Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.
Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.
Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
Use language in natural, fresh, and vivid ways to establish a specific tone.
Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).
Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
Integrate databases, graphics, and spreadsheets into word-processed documents.
Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in.
Writing Standard 1.0.
Write reflective compositions: Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion); Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life; Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.
Write job applications and résumés: Provide clear and purposeful information and address the intended audience appropriately; Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension; Modify the tone to fit the purpose and audience; Follow the conventional style for that type of document (e.g., résumé, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document.
Deliver multimedia presentations: Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images); Select an appropriate medium for each element of the presentation; Use the selected media skillfully, editing appropriately and monitoring for quality; Test the audience's response and revise the presentation accordingly.
Students write and speak with a command of standard English conventions.
Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
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).
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).
Use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.
Distinguish between and use various forms of classical and contemporary logical arguments, including:
Use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.
Critique 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.
Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.
Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Deliver reflective presentations: Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion); Draw comparisons between the specific incident and broader themes that illustrate the speaker's beliefs or generalizations about life; Maintain a balance between describing the incident and relating it to more general, abstract ideas.
Deliver multimedia presentations: Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images; Select an appropriate medium for each element of the presentation; Use the selected media skillfully, editing appropriately and monitoring for quality; Test the audience's response and revise the presentation accordingly.
Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This knowledge includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable approaches either a number or infinity:
Students demonstrate knowledge of both the formal definition and the graphical interpretation of continuity of a function.
Students demonstrate an understanding and the application of the intermediate value theorem and the extreme value theorem.
Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of differentiability:
Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.
Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in physics, chemistry, economics, and so forth.
Students compute derivatives of higher orders.
Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.
Students know Newton's method for approximating the zeros of a function.
Students use differentiation to solve optimization (maximum-minimum problems) in a variety of pure and applied contexts.
Students use differentiation to solve related rate problems in a variety of pure and applied contexts.
Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.
Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of integrals.
Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as anti-derivatives.
Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work.
Students compute, by hand, the integrals of a wide variety of functions by using techniques of integration, such as substitution, integration by parts, and trigonometric substitution. They can also combine these techniques when appropriate.
Students know the definitions and properties of inverse trigonometric functions and the expression of these functions as indefinite integrals.
Students compute, by hand, the integrals of rational functions by combining the techniques in the standards with the algebraic techniques of partial fractions and completing the square.
Students compute the integrals of trigonometric functions by using the techniques noted above.
Students understand the algorithms involved in Simpson's rule and Newton's method. They use calculators or computers or both to approximate integrals numerically.
Students understand improper integrals as limits of definite integrals.
Students demonstrate an understanding of the definitions of convergence and divergence of sequences and series of real numbers. By using such tests as the comparison test, ratio test, and alternate series test, they can determine whether a series converges.
Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term.
Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems.
Standards that all students are expected to achieve in the course of their studies are unmarked.
Standards that all students should have the opportunity to learn are marked with an asterisk (*).
Motion and Forces
Newton's laws predict the motion of most objects. As a basis for understanding this concept:
Conservation of Energy and Momentum
The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for understanding this concept:
Heat and Thermodynamics
Energy cannot be created or destroyed, although in many processes energy is transferred to the environment as heat. As a basis for understanding this concept:
Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept:
Electric and Magnetic Phenomena
Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept:
Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.
Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
Students evaluate issues regarding campaigns for national, state, and local elective offices.
Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
Students evaluate and take and defend positions on the influence of the media on American political life.
Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
The students will have a broader understanding of the historical foundations of the US government. Further, they will gain knowledge on how to take part in the government processes as well as develop responsible citizenship. Responsibility toward the government is a crucial focus of this study.
The students will be able to review the historical highlights of the countries of South-East Asia. They will be able to value and appreciate the cultural dimensions unique to the Asian cultures. Moreover, the students may be equipped with insights and know-how in applying and contextualizing the best of Western cultures and ideas into their own local government processes.
Show an understanding of the science of psychology and the scientific method in written formats such as assignments and exams.
Through exams and other assessments, display a breadth of knowledge of current research, concepts, ethical principles, theories and perspectives in psychology, including recent developments and key figures in the field.
Apply the theoretical concepts to personal life as well as to synthesize psychological concepts with local and global consciousness and awareness.
Do independent assignments such as library orientations and writing skills workshops.