure on individuals during physical activities.

Grade: 7
Students will be able to describe how school, family, and peers influence the health of adolescents.

Students will be able to demonstrate effective verbal and non-verbal communication skills to enhance health and to build and maintain healthy relationships (e.g., positive peer pressure).

Students will be able to demonstrate refusal and negotiation skills which can enhance health by enabling them to deal with negative peer pressure.

Students will be able to recognize the influence of peer pressure on individuals during physical activities.

Grade: 8
Students will be able to describe how school, family, and peers influence the health of adolescents.

Students will be able to demonstrate effective verbal and non-verbal communication skills to enhance health and to build and maintain healthy relationships (e.g., positive peer pressure).

Students will be able to demonstrate refusal and negotiation skills which can enhance health by enabling them to deal with negative peer pressure.

Students will be able to recognize the influence of peer pressure on individuals during physical activities.

Michigan  Back to Top

Subject: Health and PE

Grade: 6
Analyze how information from peers influences health.

Describe how the behavior of family and peers affects interpersonal communication.

Grade: 7
Analyze how information from peers influences health.

Describe how the behavior of family and peers affects interpersonal communication.

Grade: 8
Analyze how information from peers influences health.

Describe how the behavior of family and peers affects interpersonal communication.

Grade: 9
Analyze how the family, peers, and the community influence the health of individuals.

Grade: 10
Analyze how the family, peers, and the community influence the health of individuals.

Grade: 11
Analyze how the family, peers, and the community influence the health of individuals.

Grade: 12
Analyze how the family, peers, and the community influence the health of individuals.

Subject: Language Arts

Grade: 9
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 10
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 11
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Grade: 12
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Minnesota  Back to Top

Subject: Language Arts

Grade: 6
Actively listen and comprehend messages.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Grade: 7
Know and apply listening rules for formal settings.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Grade: 8
Actively listen and comprehend messages.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites and documentaries.

Analyze, evaluate and evaluate the strategies employed in news broadcasts, documentaries and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Grade: 9
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 10
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 11
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 12
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Missouri  Back to Top

Subject: Health and PE

Grade: 6
By the end of grade 8, all students should be able to differentiate between negative peer pressure and positive peer support when making informed and responsible decisions. (4.1)

By the end of grade 8, all students should be able to evaluate ideas and perspectives regarding the influence friendships, peers, and acquaintances have on choices and behaviors during adolescence. (1.6)

By the end of grade 8, all students should be able to distinguish between problems that can be solved independently and those that need the help of a peer, adult or professional. (3.1)

By the end of grade 8, all students should be able to apply peer pressure reversal techniques to reduce or resist negative peer pressure and aggressive behavior. (3.2; 3.3)

By the end of grade 8, all students should be able to plan strategies to resist pressures both from self and others to use TAOD. (3.2; 3.3; 3.7)

By the end of grade 8, all students should be able to recognize the influence of peer pressure by identifying positive and negative peer influences. (3.1; 3.3)

Grade: 7
By the end of grade 8, all students should be able to differentiate between negative peer pressure and positive peer support when making informed and responsible decisions. (4.1)

By the end of grade 8, all students should be able to evaluate ideas and perspectives regarding the influence friendships, peers, and acquaintances have on choices and behaviors during adolescence. (1.6)

By the end of grade 8, all students should be able to apply peer pressure reversal techniques to reduce or resist negative peer pressure and aggressive behavior. (3.2; 3.3)

By the end of grade 8, all students should be able to compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use. (1.1; 3.6)

By the end of grade 8, all students should be able to plan strategies to resist pressures both from self and others to use TAOD. (3.2; 3.3; 3.7)

By the end of grade 8, all students should be able to recognize the influence of peer pressure by identifying positive and negative peer influences. (3.1; 3.3)

Grade: 8
By the end of grade 8, all students should be able to differentiate between negative peer pressure and positive peer support when making informed and responsible decisions. (4.1)

By the end of grade 8, all students should be able to evaluate ideas and perspectives regarding the influence friendships, peers, and acquaintances have on choices and behaviors during adolescence. (1.6)

By the end of grade 8, all students should be able to apply peer pressure reversal techniques to reduce or resist negative peer pressure and aggressive behavior. (3.2; 3.3)

By the end of grade 8, all students should be able to compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use. (1.1; 3.6)

By the end of grade 8, all students should be able to recognize the influence of peer pressure by identifying positive and negative peer influences. (3.1; 3.3)

Subject: Language Arts

Grade: 6
Purpose for Listening: Listen for enjoyment, for information, for directions, to identify and evaluate tone, mood and emotion of verbal and nonverbal communication.

Media Messages: Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 7
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to recognize and interpret propaganda techniques.

Media Messages: Identify and explain techniques used to convey messages in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 8
Purpose for Listening: Listen for enjoyment, for information, for directions, and use clarifying strategies for understanding (e.g., questioning, summarizing and paraphrasing), to recognize how colloquialisms and jargon reflect context, regions and cultures.

Media Messages: Analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 9
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 10
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 11
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 12
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Mississippi  Back to Top

Subject: Health and PE

Grade: 6
Comprehensive Health (Family Life): Identify how peer pressure can affect one's decisions.

Comprehensive Health (Family Life): Practice skills in saying 'no' to inappropriate behavior.

Explain the role played by self-esteem, peers, family and sub-culture and the onset of drug-related problems.

Examine the affects one's self-concept might have on social interaction with others.

Grade: 7
Discuss how body hygiene and good posture affect the body and one's self-image.

Identify negative peer pressure.

Grade: 8
Identify healthy ways of dealing with peer pressure and media influences.

Comprehensive Health (Mental Health): Demonstrate skills in saying 'no' to risky behaviors.

Grade: 9
List the positive benefits of a healthy self-esteem.

Grade: 10
List the positive benefits of a healthy self-esteem.

Grade: 11
List the positive benefits of a healthy self-esteem.

Grade: 12
List the positive benefits of a healthy self-esteem.

Subject: Language Arts

Grade: 6
Listen to determine the main idea and to distinguish fact from opinion.

Identify the responsibilities of an effective listener.

Grade: 7
Listen to determine the main idea and to distinguish fact from opinion.

Grade: 9
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 10
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 11
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 12
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Montana  Back to Top

Subject: Health and PE

Grade: 6
Students will analyze how peers, family, heredity, and environment influence personal health.

Students will describe personal factors that influence an individual's health goals.

Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 7
Students will analyze how peers, family, heredity, and environment influence personal health.

Students will describe personal factors that influence an individual's health goals.

Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 8
Students will analyze how peers, family, heredity, and environment influence personal health.

Students will describe personal factors that influence an individual's health goals.

Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 9
Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 10
Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 11
Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Grade: 12
Students will demonstrate ways to communicate care, consideration, and respect of self and others.

Subject: Language Arts

Grade: 6
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 7
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 8
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 9
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 10
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 11
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 12
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

North Carolina  Back to Top

Subject: Health and PE

Grade: 6
Explain sources of self-concept.

Differentiate between positive and negative effects of peer pressure.

Grade: 7
Use positive imaging to maintain self-esteem.

Distinguish among effort, ability, and chance as factors in success and failure.

Recognize and manage habits appropriately.

Grade: 8
Explain how different cultural perceptions impact self-esteem and body image.

Subject: Language Arts

Grade: 6
Explore expressive materials that are read, heard, and/or viewed by analyzing the characteristics of expressive works.

Explore expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.

Explore informational materials that are read, heard, and/or viewed by determining the importance and accuracy of information.

Determine the purpose of the author or creator by analyzing the effects of author's craft on the reader/viewer/listener.

Grade: 7
Respond to expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.

Respond to expressive materials that are read, heard, and/or viewed by constructing and presenting book/media reviews.

Respond to informational materials that are read, heard, and/or viewed by determining the importance of information.

Analyze the purpose of the author or creator by understanding the effects of author's craft on the reader/viewer/listener.

Grade: 8
Analyze expressive materials that are read, heard, and/or viewed by drawing inferences.

Analyze expressive materials that are read, heard, and/or viewed by maintaining an annotated list of works that are read or viewed, including personal reactions.

Analyze and evaluate informational materials that are read, heard, and/or viewed by recognizing the characteristics of informational materials.

Analyze and evaluate informational materials that are read, heard, and/or viewed by determining the importance and accuracy of information.

Analyze the purpose of the author or creator and the impact of that purpose by evaluating the effects of author's craft on the reader/viewer/listener.

Grade: 9
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 10
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 11
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 12
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

North Dakota  Back to Top

Subject: Health and PE

Grade: 6
Know strategies for coping with peer pressure.

Understand how health and learning are affected by nutrition, physical activity, drugs and sex.

Know characteristics and conditions associated with positive self-esteem.

Grade: 7
Know strategies for coping with peer pressure.

Understand how health and learning are affected by nutrition, physical activity, drugs and sex.

Know characteristics and conditions associated with positive self-esteem.

Grade: 8
Know strategies for coping with peer pressure.

Understand how health and learning are affected by nutrition, physical activity, drugs and sex.

Know characteristics and conditions associated with positive self-esteem.

Grade: 9
Understand the interrelationships of intellectual, emotional, social, spiritual, and physical health throughout life.

Understand how physical, intellectual, social, and cultural factors influence attitudes and behaviors regarding sexuality.

Grade: 10
Understand the interrelationships of intellectual, emotional, social, spiritual, and physical health throughout life.

Understand how physical, intellectual, social, and cultural factors influence attitudes and behaviors regarding sexuality.

Grade: 11
Understand the interrelationships of intellectual, emotional, social, spiritual, and physical health throughout life.

Understand how physical, intellectual, social, and cultural factors influence attitudes and behaviors regarding sexuality.

Grade: 12
Understand the interrelationships of intellectual, emotional, social, spiritual, and physical health throughout life.

Understand how physical, intellectual, social, and cultural factors influence attitudes and behaviors regarding sexuality.

Subject: Language Arts

Grade: 9
Conversation, Group Discussion, and Oral Presentation: Use critical listening skills; i.e., reflection

Grade: 10
Interpreting Media: Evaluate the portrayal of ethnicity and lifestyles in media messages

Interpreting Media: Analyze media messages

Grade: 11
Conversation, Group Discussion, and Oral Presentation: Adapt to a variety of speaking and listening situations such as formal presentations, oral interpretations, and group discussions

Grade: 12
Conversation, Group Discussion, and Oral Presentation: Use critical listening responses such as refutation and commentary, to critique the accuracy of messages

Nebraska  Back to Top

Subject: Language Arts

Grade: 6
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 7
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 8
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

New Hampshire  Back to Top

Subject: Language Arts

Grade: 6
Understand and evaluate spoken and audio-visual messages by listening, following the sequence of ideas, and making informed, reasoned inferences, judgments, and interpretations.

Understand that language, both written and spoken, reflects a point of view.

Grade: 7
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 8
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 9
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 10
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 11
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 12
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

New Jersey  Back to Top

Subject: Health and PE

Grade: 6
Social and Emotional Health: Discuss how stereotyping might influence one's goals, choices, and behaviors.

Grade: 7
Social and Emotional Health: Analyze how culture influences the ways families and groups cope with crisis and change.

Relationships: Discuss changes in family structures and the forces that influence change.

Grade: 8
Social and Emotional Health: Analyze how culture influences the ways families and groups cope with crisis and change.

Relationships: Discuss changes in family structures and the forces that influence change.

Grade: 9
Social and Emotional Health: Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

Social and Emotional Health: Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

Grade: 10
Social and Emotional Health: Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

Social and Emotional Health: Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

Grade: 11
Social and Emotional Health: Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

Social and Emotional Health: Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

Grade: 12
Social and Emotional Health: Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

Social and Emotional Health: Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

Subject: Language Arts

Grade: 6
Active Listening: Listen actively for a variety of purposes such as enjoyment and obtaining information.

Active Listening: Listen attentively and critically to a variety of speakers.

Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

Constructing Meaning: Respond to and evaluate the use of illustrations to support text.

Constructing Meaning: Distinguish different points of view in media texts.

Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.

Living with Media: Use a rubric to evaluate the content of media presentations.

Grade: 7
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Grade: 8
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Constructing Meaning: Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

Grade: 9
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 10
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 11
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 12
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

New Mexico  Back to Top

Subject: Health and PE

Grade: 6
Describe how family and peers influence the health of adolescents.

Describe how family and peers influence the health of adolescents.

Analyze how information from peers influence health.

Describe how the behavior of family and peers affects interpersonal communication.

Demonstrate the ability to influence and support others in making health-enhancing choices.

Recognize the influence of peer pressure and make appropriate decisions using problem solving techniques to resolve conflict.

Grade: 7
Describe how family and peers influence the health of adolescents.

Describe how family and peers influence the health of adolescents.

Analyze how information from peers influence health.

Describe how the behavior of family and peers affects interpersonal communication.

Demonstrate the ability to influence and support others in making health-enhancing choices.

Recognize the influence of peer pressure and make appropriate decisions using problem solving techniques to resolve conflict.

Grade: 8
Describe how family and peers influence the health of adolescents.

Describe how family and peers influence the health of adolescents.

Analyze how information from peers influence health.

Describe how the behavior of family and peers affects interpersonal communication.

Demonstrate the ability to influence and support others in making health-enhancing choices.

Recognize the influence of peer pressure and make appropriate decisions using problem solving techniques to resolve conflict.

Grade: 9
Analyze how the environment influences the health of the community.

Analyze how the environment influences the health of the community.

Grade: 10
Analyze how the environment influences the health of the community.

Analyze how the environment influences the health of the community.

Grade: 11
Analyze how the environment influences the health of the community.

Analyze how the environment influences the health of the community.

Grade: 12
Analyze how the environment influences the health of the community.

Analyze how the environment influences the health of the community.

Subject: Language Arts

Grade: 6
Use critical thinking skills and create criteria to evaluate text and multimedia by determining purpose through exploring bias, apparent messages, emotional factors, or persuasive techniques.

Use critical thinking skills and create criteria to evaluate text and multimedia by identifying and exploring the underlying assumptions of the author.

Develop and apply appropriate criteria to evaluate the quality of communication by using knowledge of language structure and literary or media techniques.

Develop and apply appropriate criteria to evaluate the quality of communication by drawing conclusions based on evidence, reasons, or relevant information considering the implications, consequences, or impact of those conclusions.

Grade: 8
Analyze the purpose of the author or creator and the impact of that purpose by evaluating biases, messages, and underlying assumptions of a variety of texts and media.

Grade: 9
Analyze the way in which literature and media are related to the themes and issues of their historical context.

Grade: 11
Analyze arguments, concepts, and perspectives presented in literary works and media.

Nevada  Back to Top

Subject: Health and PE

Grade: 6
Disease Prevention: Evaluate the role others play in stress.

Grade: 7
Disease Prevention: Evaluate the role others play in stress.

Grade: 8
Disease Prevention: Evaluate the role others play in stress.

Grade: 9
Disease Prevention: Compare and contrast stress management techniques.

Grade: 10
Disease Prevention: Compare and contrast stress management techniques.

Grade: 11
Disease Prevention: Compare and contrast stress management techniques.

Grade: 12
Disease Prevention: Compare and contrast stress management techniques.

Subject: Language Arts

Grade: 6
Conversations and Group Discussions: Demonstrate active listening skills by participating in conversations and group discussions.

Grade: 8
Conversations and Group Discussions: Participate in conversations and group discussions as active listeners who provide constructive feedback.

Grade: 9
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 10
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 11
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 12
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

New York  Back to Top

Subject: Health and PE

Grade: 9
Students analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self.

Grade: 10
Students analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self.

Grade: 11
Students analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self.

Grade: 12
Students analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self.

Subject: Language Arts

Grade: 6
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 7
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 8
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 9
Students make perceptive and well developed connections to prior knowledge.

Grade: 10
Students make perceptive and well developed connections to prior knowledge.

Grade: 11
Students make perceptive and well developed connections to prior knowledge.

Grade: 12
Students make perceptive and well developed connections to prior knowledge.

Ohio  Back to Top

Subject: Language Arts

Grade: 6
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Grade: 7
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Grade: 8
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning.

Grade: 9
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: 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.

Grade Level Indicator: Listening and Viewing: Identify types of arguments used by the speaker, such as authority and appeals to emotion.

Grade Level Indicator: Listening and Viewing: Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

Grade: 10
Use a variety of strategies to enhance listening comprehension.

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: 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.

Grade Level Indicator: Listening and Viewing: Interpret types of arguments used by the speaker such as authority and appeals to audience.

Grade Level Indicator: Listening and Viewing: Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning.

Grade: 11
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: 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.

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by a speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: 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.

Grade: 12
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by the speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

Oklahoma  Back to Top

Subject: Health and PE

Grade: 6
Describe and practice refusal skills pertaining to the use of alcohol, nicotine, caffeine, inhalants, and other harmful substances.

Examine how social pressures affect participation in risk-taking activities (e.g., using inhalants, steroids).

Analyze knowledge of how information from peers influences health and safety.

Demonstrate the ability to communicate consideration, caring, and respect for self and others.

Grade: 7
Describe and practice refusal skills pertaining to the use of alcohol, nicotine, caffeine, inhalants, and other harmful substances.

Examine how social pressures affect participation in risk-taking activities (e.g., using inhalants, steroids).

Analyze knowledge of how information from peers influences health and safety.

Demonstrate the ability to communicate consideration, caring, and respect for self and others.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Grade: 8
Describe and practice refusal skills pertaining to the use of alcohol, nicotine, caffeine, inhalants, and other harmful substances.

Examine how social pressures affect participation in risk-taking activities (e.g., using inhalants, steroids).

Analyze knowledge of how information from peers influences health and safety.

Demonstrate the ability to communicate consideration, caring, and respect for self and others.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Recognize the influence of peer pressure.

Grade: 9
Demonstrate ways to communicate care, consideration, and respect of others.

Demonstrate refusal and resistance skills for unhealthy risk behaviors (e.g., alcohol, tobacco, drugs).

Examine bullying prevention strategies and the effect of bystander influence on violent behavior situations.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Recognize the influence of peer pressure.

Grade: 10
Demonstrate ways to communicate care, consideration, and respect of others.

Demonstrate refusal and resistance skills for unhealthy risk behaviors (e.g., alcohol, tobacco, drugs).

Examine bullying prevention strategies and the effect of bystander influence on violent behavior situations.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Grade: 11
Demonstrate ways to communicate care, consideration, and respect of others.

Demonstrate refusal and resistance skills for unhealthy risk behaviors (e.g., alcohol, tobacco, drugs).

Examine bullying prevention strategies and the effect of bystander influence on violent behavior situations.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Grade: 12
Demonstrate ways to communicate care, consideration, and respect of others.

Demonstrate refusal and resistance skills for unhealthy risk behaviors (e.g., alcohol, tobacco, drugs).

Examine bullying prevention strategies and the effect of bystander influence on violent behavior situations.

Health Education: HIV/Aids Prevention Education: Demonstrate refusal skills (saying no'), negotiation skills and peer resistance skills related to sexual health.

Subject: Language Arts

Grade: 6
Determine the purpose for listening (i.e., gaining information, solving problems; or for enjoying, appreciating, recalling, interpreting, applying, analyzing, evaluating, receiving directions, or learning concepts).

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Evaluate how different media forms influence and inform viewers.

Assess how language, medium, and presentation contribute to the message.

Grade: 7
Listen in order to identify and discuss topic, purpose, and perspective.

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Analyze the effect on the viewer of text, sound, images, and organization in electronic media and discuss the techniques used to create the effects.

Grade: 8
Listen in order to identify and discuss topic, purpose, and perspective.

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Interpret how language choice is used to enhance visual media (e.g., language or particular television or film genre, the use of emotional or logical arguments in commercials).

Use a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as Web sites, documentaries, news programs, and recognizes a range of viewpoints and arguments).

Establish criteria for selecting or avoiding specific programs.

Assess how language medium and presentation contribute to the message.

Grade: 9
Focus attention on the speaker's message.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Monitor speaker's message and clarity and understanding to formulate and provide effective verbal and nonverbal feedback.

Selects people with special interests and expectations who are the target audience for particular messages or products in visual media.

Grade: 10
Engage in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Evaluate informative and persuasive presentations of peers, public figures, and media presentations.

Grade: 11
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view).

Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Uses a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs.

Compare, contrast, and critique various media coverage of the same events such as in newspapers, television, and on the Internet, and compose a study of the results.

Grade: 12
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesizes material viewed, refer to images or information in visual media to support point of view).

Demonstrate how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs).

Use the effects of media on constructing his/her own perception of reality.

Oregon  Back to Top

Subject: Language Arts

Grade: 7
Listening: Determine the speaker's attitude toward the subject.

Analysis: Analyze how images, text, and sound in electronic journalism affect the viewer; identify the techniques used to achieve the effects in each instance.

Analysis: Identify, analyze, and critique persuasive techniques, such as promises, dares, flattery, and glittering generalities used in oral presentations and media messages.

Grade: 8
Analysis: Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

Grade: 9
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 10
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 11
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 12
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Pennsylvania  Back to Top

Subject: Health and PE

Grade: 7
Analyze factors that impact growth and development between adolescence and adulthood (relationships (e.g., dating, friendships, peer pressure); interpersonal communication; risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns); abstinence; STD and HIV prevention; community).

Analyze factors that impact nutritional choices of adolescents (body image; advertising; dietary guidelines; eating disorders; peer influence; athletic goals).

Analyze media health and safety messages and describe their impact on personal health and safety.

Grade: 8
Analyze factors that impact growth and development between adolescence and adulthood (relationships (e.g., dating, friendships, peer pressure); interpersonal communication; risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns); abstinence; STD and HIV prevention; community).

Analyze factors that impact nutritional choices of adolescents (body image; advertising; dietary guidelines; eating disorders; peer influence; athletic goals).

Analyze media health and safety messages and describe their impact on personal health and safety.

Grade: 9
Analyze factors that impact growth and development between adolescence and adulthood (relationships (e.g., dating, friendships, peer pressure); interpersonal communication; risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns); abstinence; STD and HIV prevention; community).

Analyze factors that impact nutritional choices of adolescents (body image; advertising; dietary guidelines; eating disorders; peer influence; athletic goals).

Analyze media health and safety messages and describe their impact on personal health and safety.

Subject: Language Arts

Grade: 6
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Grade: 7
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Grade: 8
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Rhode Island  Back to Top

Subject: Health and PE

Grade: 6
Explain how health is influenced by the interaction of body systems.

Analyze how information from peers influences and affects health choices.

Grade: 7
Explain how health is influenced by the interaction of body systems.

Analyze how information from peers influences and affects health choices.

Grade: 8
Explain how health is influenced by the interaction of body systems.

Analyze how information from peers influences and affects health choices.

Grade: 9
Analyze the impact of personal health behaviors on the functioning of body systems.

Grade: 10
Analyze the impact of personal health behaviors on the functioning of body systems.

Subject: Language Arts

Grade: 6
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 7
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 8
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 9
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Grade: 10
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Grade: 11
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

Grade: 12
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

South Carolina  Back to Top

Subject: Health and PE

Grade: 6
By the end of grade 8, students will be able to describe parent, family, peer, and environmental influences on food consumption.

By the end of grade 8, students will be able to analyze factors that influence nutrition behaviors (e.g., gender, age, costs, body image).

By the end of grade 8, students will be able to analyze the influence of media, societal messages, and technology on nutrition behaviors.

By the end of grade 8, students will be able to describe the interrelationships of mental, emotional, social, and physical health during adolescence.

By the end of grade 8, students will be able to describe characteristics of mentally health adolescents.

By the end of grade 8, students will be able to demonstrate the ability to avoid situations that are potentially harmful.

By the end of grade 8, students will be able to analyze influence of culture and media on self-image, feelings, behaviors, and relationships.

By the end of grade 8, students will be able to explain how information from and perceptions of peers influence mental and emotional health.

By the end of grade 8, students will be able to analyze how individual, family, and community values influence health-related decisions.

By the end of grade 8, students will be able to demonstrate the ability to influence and support others in making positive health choices.

By the end of grade 8, students will be able to apply various methods to accurately promote information, ideas, and opinions about mental health issues.

By the end of grade 8, students will be able to analyze factors that influence decisions about sexual behavior.

The student will recognize the influence of peer pressure on behavior in physical activity settings.

Grade: 7
By the end of grade 8, students will be able to describe parent, family, peer, and environmental influences on food consumption.

By the end of grade 8, students will be able to analyze factors that influence nutrition behaviors (e.g., gender, age, costs, body image).

By the end of grade 8, students will be able to analyze the influence of media, societal messages, and technology on nutrition behaviors.

By the end of grade 8, students will be able to describe the interrelationships of mental, emotional, social, and physical health during adolescence.

By the end of grade 8, students will be able to describe characteristics of mentally health adolescents.

By the end of grade 8, students will be able to demonstrate the ability to avoid situations that are potentially harmful.

By the end of grade 8, students will be able to analyze influence of culture and media on self-image, feelings, behaviors, and relationships.

By the end of grade 8, students will be able to explain how information from and perceptions of peers influence mental and emotional health.

By the end of grade 8, students will be able to analyze how individual, family, and community values influence health-related decisions.

By the end of grade 8, students will be able to demonstrate the ability to influence and support others in making positive health choices.

By the end of grade 8, students will be able to apply various methods to accurately promote information, ideas, and opinions about mental health issues.

By the end of grade 8, students will be able to analyze factors that influence decisions about sexual behavior.

The student will recognize the influence of peer pressure on behavior in physical activity settings.

Grade: 8
By the end of grade 8, students will be able to describe parent, family, peer, and environmental influences on food consumption.

By the end of grade 8, students will be able to analyze factors that influence nutrition behaviors (e.g., gender, age, costs, body image).

By the end of grade 8, students will be able to analyze the influence of media, societal messages, and technology on nutrition behaviors.

By the end of grade 8, students will be able to describe the interrelationships of mental, emotional, social, and physical health during adolescence.

By the end of grade 8, students will be able to describe characteristics of mentally health adolescents.

By the end of grade 8, students will be able to demonstrate the ability to avoid situations that are potentially harmful.

By the end of grade 8, students will be able to analyze influence of culture and media on self-image, feelings, behaviors, and relationships.

By the end of grade 8, students will be able to explain how information from and perceptions of peers influence mental and emotional health.

By the end of grade 8, students will be able to analyze how individual, family, and community values influence health-related decisions.

By the end of grade 8, students will be able to demonstrate the ability to influence and support others in making positive health choices.

By the end of grade 8, students will be able to apply various methods to accurately promote information, ideas, and opinions about mental health issues.

By the end of grade 8, students will be able to analyze factors that influence decisions about sexual behavior.

The student will recognize the influence of peer pressure on behavior in physical activity settings.

Grade: 9
By the end of grade 12, students will be able to develop strategies for maintaining positive self-concept throughout life.

By the end of grade 12, students will be able to analyze how individual and family beliefs influence feelings, health behavior, relationships, and character development.

By the end of grade 12, students will be able to critique and evaluate media messages that may influence self-image, behaviors, relationships, and character development.

By the end of grade 12, students will be able to analyze causes of conflict among youth in schools and communities.

By the end of grade 12, students will be able to demonstrate the effective use of communication skills in pressure situations.

By the end of grade 12, students will be able to demonstrate the ability to influence and support others in making positive health choices.

The student will act independently of peer pressure.

Grade: 10
By the end of grade 12, students will be able to develop strategies for maintaining positive self-concept throughout life.

By the end of grade 12, students will be able to analyze how individual and family beliefs influence feelings, health behavior, relationships, and character development.

By the end of grade 12, students will be able to critique and evaluate media messages that may influence self-image, behaviors, relationships, and character development.

By the end of grade 12, students will be able to analyze causes of conflict among youth in schools and communities.

By the end of grade 12, students will be able to demonstrate the effective use of communication skills in pressure situations.

By the end of grade 12, students will be able to demonstrate the ability to influence and support others in making positive health choices.

The student will act independently of peer pressure.

Grade: 11
By the end of grade 12, students will be able to develop strategies for maintaining positive self-concept throughout life.

By the end of grade 12, students will be able to analyze how individual and family beliefs influence feelings, health behavior, relationships, and character development.

By the end of grade 12, students will be able to critique and evaluate media messages that may influence self-image, behaviors, relationships, and character development.

By the end of grade 12, students will be able to analyze causes of conflict among youth in schools and communities.

By the end of grade 12, students will be able to demonstrate the effective use of communication skills in pressure situations.

By the end of grade 12, students will be able to demonstrate the ability to influence and support others in making positive health choices.

The student will act independently of peer pressure.

Grade: 12
By the end of grade 12, students will be able to develop strategies for maintaining positive self-concept throughout life.

By the end of grade 12, students will be able to analyze how individual and family beliefs influence feelings, health behavior, relationships, and character development.

By the end of grade 12, students will be able to critique and evaluate media messages that may influence self-image, behaviors, relationships, and character development.

By the end of grade 12, students will be able to analyze causes of conflict among youth in schools and communities.

By the end of grade 12, students will be able to demonstrate the effective use of communication skills in pressure situations.

By the end of grade 12, students will be able to demonstrate the ability to influence and support others in making positive health choices.

The student will act independently of peer pressure.

Subject: Language Arts

Grade: 6
Begin using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Begin using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Begin evaluating the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 7
Continue using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Continue using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Continue evaluating the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 8
Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Demonstrate the ability to evaluate the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 9
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 10
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 11
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 12
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

South Dakota  Back to Top

Subject: Health and PE

Grade: 6
Analyze how social pressures can influence participation in risk taking behaviors.

Investigate methods used to influence others in making healthy choices.

Grade: 7
Analyze how social pressures can influence participation in risk taking behaviors.

Investigate methods used to influence others in making healthy choices.

Grade: 8
Analyze how social pressures can influence participation in risk taking behaviors.

Investigate methods used to influence others in making healthy choices.

Grade: 9
Evaluate how social pressures can influence participation in risk taking behaviors.

Grade: 10
Evaluate how social pressures can influence participation in risk taking behaviors.

Grade: 11
Evaluate how social pressures can influence participation in risk taking behaviors.

Grade: 12
Evaluate how social pressures can influence participation in risk taking behaviors.

Subject: Language Arts

Grade: 6
To meet this standard, students may ask questions to seek clarification of ideas.

To meet this standard, students may summarize, respond to, and evaluate group activities.

To meet this standard, students may focus on the speaker.

To meet this standard, students may distinguish between intentional and unintentional non-verbal communication.

To meet this standard, students may describe and clarify the personal feelings evoked by the non-verbal communication of others.

To meet this standard, students may classify visual/auditory information according to subject or topic.

To meet this standard, students may combine new information with prior knowledge for recall.

To meet this standard, students may identify false and misleading information.

Grade: 7
To meet this standard, students may ask specific questions to seek elaboration and clarification of ideas and opinions.

To meet this standard, students may use appropriate listening and interpersonal skills to set goals and assign responsibilities for group work.

To meet this standard, students may describe the effect of non-verbal cues when communicating with others.

To meet this standard, students may observe use of eye contact, posture, and gestures.

To meet this standard, students may use specific organizational patterns to organize information (for example: Venn diagrams, double column note-taking, outlining, KWL charts).

To meet this standard, students may use questions to clarify instructions and directions.

Grade: 8
To meet this standard, students may ask probing questions to seek elaboration and clarification of the speaker's ideas and opinions.

To meet this standard, students may use listening skills in group settings to share responsibility for a team project (for example: set goals, choose solutions, monitor progress, meet goals).

To meet this standard, students may develop criteria to evaluate information.

To meet this standard, students may compare information from various sources to verify accuracy.

To meet this standard, students may check reliability and validity of media sources.

To meet this standard, students may compare how different information sources present the same situation or event (for example: newspaper, journals, television).

To meet this standard, students may describe how graphic artists, illustrators, or news photographers make meaning.

To meet this standard, students may explore how electronic media uses stated and implied meanings to influence audience interpretation.

Grade: 11
To meet this standard students may critique advertisements in various forms of media for unsupported statements (for example: political campaign ads).

Grade: 12
To meet this standard, students may critique television/radio broadcasts and music for bias and stereotyping (for example: news coverage, sitcoms, commercials, talk shows, media influence on elections).

To meet this standard, students may recognize that messages are altered by various techniques used to create aesthetic effects (for example: manipulation by visual imagery, special effects, and vivid language. political messages).

Tennessee  Back to Top

Subject: Health and PE

Grade: 9
The student will explain how to develop and maintain a positive self-concept and high self-esteem.

Grade: 10
The student will explain how to develop and maintain a positive self-concept and high self-esteem.

Grade: 11
The student will explain how to develop and maintain a positive self-concept and high self-esteem.

Grade: 12
The student will explain how to develop and maintain a positive self-concept and high self-esteem.

Subject: Language Arts

Grade: 6
Model active listening in both formal and informal settings.

Grade: 7
Continue to model active listening in both formal and informal settings.

Grade: 8
Continue to model active listening in both formal and informal settings.

Grade: 9
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 10
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 11
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Grade: 12
The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Texas  Back to Top

Subject: Health and PE

Grade: 6
The student is expected to explain ways of maintaining healthy relationships such as resisting peer pressure to engage in unsafe behavior.

The student is expected to demonstrate ways to communicate empathy to others and have consideration for others.

The student is expected to explain the impact of peer pressure on decision making.

The student is expected to analyze ways outside influences affect decisions about care of the body such as alcohol and tobacco advertising and peer pressure.

Grade: 7
The student is expected to analyze the interrelationships of physical, mental, and social health.

The student is expected to identify ways to prevent the use of tobacco, alcohol, and other drugs such as alternative activities.

The student is expected to apply strategies for avoiding violence, gangs, weapons and drugs.

The student is expected to analyze positive and negative relationships that influence individual and community health such as families, peers, and role models.

The student is expected to predict the consequences of refusal skills in various situations.

The student is expected to examine the effects of peer pressure on decision making.

Grade: 8
The student is expected to analyze the interrelationships of physical, mental, and social health.

The student is expected to identify ways to prevent the use of tobacco, alcohol, and other drugs such as alternative activities.

The student is expected to apply strategies for avoiding violence, gangs, weapons and drugs.

The student is expected to analyze positive and negative relationships that influence individual and community health such as families, peers, and role models.

The student is expected to predict the consequences of refusal skills in various situations.

The student is expected to examine the effects of peer pressure on decision making.

Grade: 9
The student is expected to analyze and apply strategies for avoiding violence, gangs, weapons, and drugs.

The student is expected to analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinence.

The student is expected to evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends.

The student is expected to analyze ways to show disapproval of inconsiderate and disrespectful behavior.

Grade: 10
The student is expected to analyze and apply strategies for avoiding violence, gangs, weapons, and drugs.

The student is expected to analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinence.

The student is expected to evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends.

The student is expected to analyze ways to show disapproval of inconsiderate and disrespectful behavior.

Grade: 11
The student is expected to appraise effective communication skills that demonstrate consideration and respect for self, family, and others.

Grade: 12
The student is expected to appraise effective communication skills that demonstrate consideration and respect for self, family, and others.

Subject: Language Arts

Grade: 6
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 7
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of various media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 8
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 9
The student is expected to listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 10
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 11
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 12
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Utah  Back to Top

Subject: Health and PE

Grade: 6
Identify the benefits of feeling good about self.

Predict the outcome of caring about self and others.

Identify personal developmental assets; i.e., internal, external.

Name the people comprising a personal support system.

Explore the impact friends have on decision making.

Practice Refusal Skills in responding to pressure from others.

Adopt behaviors that contribute to a healthy body image; e.g., posture, hygiene, exercise, balanced diet.

Grade: 7
Identify factors that influence decision making; e.g., values, emotions, esteem, habits, peers, media, parents, faith.

Describe factors that contribute to mental/emotional health; e.g., self-efficacy, resiliency, developmental assets, values, dreams, goals, positive risk-taking, sense of purpose.

Describe factors that interfere with mental/emotional health; e.g., phobias, depression, chemical imbalances, unhealthy use of defense mechanisms, intolerance.

Predict how mental/emotional health may be influenced by values, dreams, and goals.

Identify school and community resources to assist with the prevention, intervention, and treatment of mental/emotional health.

Explain how self-acceptance impacts eating and exercising patterns.

Analyze the influence of an individual's support system on choices related to substance use.

Describe how peers and peer group norms can help support abstinence from substance use.

Assess the importance of positive involvement with others in making healthy choices.

Develop ways of maintaining healthy personal limits when challenged by others; e.g., avoidance, proactive thinking, Refusal Skills.

Identify criteria for establishing personal boundaries and limits.

Recognize the need to respect the boundaries of self and others.

Generate ways to communicate personal boundaries.

Develop ways to reinforce healthy decisions made by peers.

Understand how to act independently of peer pressure.

Recognize the influence of peer pressure.

Grade: 8
Identify factors that influence decision making; e.g., values, emotions, esteem, habits, peers, media, parents, faith.

Describe factors that contribute to mental/emotional health; e.g., self-efficacy, resiliency, developmental assets, values, dreams, goals, positive risk-taking, sense of purpose.

Describe factors that interfere with mental/emotional health; e.g., phobias, depression, chemical imbalances, unhealthy use of defense mechanisms, intolerance.

Predict how mental/emotional health may be influenced by values, dreams, and goals.

Identify school and community resources to assist with the prevention, intervention, and treatment of mental/emotional health.

Explain how self-acceptance impacts eating and exercising patterns.

Analyze the influence of an individual's support system on choices related to substance use.

Describe how peers and peer group norms can help support abstinence from substance use.

Assess the importance of positive involvement with others in making healthy choices.

Develop ways of maintaining healthy personal limits when challenged by others; e.g., avoidance, proactive thinking, Refusal Skills.

Identify criteria for establishing personal boundaries and limits.

Recognize the need to respect the boundaries of self and others.

Generate ways to communicate personal boundaries.

Develop ways to reinforce healthy decisions made by peers.

Strive to act independently of peer pressure.

Identify positive and negative peer influences.

Grade: 9
Analyze the positive and negative effects of environmental factors on mental health.

Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Compare body image and body acceptance and the influence of one on the other.

Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.

Influence peers in a positive way.

Influences peers in positive ways.

Act independently of peer pressure.

Grade: 10
Analyze the positive and negative effects of environmental factors on mental health.

Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Compare body image and body acceptance and the influence of one on the other.

Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.

Influences peers in positive ways.

Act independently of peer pressure.

Grade: 11
Analyze the positive and negative effects of environmental factors on mental health.

Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Compare body image and body acceptance and the influence of one on the other.

Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.

Influences peers in positive ways.

Act independently of peer pressure.

Grade: 12
Analyze the positive and negative effects of environmental factors on mental health.

Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Compare body image and body acceptance and the influence of one on the other.

Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.

Influences peers in positive ways.

Act independently of peer pressure.

Subject: Language Arts

Grade: 6
Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).

Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective, identify tone, mood, emotion).

Grade: 7
Establish a purpose for listening, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, including knowledge of speaker and knowledge of subject matter.

Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use strategies to facilitate retention of information, e.g., repeat information, construct mnemonics, use chunking, take notes.

Listen critically, e.g., separate facts from opinions.

Evaluate inferences.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, being aware of schedule changes.

Listen for relevant information.

Confirm ongoing meaning, e.g., ask questions, summarize, predict.

Use comprehension strategies before, during, and after listening to information, e.g., school lectures, community forums, media messages.

Recognize combinations of mode and organization in a single piece.

Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

Establish a purpose for viewing, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, including knowledge of media, knowledge of subject.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen/watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Determine the accuracy, validity, and reliability of information viewed.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 8
Establish a purpose for listening, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, including knowledge of speaker and knowledge of subject matter.

Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use strategies to facilitate retention of information, e.g., repeat information, construct mnemonics, use chunking, take notes.

Listen critically, e.g., separate facts from opinions.

Evaluate inferences.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, being aware of schedule changes.

Listen for relevant information.

Confirm ongoing meaning, e.g., ask questions, summarize, predict.

Use comprehension strategies before, during, and after listening to information, e.g., school lectures, community forums, media messages.

Recognize combinations of mode and organization in a single piece.

Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen/watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Evaluate the usefulness, reliability, and accuracy of information.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 9
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Establish a purpose for viewing, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

Activate prior knowledge, e.g., knowledge of media, knowledge of subject.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 10
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Listen for relevant information.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Offer feedback.

Evaluate the usefulness, reliability, and accuracy of information.

Determine the accuracy, validity, and reliability of information viewed.

Recognize combinations of modes and organizations in a single piece.

Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

Recognize and interpret the visual elements of literature, e.g., setting, description.

Compare and/or contrast the experiences of various cultures that might be reflected in visual literature.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Grade: 11
Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen actively, e.g., determine organization, ask questions, attend to nonverbal cues.

Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

Listen for relevant information.

Focus both visual and auditory attention.

Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

Listen and view critically, e.g., separate fact from opinion.

Evaluate inferences.

Distinguish reality from the constructed representation of reality, e.g., television, the Internet, drama, movie.

Synthesize information to clarify thoughts, communicate ideas, and solve problems.

Evaluate the usefulness, reliability, and accuracy of information.

Determine the accuracy, validity, and reliability of information viewed.

Compare and/or contrast the experiences of various cultures that might be reflected in visual literature.

Connect the visual text to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.

Maintain focus, e.g., filter distractions, listen selectively, postpone reactions.

Listen attentively to others' ideas and opinions.

Virginia  Back to Top

Subject: Health and PE

Grade: 6
The student will apply critical thinking skills and personal management strategies to address issues and concerns related to personal health and well-being. Key concepts/skills include the importance of significant friends or adult mentors; the relationship between self-image and gang-related behaviors; the effects of environmental influences on personal health; refusal strategies related to alcohol, tobacco, and other drugs; prevention of communicable and noncommunicable diseases.

The student will describe the connections between mental and physical development as they relate to adolescence. Key concepts/skills include the effects of stress; respect for individual differences; positive and negative responses to criticism; the effects of peer pressure; issues related to body image and weight management.

The student will analyze the consequences of personal choices on health and well-being. Key concepts/skills include the connection between self-image and personal success; the importance of accepting responsibility for personal actions; the use of resistance skills to avoid violence, gangs, weapons, and drugs; identification of risk behaviors; strategies for preventing and responding to injuries.

Acknowledge and understand the positive and negative influence of peer pressure on decisions and actions in physical activity settings.

Grade: 8
Identify positive and negative effects of peer influence.

Subject: Language Arts

Grade: 6
Essential Knowledge, Skills, and Processes: Students are expected to take two-column notes when listening to record facts/opinions or two differing viewpoints.

Grade: 7
Essential Understandings: All students exhibit courtesy when listening.

Essential Understandings: All students use appropriate facial expressions, posture, and gestures to indicate listening.

Essential Knowledge, Skills, and Processes: Students are expected to use appropriate facial expressions and gestures or motions to add to what is being said.

Grade: 8
Essential Knowledge, Skills, and Processes: Students are expected to identify and evaluate word choice in the media.

Essential Knowledge, Skills, and Processes: Students are expected to identify and analyze choice of information in the media.

Essential Knowledge, Skills, and Processes: Students are expected to identify and analyze viewpoint in the media.

Grade: 10
Essential Knowledge, Skills, and Processes: Students are expected to assume responsibility for and participate in small-group learning activities by contributing ideas and respectfully listening to and considering the views of the other group members.

Grade: 11
Compare and evaluate adaptations and interpretations of script for stage, film, or television.

Essential Knowledge, Skills, and Processes: Students are expected to compare and evaluate adaptations and interpretations of a script for stage, film, or television.

Vermont  Back to Top

Subject: Health and PE

Grade: 6
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 7
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 8
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 9
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 10
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 11
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Grade: 12
Worth and Personal Competence: Respect: Students demonstrate respect for themselves and others.

This is evident when students demonstrate refusal and negotiation skills to enhance health, and to avoid potentially harmful situations.

Washington  Back to Top

Subject: Health and PE

Grade: 6
Anticipate situations that involve pressure to abuse legal or use illegal drugs and plan how to reduce drug risks.

Describe how emotions may influence decision making and strategies about how to act in emotional situations.

Grade: 7
Anticipate situations that involve pressure to abuse legal or use illegal drugs and plan how to reduce drug risks.

Describe how emotions may influence decision making and strategies about how to act in emotional situations.

Grade: 8
Anticipate situations that involve pressure to abuse legal or use illegal drugs and plan how to reduce drug risks.

Describe how emotions may influence decision making and strategies about how to act in emotional situations.

Grade: 9
Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span.

Grade: 10
Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span.

Grade: 11
Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span.

Grade: 12
Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span.

Subject: Language Arts

Grade: 6
Interpret and discuss relationships among ideas, information, and events in visual texts such as illustrations, art, dance, graphs, and diagrams.

Listen for, identify and explain: important as well as extraneous details; relationships in stories, poems, etc.; pitch, intensity, and intonation.

Demonstrate listening strategies for gaining information.

Identifies barriers to effective listening (Grade 6 framework).

Identifies and applies the techniques for effective listening (Grade 6 framework).

Identify and evaluate techniques used in mass communication such as name calling, celebrity appeal, and identification with the audience .

Identify the accuracy, point of view, and assumptions of media.

Grade: 7
Listening and Observing: Listens for, identifies, and explains changes in pitch, intensity, and intonation in formal and informal communication (Grade 7 framework).

Evaluating: Identifies the production techniques that are used to create favorable and unfavorable images in video and film (e.g., camera angle, perspective, music, color, font) (Grade 7 framework).

Interpret and discuss relationships among ideas, information, and events in visual texts such as illustrations, art, dance, graphs, and diagrams.

Listen for, identify and explain: important as well as extraneous details; relationships in stories, poems, etc.; pitch, intensity, and intonation.

Demonstrate listening strategies for gaining information.

Listening and Observing: Consistently demonstrates attentive listening (Grade 7 framework).

Listening and Observing: Listens for, identifies, and explains changes in pitch, intensity, and intonation in formal and informal communication (Grade 7 framework).

Listening and Observing: Analyzes the message conveyed by observed body language, determining its consistency with the spoken message (Grade 7 framework).

Evaluating: Identifies the production techniques that are used to create favorable and unfavorable images in video and film (e.g., camera angle, perspective, music, color, font) (Grade 7 framework).

Identify and evaluate techniques used in mass communication such as name calling, celebrity appeal, and identification with the audience .

Identify the accuracy, point of view, and assumptions of media.

Listening and Observing: Listens for, identifies, and explains changes in pitch, intensity, and intonation in formal and informal communication (Grade 7 framework).

Evaluating: Identifies the production techniques that are used to create favorable and unfavorable images in video and film (e.g., camera angle, perspective, music, color, font) (Grade 7 framework).

Grade: 8
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Identifies listening purpose and selects appropriate listening strategy (Grade 8 framework).

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Evaluating: Identifies the point of view of media sources (Grade 8 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Describes the connection between form and content in media texts (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Begins to analyze media for audience (Who is the target audience?) (Grade 8 framework).

Evaluating: Begins to analyze media for purpose (e.g., inform, entertain, persuade - Why does it say that?) (Grade 8 framework).

Evaluating: Identifies media-constructed versions of reality (Grade 8 framework).

Evaluating: Begins to analyze media for content (e.g., message - What does it say?) (Grade 8 framework).

Evaluating: Identifies technical strategies used in media texts (e.g., camera angle, perspective, use of music, color, font, action) (Grade 8 framework).

Evaluating: Describes the connection between form and content in media texts (Grade 8 framework).

Evaluating: Identifies the point of view of media sources (Grade 8 framework).

Grade: 9
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Uses listening strategy appropriate to purpose (Grade 9 framework).

Listening and Observing: Listens and observes to identify inferences in oral communication (Grade 9 framework).

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Evaluating: Analyzes the influence of media sources (Grade 9 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes how the connection between form and content creates an effect (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Analyzes media texts for audience (Grade 9 framework).

Evaluating: Analyzes media texts for content and purpose (e.g., change an attitude, sell a product, sway a vote) (Grade 9 framework).

Evaluating: Analyzes the choices that were made in the construction of media texts (Grade 9 framework).

Evaluating: Contrasts the media-constructed versions of reality with alternative versions of reality (Grade 9 framework).

Evaluating: Analyzes media texts for technical strategies (Grade 9 framework).

Evaluating: Analyzes how the connection between form and content creates an effect (Grade 9 framework).

Evaluating: Explains the basis for multiple interpretations of media (e.g., life experiences, frame of reference) (Grade 9 framework).

Evaluating: Analyzes media for commercial implications (Grade 9 framework).

Evaluating: Analyzes the influence of media sources (Grade 9 framework).

Grade: 10
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Grade: 11
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Grade: 12
Use attention level appropriate for particular circumstances and contexts.

Analyze and reflect on ideas while paying attention and listening in a variety of situations.

Draw inferences based on visual information and/or people's behaviors.

Explore different perspectives on complex issues through viewing a range of visual texts.

Listen for, identify and explain: information vs. persuasion; inferences; emotive rhetoric vs. reasoned arguments.

Use a variety of effective listening strategies.

Listening and Observing: Analyzes speaker's and listener's purpose to select and use an appropriate listening strategy (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources.

Make judgments and inferences.

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Identify and evaluate complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion .

Analyze and explain the effectiveness of methods used in mass communication.

Analyze and interpret the influence of media sources.

Evaluating: Evaluates media texts for audience (e.g., How appropriate to the audience was the selected form?) (Grade 10 framework).

Evaluating: Evaluates media texts for stated and implied purpose (e.g., How well was the purpose met or achieved?) (Grade 10 framework).

Evaluating: Evaluates implications of the choices that were made in the construction of media texts (Grade 10 framework).

Evaluating: Evaluates content of media texts (e.g., How effective was the support? How effective was the content for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text for technical strategies (e.g., How effective were the selected techniques for the target audience and purpose?) (Grade 10 framework).

Evaluating: Evaluates media text persuasive techniques for effectiveness, credibility, and bias (Grade 10 framework).

Evaluating: Evaluates how the form and content choices created the desired effects (Grade 10 framework).

Evaluating: Compares the range of different interpretations the same media text can stimulate for different audiences (Grade 10 framework).

Evaluating: Evaluates the effects of commercialism on media (Grade 10 framework).

Evaluating: Interprets the influence of media sources (e.g., accuracy, bias, point of view) (Grade 10 framework).

Wisconsin  Back to Top

Subject: Health and PE

Grade: 6
Students will describe the interrelationship of mental, emotional, social, and physical health during adolescence.

Students will analyze how health-related decisions are influenced by individuals, family, and community values.

Students will demonstrate the ability to influence and support others in making positive health choices.

Students will identify positive and negative peer influence.

Grade: 7
Students will describe the interrelationship of mental, emotional, social, and physical health during adolescence.

Students will analyze how health-related decisions are influenced by individuals, family, and community values.

Students will demonstrate the ability to influence and support others in making positive health choices.

Students will identify positive and negative peer influence.

Grade: 8
Students will describe the interrelationship of mental, emotional, social, and physical health during adolescence.

Students will analyze how health-related decisions are influenced by individuals, family, and community values.

Students will demonstrate the ability to influence and support others in making positive health choices.

Students will identify positive and negative peer influence.

Grade: 9
Students will analyze how the family, peers, and community influence the health of individuals.

Students will integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional and cognitive factors that influence the rate of movement.

Students will act independently of peer pressure.

Grade: 10
Students will analyze how the family, peers, and community influence the health of individuals.

Students will integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional and cognitive factors that influence the rate of movement.

Students will act independently of peer pressure.

Grade: 11
Students will analyze how the family, peers, and community influence the health of individuals.

Students will integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional and cognitive factors that influence the rate of movement.

Students will act independently of peer pressure.

Grade: 12
Students will analyze how the family, peers, and community influence the health of individuals.

Students will integrate discipline-specific knowledge to enable the independent learning of movement skills such as designing a long-term plan for self-improvement in a movement activity and explaining the relationship of physical, emotional and cognitive factors that influence the rate of movement.

Students will act independently of peer pressure.

Subject: Language Arts

Grade: 6
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate.

Recall significant details and sequence accurately.

Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language.

Develop criteria for selecting or avoiding specific broadcast programs and periodicals.

Analyze how messages may be affected by financial factors such as sponsorship.

Grade: 7
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate.

Recall significant details and sequence accurately.

Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language.

Develop criteria for selecting or avoiding specific broadcast programs and periodicals.

Analyze how messages may be affected by financial factors such as sponsorship.

Grade: 8
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate.

Recall significant details and sequence accurately.

Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language.

Develop criteria for selecting or avoiding specific broadcast programs and periodicals.

Analyze how messages may be affected by financial factors such as sponsorship.

Grade: 9
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 10
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 11
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

Grade: 12
Attend to both literal and connotative meanings.

Distinguish between relevant and irrelevant information.

Analyze messages for their accuracy and usefulness.

Develop and apply evaluative criteria of accuracy and point of view to broadcast news programs.

Analyze the content and effect of subtle persuasive techniques used on-line and in broadcast and print media.

Develop and apply criteria for evaluating broadcast programming.

Analyze the effect of media production techniques, such as music, camera angles, fade-outs, and lighting, on different audiences.

Evaluate the impact of various market factors on the effectiveness of media production and distribution.

Identify the impact of image and context on particular audiences receiving the same message.

Develop and present criteria for evaluating a variety of media products.

Evaluate audience feedback on the clarity, form, effectiveness, technical achievement and aesthetic appeal of media work.

West Virginia  Back to Top

Subject: Health and PE

Grade: 6
Health Behaviors: Students will distinguish between safe and risky or harmful behaviors (e.g., abuse, date rape, peer pressure) in relationships.

Grade: 7
Culture, Media and Technology: Students will explain the impact of peer harassment on physical, emotional and social health and identify necessary coping skills.

Grade: 8
Responsible Personal and Social Behavior: Students will identify peer pressure on physical activity participation and performance.

Grade: 9
Health Behaviors: Students will identify ways to develop good character and improve self-esteem.

Communication: Students will identify potentially harmful situations (e.g., domestic violence, dating violence) and devise strategies and develop skills to avoid such situations through refusal, negotiation and collaboration skills (e.g., peer mediation, conflict resolution, support groups, constructive 'I' statements).

Responsible Personal and Social Behavior: Students will analyze the influence of peer pressure on physical activity participation and performance.

Grade: 10
Health Behaviors: Students will identify ways to develop good character and improve self-esteem.

Responsible Personal and Social Behavior: Students will analyze the influence of peer pressure on physical activity participation and performance.

Grade: 11
Health Behaviors: Students will identify ways to develop good character and improve self-esteem.

Responsible Personal and Social Behavior: Students will analyze the influence of peer pressure on physical activity participation and performance.

Grade: 12
Health Behaviors: Students will identify ways to develop good character and improve self-esteem.

Responsible Personal and Social Behavior: Students will analyze the influence of peer pressure on physical activity participation and performance.

Subject: Language Arts

Grade: 6
Students will listen in order to comprehend topic and purpose (e.g. of a guest speaker; informational video; televised interview; radio news program).

Grade: 7
Students will use oral/visual information to foster exploration, questioning and imagining of a topic.

Students will play a variety of roles in group discussions including active listener and discussion leader.

Grade: 8
Students will think critically about oral/visual information presented; relate personal experiences and apply the information to global situations.

Students will play a variety of roles in group discussions including active listener, discussion leader and/or facilitator.

Grade: 9
Students will review listening behaviors prior to a school wide audience activity (e.g., staying alert; resisting distractions; identifying and adapting to the speaker's purpose).

Students will listen to identify the purpose, make predictions, distinguish fact from opinion and construct meaning from discussion, speech or media.

Grade: 10
Students will practice and master listening, speaking and viewing by using a variety of techniques (e.g., videos, power point presentations; audiotape; web pages).

Grade: 11
Students will practice and master listening, speaking and viewing objectives (e.g., videos; PowerPoint presentations; web pages; evaluating a selection on audiotape).

Grade: 12
Students will identify the barriers to effective listening and plan methods to overcome them.

Students will analyze the changes in mass communication caused by the widespread use of technology.

Students will listen accurately before recording direct and indirect quotations.

Wyoming  Back to Top

Subject: Health and PE

Grade: 6
Students analyze how peers, role models, family, and the community influence health enhancing behaviors, health risks, and the use of health products and services.

Students explain the difference between internal and external influences.

Grade: 7
Students analyze how peers, role models, family, and the community influence health enhancing behaviors, health risks, and the use of health products and services.

Students explain the difference between internal and external influences.

Grade: 8
Students analyze how peers, role models, family, and the community influence health enhancing behaviors, health risks, and the use of health products and services.

Students explain the difference between internal and external influences.

Grade: 9
Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.

Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.

Grade: 10
Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.

Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.

Grade: 11
Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.

Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.

Grade: 12
Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.

Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.

Subject: Language Arts

Grade: 8
Students take notes and give relevant, appropriate feedback to speakers in formal and informal settings.

Grade: 9
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 10
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 11
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.

Grade: 12
Explaining a speaker's or performer's intent.

Evaluating the accuracy, relevance, and bias of sources.

Students use others' works for models for effective speaking.