Georgia's quality core curriculum for grades K through 12 volume I [1994]

GEORGIA'S QUALITY CORE CURRICULUM

.

.~

-.

FOR 'GRADESK THROUGH 12

VOLUME I

5888c
FOREWORD
'fhe QUality COre CUrriculum <occ> is part of GeOrgia's ongoing
initiative to ensure a quality basic education in each of our state's public schools. 'fhe Georgia BOard of Education has identified the development of the Quality COre CUrriculum as a major step forward in this process.
ft. most effective curriculum is one that provides students opportunities to experience a continuum of activities with appropriate emphasis in each instructional area: fine arts. foreign language. health. language arts. mathematics. physical education. science. social studies and vocational education. The curriculum should promote understanding and practice of the knowledge. concepts and skills necessary for young PeOple to contribute to the economic growth and leadership of Georgia and our nation. 'lbe purpose of the OCC is to set forth objectives that will serve as an educational f0un4ation to achieve this goal.
Pull 1Iapleaaentation of the OCC will _an that all Georgia's public school children can expect to be taught the same core content in each subject regardless of their geographic location or the economic condition of the school district. Local school systems may extend the instructional expectations for students to inclUde additional objectives and content appropriate for their student population.
1 believe that the ouality COre CUrriculum will play a significant role in achieving the mission of the GeOrgia Department of Education: that is. to provide leadership and direction to public education so that all Georgians have access to quality education opportunities in order to make Georgians national leaders in education and economic achievement.
Verner Rogers
State SUperintendent of Schools

5993c

PREFACE

The development of the Quality Core Curriculum (~) has been a joint endeavor of Georgia Board of Education members, Georgia Department of Education personnel, local school personnel and lay citizens. It is the framework upon which all local school system curriculum should be developed.

The QCC represents more than an amplification of The Basic Core Curriculum for Georgia I s Public Schools. It i~ the first document of its kind from the department of education to be ava11ab Ie and deliverable through electronic media . This fonnat allows the local school system to adjust and refine the QCC to the specific local situation and permits department of education personnel to make adjustments and changes as they are needed.

An advisory task force of local education representatives, professional organization members and other citi zens worked with Georgia Department of Education personnel to develop a set of objectives around which instruction would be designed at each grade, kindergarten through eight, and in each high school course or subject. Classroom teachers from across the state participated in the writing of the QCC. Recommendations for additions, deletions and amendments wer~ requested of local school systems and professional organizations concerned with curriculum and instruction. Care was taken to ensure that the Quality Core Curriculum was coordinated with and referenced to the statewide assessment program.

late in 1987, a draft of this document was circulated to all Georgia school systems for evaluation and input from teachers and administrators. Changes have been made as a result of the thoughtful evaluations and suggestions offered by those who reviewed the document, and this feedback has increased the document1s overall effectiveness.

Staff development will play an essential role in the implementation of this curriculum. Planning for that staff development has been an integral part of the developmental process.

A6edohregreianc1es

to the QCC will provide the optimum public school students deserve.

educational

experience

that

all

Peyton Williams. Jr. Associate State Superintendent

4685c
INTRODUCTION
"rhe Quality COre CUrriculum was developed to meet the requirements of the QUality Basic Education (QBE) Act. The Basic CUrriculum content for Georgia's Public Schools and the 76 QBE competencies are the foundation for the new OCC.
'f'be OCC defines objectives for the 13 subject areas specified for students in grades 1t-8 and for the 9-12 course offerings that high ~-hool students may take for comPletion of the precollege. voc:at1onal or general programs of study. The document is correlated to the 16 competencies specified by the Quality Basic Education Act. the Georgia criterion-referenced tests and the basic skills test. COpies of the OCC are to be in each school and available to all instructional. administrative and service personnel.
Local school system curriculum review and revision process is based on the GeOrgia Board of Education textbook adoption cycle. LoCal curriculum review/revision for each subject begins in the year before textbooks for that subject are considered for adoption by the GeOrgia Board of Education. 'fo meet provisions of the QUality Basic Education Act. the review/revision process must be completed at the start of the school year following that subject I s textbook adoption b1 the state. 'ftle process begins with the 1988-89 school year in anticipation of the 1990 state adoption of reading textbooks. This process must be completed for reading by the beginning of the school year 1991-92. Review/revision for each subject will follow the same process based on the schedule below.
Local IIIIplementation of CUrriculum
(with gcc. local guides. local
teacher resource guides. textbooks and other support .aterials in place)
PaU 1991 - Reading
Pall 1992 - SOCial Studies
Pall 1993 - Mathematics. business education. industrial arts and other vocational subjects
Pall 1994 - P'1ne Arts. foreign languages. science. health. physical education driver and safety education
.aU 1995 - English. spelling. hand writing. dictionaries. literature and humanities

'!'he following sections of OBE relate to the curriculum.
20-2-140 COre Olrric:ulma - '!'he State Board of Education shall establish competencies that each student is expected to master prior to completion of his public school education. "!'he State Board of E4ucation shall also establish cCllllPetencies for which each student should be provided opportunities, at the discretion of the student and his parents, to master. Based upon these foregoing competencies, the State Board of Education shall adopt a uniformly sequenced core curriculum for grades kindergarten through 12. All loeal units of administration shall .. ~~ ,t\f! this uniformly sequenced core curriculum as the basis for their own curriculma, although they may expand and enrich this curriculum to the extent they deem necessary and appropriate for their students and their community.
20-2-141 Quadrennial Review of COre eurric:ulUlll - "!'he State Board of Education shall establish on a quadrennial basis a review of the adopted CClIIIP8tencies and uniformly sequenced core curriculum by a task force broadly representative of educational interests and the concerned public. After considering the finding and recommendation of the task force, the State Board of Bctucation shall make such changes in the student c:oaapetencies lists and core c:urric:ulma OS it deems in the best interest of the State and its citizens and shall report such proposed changes to local school systems and the General Assembly for review.
20-2-282 comprehensive Evaluation - B - "!'he extent to which the State Board adopted uniformly sequenced core c:urric:ulUlll has been effectively implemented.
Based on results frcm state and national research in numerous disciplines, information access skills have been incorporated at each grade level and across curric:ulum strands in the OCC. Introduction and development of specific access skills and in the use of informational materials must be cooperatively planned by classrOCll teachers and media personnel and delivered as part of classroca instruction.

60l8c

Dance 1e-8

CONTEN'l'S

Dance 9-12

Drama 1e-8

Drama 9-12 Fundamentals of Drama '%'he Musical Play Production and Stagecraft
Advanced Drama ~echnical Theater
Rakeup and COs tUlle '!'heater Movement Acting

English Language Arts 1e-8

English Language Arts 9-12 Speaking/Listening Language Writing Reading Literature Critical '!'h1nking

Foreign Language 9-12 Modern Languages
Latin

Health and Safety 1e-8

Health and Safety 9-12

Junior Reserve Officers' 'fraining COrps 9-12

Mathematics 1e-8

Mathematics 9-12 General Mathematics I
General Mathematics II General Mathematics III Prealgebra (7-12)
Algebra I GeclDetry or Informal Geometry
Algebra II Advanced Algebra and 'frigonometry
Senior Mathematics Analysis
Statistics computer Mathematics
Discrete Mathematics
calculus

PlUSic K-8
PlUSic 9-12 Band String orchestra Choral Music Music Theory and composition Music Appreciation/History/Literature GUitar/Class Piano
Physical B4ucatlon 1e-8
Physical B4ucation 9-12
Visual Arts K-8
Visual Arts 9-12 Art History/Criticism Cera.ics/Pottery CCIIlputer Art Crafts Drawing Graphic Design Painting Photography Printlll4king Sculpture Video Art
Science K-8
Science 9-12 Physical SCience Biology Olell1stry I Physics Human AnatOlllY and Physiology Microbiology Ecology Botany BntCllDOlogy Barth SCience Astronomy Geology OCeanography Meteorology Science. Technology and SOCiety
Social Studies K-8

social Studies 9-12
Ecor1CIIlics
Citizenship/Government unlte4States History WOrld GeOgraphy World History
Electives U.S. and World Affairs (11-12) ~ American Political Behavior (11-12) current Issues Ethnic Studies Asian Studles (11-12) Latin Amerlcan Studies (11-12) comparative Political/Economic Systems (11-12) comparative Religions (11~12) COnstitutional Theory (11-12) SOCiology Anthropology Psychology
vocational Education 6-12 Vocational Agriculture (6-8) Business Education (6-8) consumer Hoaaeaaak1ng (6-8) Industrial Arts (6-8) Program of Education and career Exploration (6-8) Vocational Agriculture (9-12) Business Education (9-12) consumer HClIIlemak1ng (Family and Child Development) (9-12) Industrial Arts (9-12) Marketing Education (11-12) Program of Education and career Exploration (9-12) Trade and Industrial Education (9-12) Vocational Speclal Needs (9-12)

DANCE K - 12
The Quality Core Curriculum (QCC) dance s~gment includes the instruction of dance as a fine art in grades K-12 . . Creative explorat'~- of ;deas and feelings through movement along with the development of an understanding of the elemen~s of space. shape, time and force form the foundation of the dance program K-S. Middle school students are exposed to a study of dance heritage that reinforces dance as a means of expression throughout history. At this level students are encouraged to formulate their own opinions and judgments based on specified criteria and observations. The high school program is designed to provide opportunities for the students to develop a lifetime understanding and appreciation of dance as an art form.
The dance QCC outlines the concepts and objectives for a sequential study of dance as a fine art. Itreflects the goals for instruction established by the Georgia Department of Education and the Georgia Association for Health, Physical Education, Recreation and Dance.

5604C

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Kindergarten) OBjECTIVES (State Curriculum)

Page 1 of 2

Dance at this level is included in the elementary physical education QCC. The fundamental movement skills generic to physical education are similar to those of dance. The purpose of dance movement is to
express feelings, thoughts and attitudes and to put movement into a rhythmic framework. Creative exploration of ideas and feelings through movement and the development of an understanding of the elements of space, snape, time and force form the foundation of the K-S dance program. As children structure and perform their own dances, movement skills increase and the purpose and value of body movement.is fostered. Dance education begins with basic locomotor and nonlocomotor skills with which children are already familiar and expands these skills in unique and creative ways to become dance.

Topic/Concept A. Physical Fitness

1. Participates in developmental activities related to

strength, muscular endurance, heart-lung endurance and

flex ibi I i ty

l-3

. 64,65

Topic/Concept B. ~vement Skills

2. Acquire. skills in the basic movements: locomotor (walk,

run, skip, jump, hop, gallop, slide, leap, roll, crawl) and

axial (bend, stretch, twist, turn, swing, sway, push, pull,

collapse, rise)

L-3,L-S,L-6

6S

S-3,R-6

3. Increases awareness of additional movement skills: transfer

of weight, starting and stopping, changing direction,

isolations, jumping and landing, turning, balancing and

simple combination of movements.

L-5,l-6,R-6 G-l

6S

4. Participates in simple dance techniques to gain skill in

basic principles and correct usage of the body: elongation

of the back, releasing tension, moving from the center, use

of energy, articulation of body parts, alignment of hips,

knee. and ankles.

L-3 , L-5,l-6 crl

65

$-3

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic Education Act competencies (QSE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column heading.

5604c

QUALITY CORE CURRICULUM

PROGRAM 'AREA: Dance (Kindergarten) OBJECTIVES (State Curriculum)

Page 2 of 2

5. Increases awareness of spatial concepts: self-space, general

space, shape, level, direction, dimension, relationships

L-5

~1

65

6. Increases awareness of force (energy): smooth, sharp, tight,

loose, vibratory

s-a,L-5

~1

65

7. Increases awareness of rhythmic concepts: beat, tempo (fast,

slow)

s-a,L-5

~1

65

Topic/Concept C. Creative Expression

8. Explores thoughts, ideas and feelings through movement
69,70

9. Forms and performs simple combinations of movement which

convey thoughts, ideas or .feelings

L-S,L-6

65,70

5604C

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Fi~st) OBJECTIVES (State Cu~~iculum)

Page 1 of 1

Topic/Concept A. Physical Fitness

1. Pa~ticipates in developmental activities ~elated to st~ength, muscular endu~ance, heart-lung endurance and flexibi Iity
64,65

To~~~/Corc~pt B. ~vement Skills

2. Acquires o~ ~efines basic movement skills 65

3. Acqui~es or ~efines additional movement skills: transfer of

weight, starting and stopping, changing direction,

isolations, jumping and landing, turning, balancing and

simple combinations of movement

6

65

4. Participates in simple dance techniques to gain skill in

basic p~inciples and co~rect usage of the body: elongation

of the back, ~leasing tension, moving f~m the center, use

of energy, articulation of body parts, alignment of hips,

knee. and ank Ie.

6

65

5. Increases knowledge of spatial concepts: self-space, gene~al

space, shape, level, direction, dimension, ~elationships

(nea~, fa~, front, back, ove~, under)

6

65

6. Increases understanding of force (energy): smooth, sharp,

tight, loose, vibratory, .wing, sway

6

65

7. Inc~eases knowledge of the ~hythmic concepts, beat and

tempo; begins to coordinate movement with music

6

65

8. P.~icipates in simple singing games and folk dances

6

65

Topic/Concept c. Creative Exp~ession

9. Explores thoughts, ideas and feelings th~ough movement
69

10. Forms and performs simple combinations of movement that

convey thoughts, ideas o~ feelings

6

65

The criterion-~eferenced tests objectives for writing (CRT-W),

reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic

Education Act competencies (QBE) have been cor~elated with the

Quality Core Cur~iculum objectives. The correlations appear

immediately below each objective in line with the corresponding

column heading.

~ ~ - _... ~_...-.

5604C

. QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Secon21 OB3ECTIVES (State Curriculum)

CRT-R

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Participates in developmental and self-testing activities related to strength, muscular endurance, heart-lung endurance and flexibility 64,65

Topic/Concept S. Movement Ski lls

6
2. Acquires or refines skill in basic movements; coordinates

basic movements with props (streamers, scarves, hoops, etc.)

3

65

3. Acquires or refines additional movement skills: transfer of

weight, starting and stopping, changing direction,

isolations, jumping and landing, turning, balancing and

combinations of ~ovements

3

65

4. Participates in simple dance techniques to gain skill in

basic principles "and correct usage of the body: elongation

of the back, releasing tension, moving from the center, use

of energy, articulation of body parts, alignment of hips,

knees and ank les

3

65

5. Increases knowledge of spatial concepts: shapes

(symmetrical, asymmetrical, wide, narrow), pathways

(straight, curved and zigzag pathways), levels, dimension

and relationships

3,5

3,11

65

6. Increases knowledge of force (energy): smooth, sharp, tight,

loose, vibratory, suspended; swing-sway, push-pull,

heavy-l ight

3

u

65

7. Increases understanding of rhythmic concepts: beat,. tempo,

accent. meter (doubletime, tripletime); coordinates movement

with music

3

65

8. Participates in singing games and folk dances 65

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column heading.

!J604c

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Second) OBjECTIVES (state Curriculum)

Page 2 of 2

Topic/Concept C. Creative Expression

9. Explores.thoughts, ideas and feelings through movement
69

10. Forms and performs simple combinations to movement which

convey thoughts, ideas or feelings

3

69

11. Is introduced to elements of form: development (beginning,

middle, end), contrast, variety, unity

3

69

12. Begins to develop criteria for evaluating simple compositions
69

S604c

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Third) OB3ECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. PArticipates in activities related to strength, muscular

endurance, heart-lung endurance and flexibility

2

64,65

2. Demonstrates correct stretching techniques (reaches and

holds. stretches 15-45 seconds, breathes continuously and

does not bounce)

2

64,65

Topic/Concept B. ~vement Skills

3. Acquires or refines skill in basic movements; coordinates basic movements with props (streamers, scarves, hoops)
65

4. Develops additional movement skills: transfer of weight, starting and stopping, changing direction, isolations, . jumping and landing, turn~, balancing and more complex combinations of movements
65

S. Participa~es in dance techniques to help increase

understanding of basic principles and correct use of the

body (see grades one and four)

2

65

6. Increases understanding of spatial concepts: negative space, relationships (meeting and parting, unison and contrast, leading and following); floor pattern 6S

7. Increases understanding of force (energy): suspended,

swing-sway, push-pull, heavy-light, collapse-rise

2

65

8. Increases understanding of rhythmic concepts: beat, tempo,

accent. phrase. meter (doubletime, tripletime); coordinates

.ave.ent with ~sic; recognizes rhythmic patterns

2

65

9. Participates in singing games and folk dances; learns

traditional folk steps: schottische, waltz

2

65

The criterion-referenced tests objectives for writing (CRr-W), reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objectiv~ in line with the corresponding column heading.

S604c

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Third) OB~ECTIVES (State Curriculum)

Page 2 of 2

Topic/Concept C. Creative Expression

10. Explores thoughts, ideas and feelings through movement 69

11. Forms and performs phrases of movement that convey thoughts,

ideas or feelings; combines phrases of movement into simple

compositions

2

10

69,70

12. Increases knowledge of elements of form: development, contrast, variety, unity, balance, harmony
2

69,70

13. Uses criteria for evaluating simple compositions
2

69,70

S604c

QUALITY CORE CURRICULUM

PROGR~ AREA: Dance (Fourth) OBjECTIVES (State Curriculum)

Page 1 of 1

Topic/Concept A. physical Fitness

1. Participates in developmental activities for strength, heart-lung and muscular endurance, flexibility, speed, balance, power and agility 64,65

Topic/Co,.~it~.. B. ~v.ment Ski lIs

2. Performs more complex combinations of locomotor and axial

movement (step patterns, trace patterns of the limb)

3

65

3. Performs more difficult movement skills of elevqtion, turning, balancing and changing direction 65

. Participates in more demanding dance techniques requiring

greater control and clarity of movement (moving in parallel

and turned out positions;-moving with constant flow, control

of force)

3

65

S. Increases knowledge of spatial concepts 65

6. Increases knowledge of force (energy) 6S

7. Increases knowledge of rhythmic concepts: syncopation,

simple counterpoint, meter

3

6S

8. Participates in singing games and folk dances; learns

traditional folk steps: schottische, waltz, polka, two-step

3

6S

Topic/Concept C. -Creative Expression

9. Explores thoughts, ideas and feelings through movement 69

10. Forms more complex dance compositions

69,70

11. Utiiizes elements of form for evaluating compositions

(development with beginning, middle and end; contrast,

unity, balance, repetition)

3

69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column heading.

S604C

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (Fifth) OBJECTIVES (State Curriculum)

CRT R

Page 1 of 1

Topic/Concept A. Physical Fitness
1. Participates in developmental activities in health-related fitness and skill-related fitness 64,65

Topic/Concept B. ~ovement Skills
2. Performs more complex combinations of locomotor and axial movement 65

3. Performs more difficult movement skills of elevation, turning, balancing and changing direction 65
4. Participates in more demanding dance techniques requiring greater control and clarity of movement 65
s. Increases knowledge of spatial concepts
65
6. Increases knowledge of force (energy) 65
7. Increases knowledge of rhythmic concepts: syncopation, simple counterpoint 65

8. Participates in singing games and folk dances; learns traditional folk steps: schottische, waltz, polka, two-step 65
Topic/Concept C. Creative Expression

9. Explores thoughts, ideas and feelings through movement 69

10. Fo~s more complex dance compositions

69,70

11. Uses elements of form for evaluating compositions

69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column heading.

5604c

QUALITY CORE CURRICULUM

Page 1 of 1

PROGRAM AREA: Dance (Middle School) - Exploratory Course

OB3ECTIVES (State Curriculum)

~

BST-R

~

QBE

Dance at this level continues with the promotion of the creative process; understanding of the elements of space. shape. time and force; expanding vocabulary; and refining the movement skills that contribute to the child's capabilities in dance. Participation in various forms of dance serves to heighten the body's response to rhythm and expand one's dance repertoire. Exposure to the study of dance heritage begins to reinforce dance as a means of expression
throughout history.

The student's experience with dance is broadened with the history of dance and knowledge about different dance forms (ballet. ethnic.
folk, modern and jazz). Students are encouraged to formulate their own oplnlons and judgments based on specified criteria and observations of dance films, live performances and videos.

Topic/Concept A. Aesthetic Perception

1. Recognizes dance as a natural way of expression and as an

art form

69

2. Identifies the elements of dance (body awareness. muscular control, movement, rhythm, space, tempo, force)
69

Topic/Concept B. Creative Expression/Performance

3. Participates in varied dance forms to develop and

demonstrate creativity and individuality of expression;

experiments with varied movement approaches to develop

versatility

3.0

65.69.

70,12

4. Demonstrates an understanding and appreciation of varied dance forms through experience

Topic/Concept C. Historical/Cultural Heritage

5. Identifies the historical and cultural perspectives of dance

1.0

8

69.71.

5,43.

53

6. Identifies how various cultures express themselves through

dance

1.0

8,6

69,71.

5.43

Topic/Concept O. Aesthetic Judgment/Criticis.

7. Observes and critiques dance performances using specified criteria and appropriate dance vocabulary

1.0

3,6

69,14. 43.45

~60"c

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (9-12) OB3ECTIVES (State Curriculum)

BST-R

Page 1 of 2

Dance education in Georgia schools should provide opportunities for students 9-12 to develop a lifetime understanding and appreciation
of dance as an art form. Study in dance education should contribute
to learning in the following ways: dance as a means of artistic
expression and communication; as a process of developing creative potential; as a means of understanding one's own culture and the
culture of others; as an exercise, fitness and wellness tool; as a recreational, leisure-time activity.

Topic/Concept A. Aesthetic Perception

1. Identifies the elements of dance (body awareness, muscular control, movement, rhythm, space, tempo, force)
69

2. Recognizes dance as a natural way of expression and as an art form
69

3. Observes movement. in one" environment
69

4. Demonstrates an understanding of time/spatial relationships in dance movement
70

Topic/Concept B. Creative Expression/Performance

S. Demonstrates ability to respond to and use the elements of

dance

~

70

6. Combines the various elements to compose a dance
70

7. Demonstrates an increased knowledge of danee skills
70

8. De-anstrates knowledge of dance-related artistic components
69.70

9. Performs and responds to fee lings, images and thoughts through dance
70

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column heading.

5604c

QUALITY CORE CURRICULUM

PROGRAM AREA: Dance (9-12) OBjECTIVES (State Curriculum)

Page 2 of 2

10. Uses dance as a means of communication
70

11. Improves physical fitness through dance
64

Topic/Concept C. Historical/Cultural Heritage

12. Identifies the historical and culturar perspective of dance

1.0

8

69,71

13. Identifies major dance innovators and their contributions

throughout history

1.0

8

69,71

14. Recognizes the universal themes and values represented in

dance through various cultures

1.0

. 69,71

1S.Integrates dances into the other arts, sciences and

huaaanities

1.0

71

16. Demonstrates an understanding of the value of dance as an

important realm of human experience (physically,

emotionally, aesthetically, socially)

,

1.0

69

Topic/Concept D. Aesthetic judgment/Criticism

17. Discusses his or her feelings about selected dance compositions (live and vidoo)

18. Evaluates the expressive, social and communicative functions

of dance

1.0

69

19. Interprets the ..aning of dances

1.0

69

20. "-ke. and supports infol"ftled judgments about selected dances

ba.ed on established criteria

1.0

69

QUAlITY CORE CURRICUl~ DRMA
The Dr... K-12 Quality Core eu""iculum (QCC) was developed throough the cooperative efforts of classrooom teachers. drama teachers, supervisors and proofessional drama educators associated with proofess ional theater. A lo-cnember advisory committee conside,..d responses sought fr-om and pr-ovided by school systems to the 1987 draft of the QCC.
The 0...... QCC has four _jor components: Internal and Extemal Personal Resources. Dramatic For-m Created Through Theatrical Collaboration. Drama/Theater and It- r~ltural Context and Aesthetic Judgment thr-ough Evaluation and Response. rhe objectives for each of the components a,.. sequential. Each grade level repr.sents an increased understanding and sophistication in the study of drama. The objectives apply not only to a pr-ogram in dr-ama, but also to cocurricular pr-ograms and to those cases in which drama is being used as an instr-uctional strategy in another academic discipline.
Drama at the elementary level focuses on th,..e major a,..as of growth: the unfolding of creative capacities. the development of knowledge and .kills relating to drama and the eVOlution of aesthetic awe,..ness. Importance is placed on helping students feel caPable and free to become involved in clas.r-oom dramatic activities. ~ch of the work done is related to helping students interact In a socially pr-oductive way with peer" . Skill in the use of oral language is gained thr-ough exercises in pr-onunciation and enunciation. voice development. interpretive reading and acting. The enti,.. scope of the pr-ogram leads to the development of observation. communication and the capacity to work together.
The drama program for grades 6-8 continues to build on and ,..fine the creative capacities. knowledge. skills and aesthetic developments of previous y..rs~ At this level. additional emphasis is placed on storytelling (6). p,..sentational theater (7) and acting styles including pantomime. impr-ovisation and representational acting (8). This prog,..ssion ,..lates ....11 to the age level interests and abilities of middle grades/junior high students and to the organization of middle grades exploratory courses. The styles of performance selected offer ..ny opportunities for simple. short. classroom productions.
For the secondary courses (9-12). the creative. cognitive and aesthetic e~hasis in high schoal drama are realized both thr-ough individual course. and acr-oss a broad range of course offerings. Knowledge of theater Iiteratu,.. and history is st,..ssed. Knowledge and skill in technical theater a,.. taught while creative pr-oficienci.s in technical theater as ....11 as in perfor"llling a,.. polished. Stage. vocal and IIOvellHlnt techniques are developed and cultivated for use In theatrical pr-oduction and as a ..ans of presenting oneself in everyday life situations. Important segments of the prog,... are acting. dl,..cting. playwritinget construction and design, lighting. costuming. makeup and other activities related to theatrical production and organization.

",

5763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(Kindergarten)

OBJECTIVES (State Curriculum)

HI::!

~

~

Page 1 of 2 9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Initiates and/or responds to sensory and emotional

experiences

L-1

69.70.71

2. Reacts to imaginary objects. environments and perceptions

s-4

N-4

69.70.71

3. Demonstrates self-awareness in dramatic activities 69.70.71

4. Uses voice and speech as a ..ans of self-expression

S-1

69.70.71

5. Uses movement for creative expression
G-1

69.70.71

6. Uses language for social interaction S-3

69.70.71

TOPIC/CONCEPT 8. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

7. joins with and responds to others in dramatic activities

S-5

69.70.71

8. Assumes ~les in dramatic activities L-1

69.70.71

9. Identifies and uses simple elements of technical thQater in

dramatic activities. such as .cenery. props. costumes or

sound. IlUS ic

L-2

69.70.71

10. Identifies and uses basic elements of drama: who. where 69.70,71

11. Recognizes that people in stories and in life have problems 69,70,71

The Criterion-referenced Tests objectives for writing (CRT-W), ntading (CRT-R), _the_tics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality eont Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding colulln headings.

S763c

QUALITY CORE CURRICULUM

PROGRN'I AREA: DRAMA

(K i nderqart!f!U

OB3ECTIVES (State Curriculum)

.!!::!

!I:::!'

~

Page 2 of 2 9BE

TOPIC/CONCEPT C. DRAMAITHEATRE AND ITS CULTURAL CONTEXT

12. Enacts real and fantasy situations W-3

69,70,71

13. Recognizes through dramatic activities that there are

different cultures

.

W-3

69,70,71

TOPIC/CONCEPT D. AESTHETIC 3UDGP'IENT THROUGH EVALUATION AND RESPONSE

14. Responds to theater and classroom drama as an audience

....mber

S-1.L-6

69,70.71

15. Identifies different art forms such as drama/theater,

visual art, music and dance

S-5,S-1

69,70,71

S763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

r, (Fi t)

OBjECTIVES (State Curriculum)

CRT-R

~

~

Page 1 of 2
QBE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Res pond s_ to .ensory and emotional experience,

1

69,70,71

2. Use, imagination in dramatic activitie,

4

69,70,71

3 t~;r.r,- t;,rough dramatic acti vi tie, increased self-confidence and self-.wareness
69,70,71.

4. Uses voice and speech to explore thought, feeling and role

in dramatic activities

1,2,3

69,70,71

S. Uses -evement to explore thought, feeling and role

1

3

69,70,71

6. Uses language to enact and to comment on personal experience

1,5

69,70,71

TOPIC/CONCEPT 8. DRMATIC FORrl CREATED THROUGH THEATRICAL COLLABORATION

7. 30ins with and responds to others in dramatic activities

1,3

69,70.71

8. Assumes roles in dramatic activities 1.2.3

69,70.71

9. Identifies and creates simple elements of technical the~ter

for drama activities, such as scenery, props. costumes,

sound. IlUsic and IIIlkeup

3

7

69.70,71

10. Identifies and uses basic elements of drama/theater: who, where. what 69,70.71

11. Recognize. that people in ,torie, and in life have problem, 69.70.71

The Criterion-refe,..need Tests objectives for writing (CRT-W). reading (CRT-R). _the.ties (CRT~) and the 76 Quality 8asic Education Act competencies (QBE) have been correlated with the Quality eore Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding
column headings.

S763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(First)

OBJECTIVES (State Curriculum)

2I::!

CRT~

~

Page 2 of 2 9BE

TOPIC/CONCEPT C. oRAfllIAITHEATRE AND ITS CULTURAL CONTEXT

12. Enacts real ancl fantasy situations through dramatic

activities

1

69,70,71

13. Recognizes through dramatic experiences different cultures

1,8

69,70,71

TOPIC/CONCEPT 0 AESTHETIC JUoGl"tENT THROUGH EVALUATION, AND RESPONSE

14. Responcls to theater and classroom drama experiences as an

audience _mbar

4,5

69,70,71

15. Identifies different art forms, such as drama/theater,

visual arts, music, dance, film, televJsion

1,5,8

69,70,71

S163c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(Second)

OB3ECTIVES (State Curriculum)

CR.!::B

S:~

.E!:::!!

Page 1 of 2 2!,;

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Recalls detail. of .ensory and emotional experience

1

69.10.11

2. Uses imagination in dramatic activities
1

3. Increases self-confidence and self-awareness through participation in dramatic activities

4. Uses voice and speech to explore thought. feeling and role

in dramatic activities

1.2.3

69.10.11

S. Uses movement to express thought. feeling and role

1

3

69.10.71

6. Uses language to enact and to comment on personal experience

1.5

69.70.71

TOPIC/CONCEPT B. DR~TIC FO~ THROUGH THEATRICAL COLLABORATION

7. Demonstrates responsible behavior in working with the group

in dramatic activities

1.3

69.70.71

8. Assumes roles through a variety of dramatic activities.

emphasizing pantomime and puppetry

1.2.3

69.70.71

9. Creates simple elements of technical theater for dramatic

activities. such as scenery. costumes. props. sound. music

and IIlakeup

3

7

69.70.71

10. Identifies and uses basic elements of drama: who. where.

when. what

2

69.70.71

11. Dramatizes simple problems and resolutions through

pantOllli_and puppetry

1.2.3

69.70.71

The Criterion---referenced Tests objectives for writing (CRT-W). reading (CRT-R). Iftilthematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding
column headings.

5763c:

QUALITY CORE CURRICUL~

PROGRAM AREA: DRAMA

(Second)

OB3ECTIVES (State Curriculum)

C'!I::!

:.!!:!I

!rr::!I

Page 2 of 2 OBE

TOPIC/CONCEPT C. DRAr'lAITHEATER AND ITS CULTURAL CONTEXT

12. Enac:ts real and fantasy situations
1

69,70,71

13. Identifies through dramatic: experienc:es differenc:es in

varied cultures

1,8

69,70,71

TOPIC/CONCEPT D. AESTHETIC JUDGMENT THROUGH -EVALUATION AND RESPONSE

14. Explains personal reactions to drama/theater experiences

4,5

69,70,71

15. Compares drama/theater with other art forms, such as film

and television

1,5,8

69,70,71

S763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

<T.hi rd )

OBJECTIVES (State Curriculum)

!.!::!

~

~

Page 1 of 2 9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Recalls details of sensory and emotional experience

1

69,70,71

2. Uses imagination in dramatic activities

4

69,70,71

3. Increases self-confidence and self-awareness through participation in dramatic activities

4. Uses voice and speech to explore thought, feeling and role

in dramatic activities

1,2,3

69,70,71

S. Uses movement to express thought, feeling and role

1

3

69,70,71

6. Uses language to explore relationships with others in

dr.....tic activi ties

1,S

69,70,71

TOPIC/CONCEPT B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

7. Cooperates and interacts empathetically during dramatic

activities

1,3

69,70,71

8. Assumes roles in dramatic activities with emphasis on story

dramatization and improvisation

1,2,3

69,70,71

9. Creates and uses simple elements of technical theater for

dramatic activies , such as scenery, costumes, props,

sound, ..sic and lllakeup

3

7

69,70,71

10. Identifies and uses drama elements in dramatic activities,

such as character, plot and setting

2

69,70,71

11. Enacts problems and resolutions from real life or fantasty

situations

1,2,3

69,70,71

The Criterion-referenced Tests objective. for writing (CRT-W), reading (CRT-R), mathematics (CRT-r'l) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

~763c:

QUALITY CORE CURRICULUM

PROGRAI"I AREA: DRAMA

(Thi!L

OBjECTIVES (State Curriculum)

!!::R

~

~

Page 2 of 2 QBE

TOPIC/CONCEPT C. DRAl"lAITHEATER AND ITS CULTURAL CONTEXT

12. Examines similarities and differences between life and

drama/theater

1.3

69.70.71

13. Recognizes through dramatic experiences differences in

cultures

1.8

69.70.71

TOPIC/CONCEPT D. AESTHETIC JUDGMENT THROUGH EVALUATION AND RESPONSE

14~ Responds to drama/theater experiences
4.~

69.70.71

1S. Compares drama/theater with other arts forms, such as film,

television and visual arts

1.~.8

69.70.71

5763c

QUALITY CORE CURRICULUM

PROGR~ AREA: DRAMA

(Fourth)

OB3ECTIVES"(State Curriculum)

!!=!

~

~

Page 1 of 2 9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Use. as actor and viewer sensory and emotional recall to

interpret experiences

2.4

69.70.71

2. Uses physical and verbal action to communicate mental images

1.3

69.70.71

3 .. Increases ability for imagining. interacting and reflecting

in dramatic activities

2

69,70.71

4. Uses voice and speech for communication of thought. feeling

and character

2

69,70,71

5. Uses movement to express thought. feeling and character

2

69.70,71

6. Examines relationships with others through locial

interaction

2.4

69.70.71

TOPIC/CONCEPT B. DRAMATIC FOR'" CREATED THROUGH THEATRICAL COLLABORATION

7. Demonstrates responsible, cooperative behavior in dramatic activities

8. Enacts fantasy and life situations through a variety of.

dramatic fOnDS

1,3

69.70.71

9. Uses simple elements of technical theater to enhance

dramatizations, such as scenery. props. costumes. sound.

ausic and makeup

3

4

69.70.71

10. Recognizes and applies the elements of drama in dramatic

activities. such as character. plot. dialogue . the.e and

letting

2.4.6

69.70.71

The Criterion-referenced Tests objectives for writing (CRT-W). reading (CRT-R), _thematics (CRT-flI) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(Fourth)

OBjECTIVES (State Curriculum)

Page 2 of 2

11. Enacts solutions to dramatic problems and evaluates

consequences and implications

2,4

69,70.71

12. Writes and enacts short scripts based on familiar stories

10

69.70.71

"TOPIC/CONCEPT C. DRAI'1A/THEATRE AND ITS CULTURAL CONTEXT

13. Compares life and drama/theater 8.10

69.70.71

14. Recognizes through dramatic activities historical and

multicultural concepts

1.8

69.70.71

TOPIC/CONCEPT O. AESTHETIC JUDGMENT THROUGH EVALUATION AND RESPONSE

15. Responds to dramaltheat,r experiences 2.4

69.70.71

16. Compares drama/theater with other art forms. such as film.

television. visual arts. dance and music

10

69.70.71

!J763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(Fifth)

OB3ECTIVES (State Curriculum)

.Q!!::!

~

~

Page 1 of 2 OBE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Uses as player and viewer sensory and emotional recall to interpret experiences
69.70.71

2. Uses dramatic action to communicate mental images 69.70.71

3. Views self as effective in imagining. interacting and reflecting in dramatic activities

4. Uses voice and speech for communication of thought. feeling and character

!J. Uses movement to express thought. feeling and character 69.70.71
6. Interprets meaning and character through language 69.70.71
TOPIC/CONCEPT B. DRAMATIC FOR/lll CREATED THROUGH THEATRICAL COLLABORATION
7. Demonstrates group interaction skills in dramatic activities 69.70.71
8. Uses skills in characterization

9. Creates and uses elements of technical theater to enchance dramatizations. such as scenery. props. costumes. sound. music. makeup and lighting

10. Identifies and uses drama elements in dramatic activities. such as character. plot. setting. dialogue and theme 69.70.71
11. Examines the development and resolution of dramatic proble.s in playmaking 69.70.71
The Criterion-referenced Tests objectives for writing (CRT-W). reading (CRT-R) ....thematics (CRT""') and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA

(Fifth)

OBjECTIVES (State Curriculum)

Page 2 of 2

12. Writes and enacts short scripts and scenarios based on original ideas
69,70,71

13. Identifies roles of playwright, ,actor, director and designer 69,70,71
TOPIC/CONCEPT C. DRAMAITHEAft;}AND ITS CUL~RAL CONTEXT

14. Compares drama/theater and life

69,70,71

15. Identifies through dramatic expression historical and multicultural concepts
69,70,71

TOPIC/CONCEPT D. AESTHETIC 3UDGMENT THROUGH EVALUATION AND RESPONSE

16. Responds to drama/theatar experiences

69,70,71

17. Identifies difference, and similarities among art fo~s, such as film, television, visual arts. dance and music

~763c

QUALITY CORE CURRICULU~

PROGRAM AREA: DRAMA: STORYTELLING (Sixth)

OBjECTIVES (State Curriculum)

gJ:!

~

~

Page 1 of 2 OBE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Uses se~sory and emotional recall to interpret experiences

through storytelling

2,4

69,70,71

2. Uses dramatic techniques to communicate mental images

2,~

69,70,71

3. Demonstrates understanding of salf and others through

storytelling

~

69,70,71

4. Identifies and uses vocal techniques appropriate to

storytelling

2,3,~

69,70,71

~. Identifies and uses movement techniques appropriate to

storytelling

2,3,~

69,70,71

6. Interprets meaning and characte... through language
~,6

TOPIC/CONCEPT B. DRAMATIC F'O~ CREATED THROUGH THEATRICAL COLLABORATION

7. Cooperates and interacts during storytelling activities

2,3

69,70,71

8. Uses characterization .kills to enhance storytelling
~,6

9. Designs and creates simple.scenel"Y, costumes, props,

lighting, sound, music, makeup and storytelling

3

3

69,70,71

10. Recognizes the role and responsibilities of the director in

storytelling activities

8

69,70,71

11. Us.s storytelling skills to focus on the development and

....solution of dramatic problems

2,4,~

69,70,71

The Criterion-referenced Tests objectives for writing (CRT-W), reading (CRT-R). _thematics (CRT-fI1) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

S763c:

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA: STORYTEllING (Sixth)

OBjECTIVES (State Curriculum)

!!.!::!

~

~

Page 2 of 2
9BE

TOPIC/CONCEPT C. DRAMAITHEATRE AND ITS CULTURAL CONTEXT

12. Desc:ribes through storytelling personal and universal

themes

2,4,5

69,70,71

13. Identifies historical and multicultural heritage through

. yt"',' 1.i~

1,8

69,70,71

TOPIC/CONCEPT D. AESTHETIC JUDGMENT THROUGH EVALUATION AND RESPONSE

14. States personal reactions to storytelling experiences
2

15. Evaluates storytelling presentations

9

.

69,70,71

16. Recognizes the relationship between storytelling and other dramatic forms
9

5763c

QUALITY CORE CURRICULUM

PROGRAM AREA DRAMA: PRESENTATIONAL THEATER (Seventh)

QJECT1VES (State Curriculum)

CRT-R

~

~

~

Page 1 of 2

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Incorporates sensory and emotional experiences into presentational theater

2. Uses presentational theater techniques to formulate and express mental images

3. Applies vocal techniques appropriate to presentational theater
2.3.5

4. Applies movement techniques appropriate to presentational theater

5. Uses language to reveal and communicate ideas and moods 5

TOPIC/CONCEPTS B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

6. Uses ensemble skills in presentational theater
3

7. Creates characters using presentational styles 2.3

8. Designs and creates simple scenery. costumes. props.

lighting. sound. music and makeup for presentational theater

3

3

9. Recognizes and assumes the role and responsibilities of the director in presentational theater
8

10. Creates solutions to theater production problems

TOPIC/COIIlCEPT C. DRMAITHEATER AND ITS CULTURAL CONTEXT

11. Recognizes personal and universal meanings through presentational theater 2.4.5

12. Identifies and describes recurring cultural motifs and the..s through presentational theater
1.8
The Criterion-referenced Tests objectives for writing (CRT-W).
reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c

QUALITY CORE CURRICULUM

PROGRAM AREA: DRAMA: PRESENTATIONAL THEATER (Seventh)

OB3ECTIVES (State Curriculum)

!!::B

~~

!U:::!!

9BE

Page 2 of 2

TOPIC/CONCEPT o. AESTHETIC 3UDGMENTS THROUGH EVALUATION AND
RESPONSE OB1ECTIVES

13. States personal reactions to presentational theater experiences
2

14. Evaluates presentational the.~-- usi~ .elected criteria
9

1S. Recognizes the relationships among dramatic forms
9

5763c

QUALITY CORE CURRICULUM

Page 1 of 2

PROGRAM AREA: Drama: ACTING STYLES (Eighth)

OBJECTIVES (State Curriculum)

!!=B

~

~

9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Initiates and responds to sensory and emotional experiences in drama activities
2,4

2. Uses imaginAtion to form and express thought, feeling and character
2,5

3. Accepts and uses physical and emotional changes through drama activities
2,4

4. Analyzes and uses vocal techniques to express a variety of characterizations 2,3,5

5. Analyzes and uses movement techniques to express a variety of characterizations 2,3,5

6. Inter-prets ...aning and character through language 2,5,6

TOPIC/CONCEPT B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

7. Applies ensemble skills through such styles as pantomime, improvisation and representational acting
3,4

8. Creates characters using varied acting styles 2,3

9. Designs and creates simple scenery, costumes, props,

lighting, sound, music and makeup for dramatic presentations

3

3

10. Recognizes and examines the directing process
8

11. Creates solutions to dramatic problems using pantomime, improvisation and representational acting techniques
9

The Criterion-referenced Tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

5763c

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: Drama: ACTING STYLES (Eighth)

OBJECTIVES (State Curriculum)

!!::B

CR~

~

98E

TOPIC/CONCEPT C. DRAMAITHEATER AND ITS CULTURAL CONTEXT

12. Uses life to understand theater and theater to understand life 2.4

13. Examines human behavior through ~arious acting styles 2.4

TOPIC/CONCEPT D. AESTHETIC 3UDGMENT THROUGH "EVALUATION AND RESPONSE

14. States personal reaction to theater experiences
2

15. Evaluates theater experiences based on selected criteria
9

16. Recognizes the relationships among dramatic forms
9

5763c General
Vocational college Preparatory

QUALITY CORE CURRICULUM

PROGRN'I AREA: Fundamentals of Drama

OBjECTIVES (State Curriculum)

-BST-R

-BST~

(9-12)

Page 1 of 2

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Initiates and responds to sensory emotional experiences

2.4

1

69.70.71

2. Uses imagination to form and express thought. feeling and

character

2.4

1.2

69.70.71

3. Applies movement techniques for characterization in

improvised and scripted activities

5.6

69.70.71

4. Develops acting techniques 2.4.5

69.70.71

5. Applies vocal technique~ to development of characterization

in improvised and scripted theater

5.6

69.70.71

6. Develops and applies artistic discipline 69.70.71

7. Improves understanding of salf and others

8. Projects motivation and intention to other actors

2

69.70.71

TOPIC/CONCEPT B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

9. Uses the ensemble experience in theater

3

69.70.71

10. Uses improvisation for scripted and unscripted material

5.6

69.70.71

11. Uses skills of analysis in creating characte,.,

9

1

69.70.71

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R). mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality eore Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

4622c General
vocational College Preparatory

QUALITY CORE CURRICULUM

PROGR~ AREA: Fundamentals of Drama

OBjECTIVES (State Curriculum)

-BST-R

-BST~

(9-12)

Page 2 of 2

12. Writes and performs scenes/short plays integrating content

and form

5

1.2

69,70,71

13. Recognizes the role and responsibilities of the director

8

69,70,71

14. Recogniz.s the contributions of t.chnical el.ments in

creating th.atrical effects

2

1,2

69,70,71

15. Recogniz.s the functions of manag.m.nt in th.ater production

8,9

.

3,8

1,2

69,70.71

TOPIC/CONCEPT C. DRMAITHEATER AND ITS CULTURAL CONTEXT

16. Recognizes and describes personal and universal ..anings in

drama/theater

2,4

1,2

69,70,71

17. List and defin.s care.rs in theat.r 8,12

69,70,71

18. Id.ntifi.s dramatic theories, sty Ie and literature in

theat.r history

8,12

1,2

69,70,71

19. Recognizes cultural. social and political aspects of theater

8.12

1.2

69,70.71

TOPIC/CONCEPT D. AESTHETIC JUDGMENTS THROUGH EVALUATION AND RESPONSE

20. Analyzes and evaluate. elements in dramatic lit.....ture

9

1,2

69 , 70,71

21. Evaluates live theater based on selected criteria

9

1,2

69,70.71

22. Recogniz.s relationships between theater and other arts

8,9,12

1.2

69,70.71

23. Recogniz.s theater as an effort to understand, interpret

and intensify human experi.nc.

9

1,2

69.70,71

5763c
General Vocational College Preparatory

QUALITY CORE CURRICULUM

PROGRM AREA: Drama - The Musical OB3ECTIVES (State Curriculum)

(9-12)

Page 1 of 2

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Applies movement techniques for:characterization in

improvised and scripted activities

5,6

59.-"',71

2. Applies acting techniques
3

3. Applies artistic discipline

69,70,71

4. Projects motivation and intention to other actors and to

audience

2

69,70,71

TOPIC/CONCEPT B. DRAr'tATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

5. Creates an ensemble in developing theater 69,70,71

6. Uses skill of analysis in creating characters

9

1

69,70,71

7. Recognizes the role and responsibilities of the director

and production staff

8

1

69,70,71

8. Recognizes the contributions of technical elements in

creating theatrical effects

1

69,70,71

9. Recognizes the functions of management in the.ter production

8,9

3,8

1

69,70,71

TOPIC/CONCEPT C. DRMAITHEATRE AND ITS CULTURAL CONTEXT

10. Lists and defines careers in theater

8,12

1

69,70,71

11. Identifies dramatic theories, style and literature in

the.ter history

8,12

1,2

69,70,71

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c
General vocational college Preparatory

QUALITY CORE CURRICUL~

PROGR~ AREA: Drama - The ~sical OBjECTIVES (State Curriculum)

(9-12)

Page 2 of 2

12. Recognizes cultural. social and political aspects of theater

8.12

1.2

69.70,71

TOPIC/CONCEPT D. AESTHETIC :JUDGMENTS THROUGH EVALUATION AND .~~P~SE

13. Analyzes and evaluates elements in dramatic literature

9

1. 2

69,70. 71

14. Analyzes and evaluates live theater and other arts

9

.1.2

69.70.71

15. Recognizes and describes relationships. between theater and

other arts

9

1.2

69.70.71

5163c

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 1 of 2

PROGR~ AREA: Drama - Play Production and Stagecraft (9-12)

OBjECTIVES (State Curriculum)

!!!::!

~

~

9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Increases understanding of self ,and others 69,10,11

2. Uses imagination to form and express thought and feeling

2,4

69,10,11

TOPIC/CONCEPT B. DR~ATIC FORl"! CREATED THROUGH THEATRICAL COLLABORATION

3. Writes and performs scenes and short plays integrating

content and form

5,6

1,2,3

69,10,11

4. Recognizes the role and responsibilities of the director

8

1

69,10,11

S. Recognizes the contributions of technical elements in

creating theatrical effects

2

1

69,10,11

6. Recognizes the functions of management in theater production

8,9

3,8

1

69,10,11

TOPIC/CONCEPT C. DRAMA/THEATRE AND ITS CULTURAL CONTEXT

1. Identifies dramatic theories, style and literature in

theater history

8,12

1.2

69,10,11

8. Recognizes cultural, social and po1i tical aspects of theater

8,12

1,2

69,10,71

TOPIC/CONCEPT 0.. AESTHETIC JUDGMENTS THROUGH EVALUATION AND RESPONSE

9. Analyzes and evaluates elements in dramatic literature

5)

1,2

69,70,71

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-l"t) and the 16 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c
General vocational College Preparatory
QUALITY CORE cURRlCULUf1
Page 2 of 2 PROGR~ AREA: Drama - Play Production and Stagecraft (9-12)
OB3ECTIVES (State Curriculum)

10. Analyzes and evaluates live theater using selected criteria

9

1.2

69.70,71

11. Recognizes relationships between theater and other arts

9,8,12

l,~

6~.70,71

5763c General vocational College Preparatory

QUALITY CORE CURRICULUM

PROGRN'I AREA: Drama - Advanced Drama

OBJECTIVES (State Curriculum)

BST-R

BST~

(9-12)
BST~

Page 1 of 2 QBE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL RESOURCES

1. Initiates and responds to sensory and emotional experiences

2,4

1

69,70,71

2. Applies movement techniques for characterization in

improvised and scripted activities

5,6

69,70,71

3. Interprets meaning and character through language

5,6

1,2

69,70,71

4. Applies vocal techniques to development of characterization

in improvised and scripted theater

5,6

69,70,71

5. Applies artistic discipl1ne

69,70,71

6. Projects intention as an actor
2

69,70,71

TOPIC/CONCEPT B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

7. Creates resolutions to dramatic problems

3

69,70,71

8. Uses skill of analysis in creating characters

9

1

69,70,71

9. Writes and performs scenes and short plays integrating content and fOnD .

5,6

1,2,3

69,70,71

10. Recognizes knowledge of the role and responsibilities of

the director and production st&ff

8

1

69,70,71

The Basic Skills Tests objectives for writing (BST~), reading (BST-R), mathematics (BST~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

5763c General Vocational
College PrePAratory

QUALITY CORE CURRICULUM

PROGRAMAREA: Drama - Advanced Drama

OBjECTIVES (State Curriculum)

-BST-R

-BST~

(9-12)
!!!:!!

Page 2 of 2 QBE

11. Recognizes the contributions of technical elements in

creating theatrical effects

3,9

3

~

69,70,71

12. Recognizes the functions of management in theater productior

8,9

3,8

1,2

69,70,71

TOPIC/CONCEPT C. DRAMA/THEATER AND ITS CULTURAL CONTEXT

13. Recognizes and discusses personal and universal meanings in

drama/theater

2,8

1

69,70',71

14. Lists and defines careers in theater

8

1

69,70,71

15. Identifies dramatic theories, style and literature in

theater history

8,12

1,2

69,70,71

16. Recognizes cultural, locial and political aspects of theater

8,12

1,2

69,70,71

5763c

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 1 of 2

PROGR~ AREA: Drama - Technical Theater (9-12)

OBjECTIVES (State Curriculum)

!2!::!

J~

~

9BE

TOPIC/CONCEPT A. OEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Incorporates sensory and emotional experiences into theatrical design 2,4 69,70,71

2. Uses imagination in designing and implementing technical

theater

2,4

69,70,71

3. Oescribes the aesthetic and functional requirements of

.cvement in set and lighting design

2,5

69,70,71

4. Uses vocabulary of technical theater during crews,

rehearsals and perlorman,es

S

1

69,70,71

S. Designs light and sound to ~larify and enhance physical and

vocal expression of perlormers

3,5

69,70,71

6. Uses lighting and set design to explore methods of

expressing mood

2,3

69,70,71

TOPIC/CONCEPT B. DRAMATIC FORf't CREATED THROUGH THEATRICAL COLLABORATION

7. Applies ensemble skills in -technical production 69,70,71

8. Uses the creative processes of technical theater for

solving dramatic proble.s

9

69,70,71

9. Uses improvisational activities with actors in devising

lights, sound, properties and .et

9

69,70,71

10. Recognizes the necessity of interactive relationship

between the preceptions of the director,

actor,choreographer and technical designers

9

1,2

69,70,71

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S763c

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRM AREA: Drama - Technical Theater (9-12)

OB3ECTIVES (State Curriculum)

!!!::! .

~

~

9BE

. TOPIC/CONCEPT C. DRAf"lA/THEATRE AND ITS CULTURAL CONTEXT

11. Uses cultural. social and political aspects of theatrical

heritage to create a~~ro~riate design

8.12

1.2

69,70,71

12~ Recognizes historical traditions, conventions and styles of

technical theater

8.12

1.2

69,70,71

13. Ex~lains the evolution of technical styles

1.3.S

1.2

14. Describes career o~portunities in technical theater

8.12

1

69,70.71

TOPIC/CONCEPT D. AESTHETIC JUDGMENTS THROUGH EVALUATION AND
RESPONSE

1S. Analyzes and evaluates dramatic texts for basis of theater

design decisions

9

1.2

69.70.71

16. Recognizes demands and limitations of s~ce available in designing for theater

3

1

69,70.71

17. Recognizes how technical design shapes lIlOocI. meaning and

image

3.S

1.2

69,70.71

18. Analyzes set design. lights. ~roperties and sound in a

theater ~roduction

9

1.2

69.70.71

19. ~kes choices in technical theater based on selected

.esthetic criteria

9

1.2

69.70,71

S763c

General

vocational

College Preparatory

QUAlITY CORE CURRICULUM

Page 1 of 2

PROGR~ AREA: Drama - Makeup and Costume (9-12)

OBJECTIVES (State Curriculum)

!!r=!

~

~

QBE

TOPIC/CONCEPT A. INTERNAL AND E~RNAL PERSONAL RESOURCES

1. Incorporates sensory and emotional experiences into the

design of costume and makeup

2.6

69,70,71

2. Uses imagination and experimentation in discovering color,

style and approach to design and execution of makeup and

costume

2,4

69,70,71

3. Applies proper techniques of makeup application

3

69,70,71 ,

4. Uses precut patterns and creates patterns for varied

costume styles

3

3

69,70,71

s. Describes and uses varied makeup and costume designs

suitable for dramatic literature (contemporary, period,

fantasy and stylized)

3

1,2 .

69,70,71

6. Creates masks, puppets and other such properties that rely

on makeup skills and costume construction

3

3

69,70,71

TOPIC/CONCEPT B. DRAMATIC FORf'l CREATED THROUGH THEATRICAL COLLABORATION

7. Uses costume and makeup design and execution to achieve
ensemble blend and balanced expressions 69,70,71

8. Uses costume and makeup design as enhancement to the

characterization of the actor and to the total plan of the

director for a specific production

3

69,70,71

9. Uses costume and makeup as an extension of the playwright's dramatic statement

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R), mathematics (BST~) and the 76 Quality Basic Education Act Competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

5763c Gen.ral VocationAl College Pr.paratory

QUALITY CORE CURRICUL~

PROGRAM AREA: Drama - Mak.up and Costum. (9-12) OBjECTIVES (State Curriculum)

Page 2 of 2

10. O.signs and constructs the mak.up and costumes for a

dramatic pi-ec.

3

3

69.70.71

11. R.a~ i~..~~- t.xts for clu.s to accurat.ly d.pict the

physical aspects of varied charact....s and ltOods in d...amatic

l i t....a t u ....

2.4

69.70.71

12. Id.ntifi.s the .volution of costumes and mak.up designs

8.12

1.2

69.70.71

TOPICS/CONCEPTS C. ORAMAITHEATER AND ITS CULTURAL CONTEXT

13. Analyz.s histo...ical pe...iods and d...amatic styl.s for d.sign

of a specific pe...iod and style

8.9.12

1.2

69.70.71

14. Id.ntifi.s .kills ....qui.it. fo ... a ca........ in costume 0 ...

uk.up d.sign

8.12

1.2

69.70.71

15. Us.s political. cultural and social aspects of sel.ct.d

histo...ical pe...iods fo... solution to d.sign p...oblems

8.9.12

1.2

69.70.71

16. Reads d...amatic text for clues to accurate d.piction of the cultu...al aspect. of the production

TOPIC/CONCEPT D. AESTHETIC 3UDGMENTS THROUGH EVALUATION AND RESPONSE

17. Analyz.s.nd .v.luat.s d...amatic t.xts as a basis fo... d.sign

tasks in costume and mak.up

9

1.2

69.70.72

18. .-k.s and supportsthetic judgments based on obs.rvation

of v ied costUII8 plots .nd uk.up plots fo... specific

d tic productions

9

1.2

69.70.72

19. Att.nds tht .... productions in which costume .nd mak.up d.sign ...... promin.nt facto...

,.......- 5763c
General vocational College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Drama - Theater Movement (9-12)

OBJECTIVES (State Curriculum)

~

!J.ST-.oM

SST-W

Page 1 of 3
~

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Uses a physical and verbal warmup routine for increasing

physical endurance and performance preparedness

5

69,70,71

2. Uses movement to discover and explore thought, feeling,

sensory awareness and emotional responses

2,3

69,70.71

3. Uses improvisational movement to examine the elements of

space usage, physical focus, balance, mood and imagery of

the individual

3

69,70,71

4. Uses improvisational exercises to examine the

expressiveness of all body parts

3

69,70,71

5. Identifies and uses movement patterns and qualities for

specific characters and/or imagery

2,4

1

69,70,71

6. Recognizes and uses stage movement appropriate for

character and given circumstances

1,2

69,70,71

7. Uses basic staging and blocking movement styles and theories

6

69,70,71

8. Recognizes the importance of energy build and control for

precise nonverbal communication

1,2

69,70,71

9. Uses movement techniques with sound, music and language in

improvisational and choreographed exercises

2,4

69,70,71

10. Uses mime to develop accuracy in nonverbal communication 69,70,71

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S763c

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 2 of 3

PROGRAM AREA:. Drama - Theatre ~vement (9-12)

OBjECTIVES (State Curriculum)

~

~

~9BE

TOPIC/CONCEPT B. DRAMATIC FORM CREATED THROUGH THEATRICAL COLLABORATION

11. Establishes group warm-up routine for development of

ensemble concentration and performa~~~ creoaredness

3

o~,70,71

12. U.es improvisation and choreographed IIOvement to explore

ensemble thought. feeling and emotional awareness

3

69,70.71

13. Uses improvisational movement to examine elements of

ensemble space usage. physical focus, balance, mood and

total grdup imagery

3

69,79,71

14. Uses improvisational and.. choreographed movement to explore

the role of the individual in the total ensemble creation

3

69,70,71

15. Communicates thought and script through physical sharing of

characters

2,4

69,70,71

16. Uses props, set, costumes and lights as vital aspects of

movement design and execution

3,6

69,70,71

17. Designs movements (blocking and stylized) for original and

scripted Icenes

3,6

69,70,71

TOPIC/CONCEPT C. DRAMAITHEATER AND ITS CULTURAL CONTEXT

18. E...ines the role of nonverbal, physical communication in

theatrical heritage

8,9,12

1,2

69,70,71

19. Identifies and uses postuna, movement. and dance of

diffenant historical and theatrical style.

8,9,12

1,2

69,70,71

20. Analyzes dramatic text for historical, environmental.

cultural, emotional and physical aspects of specific scripts

8,9, 12

1,2

69.70,71

21. Recognizes careers in movement design, mime, dance and

ensemble movement theater

8.12

1,2

69,70,71

S763c General
Vocational College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Drama - Theater Movement (9-12)

OB3ECTIVES (State Curriculum)

nI::!

~

~

Page 3 of 3 9BE

TOPIC/CONCEPT D. AESTHETIC 3UDGMENT THROUGH EVALUATION AND RESPONSE

22. Analyzes and evaluates dramatic texts for movement designs

8,9,12

1,2

69,70,71

23. ~kes and supports aesthetic judgments based on experiences

in -avement theater of varied styles,' modes and genres

9

1,2

69,70,71

24. Synthesizes knowledge of other arts into the creation of

movement designs

9

1,2

69,70,71

5763c General vocational College Preparatory

QUALITY CORE CURRICULUM

-PROGRAM AREA: Drama - Acting

OBjECTIVES (State Curriculum)

!.!::!

~

(9-12) BSTll

Page 1 of 2
9BE

TOPIC/CONCEPT A. INTERNAL AND EXTERNAL PERSONAL RESOURCES

1. Applies techniques of emotional .xpression (sensory

perception and emotional states) to portray the detai 1s and

complexities of human personalities in characterization

2,4

69,70,71

2. Uses imagination in creating and shaping characterization

2,4

69,70,71

3. Applies and synthesizes movement techniques in creating characters in improvised and scripted activities
69,70,71

4. Reads scripted materials to determine the text and subtext

of the script

2,4

69,70,71

S. Applies and synthesizes vocal techniques to cr~ate

characterization in scripted and improvised activities

2,4

69,70,71

6. Applies artistic discipline in regard to self and in collaboration with others 69,70,71

TOPIC/CONCEPT B. DRMATIC FOR" CREATED THROUGH THEATRICAL COLLABORATION

7. Applies skills for ensemble blend, group communication,

focus and balance in improvisation, rehearsal of scripted

materials and performance

3

69,70,71

8. Creates solution to dramatic problems through acting

3.S

1.2

69,70.71

9. Us.s improvisation as a tool for creating and developing characterization

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R), mathematics (BST-fIII) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5763c
General
vocational college Preparatory

QUAlITY CORE CURRICULUM

PROGR~ AREA: Drama - Acting (9-12) OBJECTIVES (State Curriculum)

Page 2 of 2

10. Creates characters in scripted and improvised activities

through the varied styles of acting, such as

presentational, representational and I commedia del arte I

2,4

1,Z

69,70,71

11. Collaborates in aevelu~lng original dramatic pieces

5,6

1,2

69,70,71

12. Recognizes and responds to the elements of technical

theater as they affect the actor

3

1

69,70,71

13. Recognizes the relationship of management to acting

8,12

1

69,70,71

TOPIC/CONCEPT C.

ns DR~ITHEATER AND

CUTURAL CONTEXT

14. Recognizes the personal a~ universal ..anings in dramatic

literature

9

1,2

69,70,71

15. Uses life in understanding theater and characterization; uses theater to understand life 69,70,71

16. Recognizes the knowledge, skills and discipline requisite

for career preparation in theater

8,12

'1,2

69,70,71

TOPIC/CONCEPT D. AESTHETIC JUDGMENTS THROUGH EVALUATION AND RESPONSE

17. Analyzes and evaluates dramatic text for characterization

and total performance

9

1,2

69,70,71

18. "'kes and supports aesthetic judgments through experiences

in theater of diverse styles, .cdes and genres

9

1,2

69, 70,71

19. Examines relationships between drama/theater, the other

arts and the creation of a role and performance of dramatic

literature

9

1,2

69,70,71

20. Recognizes theat.r art as an .ffort to interpret and

intensify experiences

9

1,2

69,70,71

QCt English and Language Arts
The English and Lan~age Arts Quality Core Curriculum (QCC) was developed
by cOlllllittees of teachers. supervi sors and admini strators. Input was sought from almost every Georgia public school system. Responses were considered and many incorporated. Late responses have been kept for future consideration.
In grades K-8 there are six major strands.
Oral Communication-Speaking 'Oral Communication-Listening Written Communication-Reading Written Communication-Writing Literature Reference and Study Skills
Each strand represents a major area of study within the discipline. Objectives within each strand are articulated grade-by-grade. While the various objectives are identified strand by strand. the Georgia Department of Education recommends systems present English and language arts in ~n integrated manner. Nothing does the discipline more haMm than fragmentation.'
In grades 9-12 there are also six strands. They carry forward concepts from earlier grades. using a higher level. more technical approach. that is more appropriate to the older learner.
Critical thinking Language Literature Speaking/Listening Reading Writing
As with grades K-8. the objectives for 9-12 are organized and identified as individual strands. but they are intended to be presented in an integrated manner. The grade-by-grade specification has not been carried forward from grades K-8. To pennit more flexibility for the local systems. a feature is added to 9-12 that is not present in the K-8 segment. i.e college/ voc.tional/general program offerings.

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Kindergarten)

OBJECTIVES (State Curriculum)

~

!!::!

~

Page 1 of 3
9BE

TOPIC/CONCEPT A. ORAL COMMUNICATION - LISTENING

1. Expands listening vocabulary
L-3

12,13,38

2. Follows one and two-part oral directions

L-S

12,13

3. Listens to a variety of language patterns and liter.l~

.sources

L-l

12,13,39

4. Responds to orally presented literature L-6

S. Listens attentively
L-3

12,13

6. Identifies sounds from the environment

L-2

13

7. Recalls auditory .equences: letters, words, numbers, rhythmic patterns

TOPIC/CONCEPT S. ORAL COMMUNICATION - SPEAKING
1. Expands speaking vocabulary S-S
2. Communicates effectively S-3
3. Uses descriptive language S-S,S-6
4. Relates experiences S-1
.5. Retells stories presented orally

38
16,17 16,17
45

The criterion-referenced tests objectives for writing (CRT-W),
reading (CRT-R), mathematics (CRT-M) and the 76 Quality Sasic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

!J6!J9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Art, (Kindergarten)

OBjECTIVES (State Curriculum)

CRTlI

ill=B

.U=tI

Page 2 of 3 OBE

TOPIC/CONCEPT C. WRITTEN COMMUNICATION - READING

1. Recognizes the relationship between spoken and written language

2. Distinguishes letter, word, and ~entence

R6

1

3. Demonstrates understanding that the purpose of reading is to obtain meaning from print

R1

1

. 4. Recognizes symbols, including letters and words in familiar

contexts

R3

1

!J. Discriminates visual similarities and differences in colors,

.hapes, letters and words

~

1

6. Discriminates auditory similarities and differences in words

R2

12,13

7. Demonstrates left to right and top to bottom progression

~

1

8. Recalls a series of three visually presented items

9. Identifies main ideas of pictures

R4

2

10. Sequences pictures to tell a story

R!J

2

11. Recognizes spoken words that signal sequence relationships

such as first, next, then

R4

3

.12. ~kes predictions

R4

4

13. Classifies by characteristics .uch as color, lize, shape, structure, function

R4

4

14. Interprets pictures
R4

17,38

IS. Demonstrates interest in various types of literature

Rl

17,39

5659c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Kindergarten)

OB3ECTIVES (State Curriculum)

.

~

!I=B

ill::!1

Page 3 of 3
98E

TOPIC/CONCEPT D. WRITTEN COf"r1UNICATION - WRITING

1. Demonstrates interest in print

2-1

9

2. Uses pictures, words and inventive spellings in personal writing 2-1

3. Dictates information for experience stories
8

4. Uses examples from literature to create individual and group

stories

2-1

8

5. Demonstrates fine motor coordination

W-2

7

6. Copies simple shapes, designs, numerals and letters
7

7. Uses left to right pattern of writing

~,R-5

7

8. Prints name and self-selected words

W-5

7

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contemporary Iiterature through

a variety of media

R-1

39

2. Answers questions about literature

R-4

40

3. Responds creatively to literature L-4,L-6

4. Recognizes that literature reflects human experiences

L-4,L~

53

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Uses picture books as information sources 5

2. Uses a variety of audio visual information sources

R-l

5

3. Uses the media center as a source of information and pleasure
5

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (First)

Page 1 of 4

OBjECTIVES (State Curriculum)

~

~

~9BE

TOPIC/CONCEPT A. ORAL CC)IlftJNICATION - LISTENING

1. Expands li.tening vocabulary 2.1,2.4

17,38

2. Follows two and thre.-part oral directions 12

3. Li.tens- to a variety of language patterns ana !iterary

.ource.

2.1

11

4. Interprets the meaning of questions in order to give an appropriate response
12,13

S. Listens attentively to others
13

6. Understands IIIOn:lS and id,a. when heard in context
13,11

7. Recalls information p~sented orally
16

TOPIC/CONCEPT B. ORAL cor-rtUNICATION - SPEAKING

1. Expands speaking vocabulAry

2.1,2.4

11

2. Communicates effectively
16

3. Relates experiences
11

4. Uses a variety of langUAge patterns and sentence structures 17,3S

.5. Retells stories ~ad, hearod or viewed

2.3

16

The Criterion-referenced Tests objective. for writing (CRT-W), ~ading (CRT-R), . .thematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Co~ Curriculum objectives. The correlations appear immediately below eAch objective in line with the corresponding column heAdings.

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (First)

OB~ECTIVES (State Curriculum)

CRT~

!U::B

~

Page 2 of 4
9BE

TOPIC/CONCEPT C. WRITTEN COMMUNICATION - READING

1. Distinguishes between letter/word, word/sentence, left/right, beginning/ending of words and sentences

1

1

2. Demonstrates understanding that the purpose of reading is to obtain/to gain meaning from print

3. Expands reading vocabulary
38

4. Rereads for understanding

S. Recognizes explicit main ideas, details, sequence of events

and cause-effect relationships

2,4

1,2

6. Recognizes implicit main idea, details, sequence of events

and cause-effect relationships

9

2

7. ~kes predictions

10

4

8. Identifies the main character

S

2

9. Interprets the meaning of questions in order to give an appr.opriate response
3

10. Interprets syntactic and semantic relationships

7

1,3

11. Classifies and categorizes words

8

3

12. Discriminates visual similarities and differences in letters

and words

1

1

13. Recognizes auditory similarities and differences in words

including beginning sounds and ending sounds

2

1

14. Uses word families and sound-letter relationships of

consonants and single vowels in word recognition

3

1

!6!9c

QUAlITY CORE CURRICULUM

PROGRAM AREA: Language Arts (First) OBJECTIVES (State Curriculum)

Page 3 of 4

I!. Identifies grade-level vocabulary words by sight

1

1

16. Recalls a series of four visually presented items

1

1

TOPIC/CONCEPT D. WRITTEN COfI7'IUNICATION - WRITING

1.. Participates in prewriting, drafting, revising and publishing

1.1

',9,44

2. Segins editing for capitalization and punctuation

5.1,5.2,5.4

7

3. Expands writing vocabulary

2.1

38

4. Dictates and writes creative stories using descriptive

language

2.1

10,44

5. Uses pictures, words and inventive spelling in personal

writing

2.1

7

6. Expresses ideas in sentence form

3.2

7

7. Prints letters and numerals legibly
7

8. Uses examples from literature to create individual and group stories
39

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contemporary Iiterature through a variety of media
39

2. Demonstrates an interest in various types of literature
39

3. Answers literal, inferential and critical questions about literature

5659c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language A~ts (Fi~st) OBjECTIVES (State Cu~~iculum)

Page 4 of 4

4. Recognizes lite~a~y forms: fiction/nonfiction. poet~y
5. Discriminates between realism and fantasy
6. Identifies the t~aits. feelings and/o~ actions of main
cha~acte~s
7. Responds creatively to lite~ature
8; Recognizes that lite~ature reflects human experiences
53
TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS
1. Uses pictu~e dictiona~ies as information sou~ce
2. Uses easy fiction books. nonfiction books and various audio visual softwa~e as information .ou~ces
3. Recognizes the author. illustrator and title as identifying items of information about a book
28
4. Recognizes the pu~pose of title page and table of contents
5. Alphabetizes wo~s to the first lette~
6. Uses the media center as a .ou~ee of information and pleasu~e

5659c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Second)

OBJECTIVES (State Curriculum)

~

!I=!

~

Page 1 of 4 QBE

TOPIC/CONCEPT A. ORAL COfl'P'IUNICATION - LISTENING

1. Expands listening vocabulary

12,13,38

2. Follows three-step oral directions 12

3. Listens to a variety of language patterns and literary sources 12,13,39

4. Responds to questions on orally presented literature

5. Recognizes various literary forms: fiction, nonfiction and poetry

6. Determines meaning of unknown wo~s in oral context

7. Recalls and interprets orally presented information 13,16

TOPIC/CONCEPT B. ORAL CCft'IUNICATION - SPEAKING

1. Expands speaking vocabulary in daily experiences
38

2. Communicates effectively

13,16

3. Adapts language to various situations 16

4. Retells stories and relates experiences 1,2

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), Mathematics (CRT-M) and the 76 Quality Basic ~ducation Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlati~ns appear i-.ediately below each objective in line with the corresponding column headings.

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Second)

OBJECTIVES (State Curriculum)

CRT-W

!.!::!

~

. PAge 2 of 4 OBE

TOPIC/CONCEPT C. WRITTEN COflt'UJNICATION - READING

1. R_a to obtAin meaning from print
4

2. Reads a variety of materials for information and pleasure
8
.. 3. Expands reading voc:Abulary through formal and J interac:tions 38

4. Rereads for understanding

S. Rec:ognizes explicit main ideas. details. sequence of events

and c:ause-effec:t relationships

1

2

6. Recognizes implicit main ideas. details. sequence of events

and cause-effec:t relationships

4

2

7. Identifies the main characters
2

8. ~kes predictions

9

4

9. Follows written instructions

3

12

10. Interprets syntac:tic and semantic relationships

S

1

11. Classifies and categorizes words
6

12. Recognizes auditory similarities and differences in words. including single vowel sounds and rhyming patterns

5.7

1

13. Uses word families. consonant and single vowel sound-letter

relationships in word recognition

5.7

1

14. Identifies grade level vocabulary words by sight

5

1

IS. Distinguishes between fantasy and reality in stories
6

~659c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language,Arts (Second)

OBjECTIVES (State Currlculum)

CRT-11

!!::!

~

Page 3 of 4 9BE

TOPIC/CONCEPT D. WRITTEN COflI'1UNICATION - WRITING

1. Participates in prewriting. drafting, revising, editing.

proofreading and publishing

1.0.2.0.3.0.

8.9.44,46

4.0.5.0

2. eegins editing for capitalization. punctuation and spelling

5.1.5.2.

7

5.3.5.4

3. Expands writing vocabulAry

2.1

44

4. DictAtes and writes experiences and stories using

descriptive lAnguage

2.1

10.38

5. Uses pictures, words and inventive spelling in personal

writing

2.4

44

6. Expresses ideAS in sentence forms

1.1

44

7. Organizes ideas for effective communication 10

8. Prints legibly

5.0.7

7

TOPIC/CONCEPT E. LITERATURE

1. Experiences trad i tional And contemporary literature through A variety of media
39

2. Demonstrat.s an interest in various types of literature
39

3. R.sponds to lit.ral. inferential and critical questions about li.terature
39

4. R.cognizes various literary forms: fiction. poetry. nonfiction
39

5. Distinguishes between fantasy and realism

~6~9c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Second) OB3ECTIVES (state Curriculum)

Page of

6. Identifies the traits, feelings and actions of main characters

7. Responds creatively to literature
39

8. Recognizes that literature reflects human experiences
53

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Uses book parts, including title page, table of contents and

glossary, as information sources

8

28

2. Alphabetizes words to the second letter

8

28

3. Uses guide words to locate words in dictionaries and topics

in encyclopedias

8

29

4. Recognizes the organization of fiction and nonfiction books in the media center
8

5. Uses various sources (e.g., magazines, audio visuals,

software) for information and pleasure

8

28

6. Uses the media center as a source of information and pleasure

8

28

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Third)

OBJECTIVES (State Curriculum)

CRT~

~

~

Page 1 of .. 9BE

TOPIC/CONCEPT A. ORAL COfl'I'1UNICATION - LISTENING

1. Expands listening vocabulary

12,13,38

2. Listens and responds to various Janguage patterns and literary forms
12,13,39

3. Responds to literal, inferential and critical questions about orally presented literature

4. Determines meaning of unknown words in context
13,16

S. Interprets and summarizes oral information

6. Follows multiple oral directions
12

TOPIC/CONCEPT B. ORAL cort'1UNICATION - SPEAKING

1. Expands speaking vocabulary
38

2. Communicates effectively
16 '

3. Discusses ideas gained from reading and listening 13,16

4. Adapts language to various situations
16

S. Participates in oral presentations

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
colUJlln headings.

5659c:

QUALITY CORE CURRICULUM

PROGRAM AREA: Language A~ts (Third)

OB3ECTIVES (State Cu~riculum)

.-

CRT-11

!I::!

~

Page 2 of 4 98E

TOPIC/CONCEPT C. WRITTEN COflt1UNICATION - READING

1. Reads to obtain meaning from print

-

4

2. Reads for information and pleasure
8

. 3. c.xpilnds reading vocabula~y
38

4. Rereads for undersunding

5. Reads for a variety of purposes in different texts 39,42

6. Recognizes explicit main ideas, details, sequence of events

and c:ause-effect relationships

1

2

7. Recognizes implicit main ~ea, details, sequence of events

and cause-effect relationships

4

2

8. ~kes predictions and comparisons
8

9. Distinguishes between fantasy/realism and fact/opinion 6,29

10. Interprets written instructions

2

3

11. Classifies and categorizes words
5

12. Interprets syntactic and semantic relationships

4

1

.13. Applies knowledge of letter/sound relationships in word

recognition

7

1

14. Recognizes grade-level vocabulary by sight
2

15. Reads a wide variety of literature

L

5659c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Third)

OB3ECTIVES (State Curriculum)

CRT~

QU::!

~

Page 3 of 4
m

TOPIC/CONCEPT D. WRITING COI"f1UNICATION - WRITING

1. Participates in prewriting. drafting. revising. editing. proofreading and publishing

1.0.2.0.3.0,

8,9.44.46

4.0,5.0

2. Expands writing vocabulary 2.1

17,44

3. Writes to relate experiences. stories and info~tion using descriptive language

2.1

10,38,44

4. Uses pictures, words, and inventive spelling in personal

writing

1.1

10

5. Begins to organize writing to achieve a sense of completeness

1.1,1.6

11

6. Edits to explain ideas in personal writing 7,36

7. Edits to standardize for syntax, capitalization, punctuation

and spelling

1.0,2.0,3.0,

9,36

4.0.5.0

8. Writes legibly gratuitous

5.0

9,36

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contemporary literature through a variety of media 39

2. Demonstrates an interest in various types of literature 39

3. Answers literal, inferential and critical questions about literature

4. Recognizes various literary forms: fiction/nonfiction and poetry 39

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Third) OBjECTIVES (State Curriculum)

Page 4 of 4

S. Distinguishes fantasy from realism
6. Identifies the traits. feelings and actions of main characters
7. Responds creatively to Iiterature"
39
8. Recognizes that literature reflects human experiences 53
TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS
1. Uses title page. table of contents. index and glossary as infonnation sources 5.46
2. Alphabetizes words to the third letter 5.46
3. Uses guide words in dictionaries. encyclopedias and the card catalog as location aids 5.46
4. Uses abridged dictionaries to identify appropriate word meanings or correct spelling 5.46
S. Begins the research process by selecting topic. developing questions and identifying key words about a chosen topic 5.46
6. Skims material to locate answers to questions 5.43.46
7. Uses various sources (e.g . periodicals. audio visuals. software. encyclopedias) for information 5.31 ,46
8. Uses the -.dia center as a source of information and pleasure 5,46

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Fourth)

OBjECTIVES (State Curriculum)

CRT4lI

!IT::!

~

Page 1 of 5 9BE

TOPIC/CONCEPT A. ORAL c:or-PIUNICATION - LISTENING

1. Expand. listening vocabulary

12,13,38

2. Listens and responds to various language pattems and literary forms
12,13,39

3. Responds to literal, inferential and critical questions 41,42

4. Determines the literal and figurative meanings of words
13

S. Interprets and summarizes oral information
13

6. Follows multiple oral directions 12

TOPIC/CONCEPT B. ORAL CClr'PIUNICATION - SPEAKING

1. Expands speaking vocabulary

17,38

2. Communicates understandably
16

3. Discusses ideas gained from reading and listening
13,16

4. Adapts language to various situations
16

S. Participates in oral presentations
4S

The criterion-r.ferenced tests objectives for writing (CRT-W), "'Ading (CRT-R). ..thematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding colUlDn headings.

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Fourth)

OBjECTIVES (State Curriculum)

~

!!::!

~

Page 2 of S QBE

TOPIC/CONCEPT C. WRITTEN COl"f'IUNICATION - READING

1. Reads to obtain meaning from print
"
2. Reads for information and pleasure
8

3. Expands reading vocAbulAry 38

". Rereads for understanding

S. 'Reads for a vAriety of purposes in different kinds of texts 39.42

6. Recognizes explicit main idea. details. sequence of events

And cause-effect relationships

2

2

7. Recognizes implicit main idea. details. sequence of events

and cause-effect relationships

4

2

8. ~kes predictions and comparisons

10

"

9. ~kes generAlizations and draws conclusions

9

"

10. Distinguishes between fact and opinion

1

6

11. Recognizes relevance of data
U

12. Interprets written instructions

3

2

13. Classifies and categorizes words
6

14. Interprets .yntactic and semantic relationship.

5

1

15. Applies knowledge of letter/sound relAtionships in word

recognition

7

1

56S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Fourth) OS3ECTIVES (State Curriculum)

Page 3 of 5

16. Identifies frequency by appearing words by sight. including

content-~elated vocabulary

5

1

17. Reads from a wide variety of literature 39

TOPIC/CONCEPT D. WRITTEN COMMUNICATION - WRITING

1. Participates in pre writing. drafting. revising, editing.

proofreading and publishing

1.0,2.0.3.0.

8,9,44.46

4.0,5.0

2. Organizes writing to achieve a sense of completeness

1.1.1.6

11

3. Writes to relate experiences. stories and information using

descriptive language

2.1

10.38-44

4. Uses descriptive words and a variety of language structures

2.0

35

5. Uses pictures, words and inventive spelling in personal

writing

1.1

10

6. Edits to explain ideas in personal writing

7. Edits to standardize for syntax, capitalization, punctuation

and spell ing

1.0,2.0,3.0,

9.36

4.0,5.0

8. Writes legibly

5.0

9.36

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contemporary Iiterature through
a variety of media 39

2. Demonstrates an interest in various types of literature 39

~6~9C:

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Fourth) OBjECTIVES (State Curriculum)

.page 4 of S

3. Answers literal, inferential and critical questions about literature
39

4. Responds to significant questions about author's techniques, character development and plot structure
39

~. -Recognizes various literary forms: fiction/nonfiction and poetry
39

6. Recognizes the author's purpose in a particular selection

7. Responds creatively to literature
39

8. Recognizes that literature reflects human experiences
~3

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Uses an index to locate .pecific topics in books and

encyclopedias

8

28

2. Uses alphabetical o~er to locate an entry in the on-line or

ca~ catalog

8

28

3. Uses call number to locate materials in the .edia center

8

28

4. Begins to use a systematic research process: selecting

topic, formulating questions, identifying key words,

choosing sources, skimming, paraphrasing, notetaking,

organizing and presenting

8

28

s. Distinguishes between essential and nonessential infonmation

on a topic

8

28

6. Begins to establish criteria for determining relevance of

IIaterial

8,11

28

~6S9C

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Fourth) OBjECTIVES (State Curriculum)

Page S of 5

7. Uses a study technique e.g . PQRST. SQ3R. PQ4R. 4R

8

28

8. Develops a simple outline from a short selection

8

28

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Fiftn)

OBjECTIVES (State Curriculum)

CRT-1lI

QU::!

~

Page 1 of 4

TOPIC/CONCEPT A. ORAL COMMUNICATION - LISTENING

1. Expands listening vocabulary

2. Follows oral directions 12

3. Listens and responds to various language patterns and .Iiterary fOnDS such as prose # poetry, drama
12,13,39

4. Responds to literal, inferential and critical questions 41,42

S. Determines the literal and figurative meaning of words 13

6. Summarizes oral information
13

7. Records orally presented information

13,43

TOPIC/CONCEPT B. ORAL COMMUNICATION - SPEAKING

1. Expands speaking vocabulary 17

2. Communicates effectively 16

3. Adjusts manner and style of speaking to suit audience and situation 17

4. Paraphrases and discusses information

S. Participates in oral presentation

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the QualitYCore Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding Column headings.

56S9c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language A~ts (Fifth)

OBjECTIVES (State Curriculum)

CRT-W

!!::!

~

Page 2 of " 9BE

TOPIC/CONCEPT c. WRITTEN COMMUNICATION - READING

.. 1. Re.ds to obtAin ...ning f~m print

2. Reads fo~ info~tion and pleasure
8
3. Expands ~eading vocabul.~y
38
... Rereads for unde~standing

5. Reads fo~ a variety of pu~poses in diffe~ent kinds of texts
42

6. Recognizes explicit main idea. details.- sequence of events

and cause-effect ~elationships

2

2

7. Recognizes implicit main idea. details. sequence of events

and cause-effect relationships

..

2

8. ~kes predictions and comparisons

10

4

9. ~kes gene~alizations and d~aws conclusions

9

..

10. Distinguishes between fact and opinion

1

6

11. Recognizes ~elevance of datA
11

12. Interprets written instructions

3

2

, 13. Classifies and catego~izes words

14. Interp~ts syntactic and semantic relationships

5

1

15. Applies knowledge of letter/sound relationships in word

"'cognition

7

1

5659c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Fifth) OBJCTIVES (State Curriculum)

Page 3 of 4

16. Interprets literal and non literal meanings of words and phrases

17. Identifies frequently appearing words by sight, including

content-related vocabulary

5

1

TOPIC/CONCEPT D. WRITTEN COfl'I"IUNICA"uN - WRITING

1. Uses the writing process: prewriting, drafting, revising,

editing, proofreading and publishing

1.0,2.0,3.0

11,44

4.0,5.0

2. Expands written vocabulary 1.0,2.0

11,44

3. Uses descriptive language to relate experiences, stories and

information

2.1

9

4. Experiments with organization, style, purpose and audience

1.0,2.0

11

5. Organizes writing to achieve a sense of completeness

1.1,1.6

10

6. Applies standard conventions of American English

1.0,2.0,3.0

9,36

4.0,5.0

7. Uses descriptive words and multiple language structures

2.0

35

8. Writes legibly

5.0

9,36

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contemporary literature through a variety of media
39

2. Recognizes various literary fonms 40

3. Demonstrates interest in various types of literature
39

QUALITY CORE CURRICULUM

PROGRAM AREA: Languag@ Arts (Fifth)

OBjECTIVES (State Curriculum)

-CRT~

!!::!

~

TOPIC/CONCEPT E. lITERATURE (Contd. )

Page 4 of 4 9BE

4. Responds to literal, inferential and critical questions

about Iiterature

6

39,40

5. Recognizes various lit~rary forms ,{fiction, poetry,
nonfiction) 39

6. Recognizes the author's purpose in d particular selection 40

7. Recognizes that literature reflects human experiences 40,53

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Locates information using the appropriate reference resource

such as card catalog, vertical file, community resource

file, telephone book

8

5,28

2. Uses dictionary and thesaurus to locate information

8

5,28

3. Uses written, spoken, visual and graphic sources to obtain

information

8

5,28

4. Uses research processes including formulating questions,

identifying key words, selecting sources, skimming,

paraphrasing, notetaking and sUlllllWlrizing

8

5,28

5. Uses cross-reference in multiple types of sources

8

5,28

6. Lists sources from which information is gathered, including

authors' title, publisher/producer, place of publication and

copyright date

8

28

7. Uses a study technique Ce.g., PQRST, SQ3R, PQ4R, 4R)

8

28

8. Uses the media center as a source of information and pleasure

8

28

9. Develops simple outline for a short selection

8

28

5659c

QUALITY CORE CURRICULU~

PROGRAM AREA: Language Arts (Sixth)

OBJECTIVES (State Curriculum)

CRT..,

!I::H

~

Page 1 of 5 9BE

TOPIC/CONCEPT A. ORAL e:tJIllrlUNICATION - LISTENING

1. Expands listening vocabulary

12,13,38

2. Follows oral directions
12

3. Listens and responds to various language patterns ana literary foras including local examples
.12,13,38

4. Responds to literal, inferential and critical questions
13

5. Determines the literal and figurative meaning of words
13

6. Summarizes oral information
12

7. Records orally presented information

13,43

TOPIC/CONCEPT B. ORAL COf'lrIUNICATION - SPEAKING

1. Expands speaking vocabulary
17

2. Communicates undersblndably
16

3. Adjusts manner and style of speaking to suit audience and situation
17

4. Paraphrases and discusses information

13,16

5. Participates in oral presentation

17,45

The criterion-referenced tests objectives for writing (CRT-W),
reading (CRT-R), . .thematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5659c:

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Sixth)

OS3ECTIVES (State Curriculum)

-

CRT....

!IT::!!

~

Page 2 of. S OBE

TOPIC/CONCEPT C. WRITTEN COl"r1UNICATION - READING

1. Read. to obtain ...ning from print
4

2. R.ads for information and pleasure
8

3. Expands ,.eadi~ ._~...::r..al. J
38

4. Rereads for undersuanding

5. Reads for a var.iety of purposes in different kinds of text
42

6. Recognizes'explict main idea. details. sequence of events

and cause-effect relationships

2

2

7. Recognizes implicit main idea. details equence of events

and cau.e-effect relationships

4

2

8. ~kes predictions and comparisons

10

4

9. ~kes generalizations and draws conclusions

9

4

10. Distinguishes between fact and opinion. fiction and

nonfiction

1

6

11. Recognizes persuasion techniques in propaganda and

adverti sing

7

6.14

12. Recognizes bias and stereotypes

7

6

13. Recognizes relevance of data

11

6

14. Interprets written instructions and other directive

i nfor"lDilt ion

3

2.3

5659c

QUALITY CORE CURRICULUM

pROGRAM AREA: Language Arts (Sixth) OBjECTIVES (State Curriculum)

Page 3 of 5

15. Interprets literal and non literal meanings of words and phrases
2,3

16. Interprets snytactic and semantic relationships

5

1

17. Applies word recognition strategies to acquire new vocabulary

7

1

TOPIC/CONCEPT D. WRrrTEN (X)I'iftJNICATION - WRITING

Uses the writing process: prewriting, drafting. revising,

editing, proofreading and publishing

1.0,2.0,3.0,

51.11.44,46

4.0,5.0

2. Expands written vocabulary 1.0.2.0

11.44

3. Uses descriptive language to relate experiences. stories and

information

2.1

51

4. Uses various modes of discourse (personal, social, academic.

business/vocational)

1.0.2.0

11

S. Organizes writing to achieve a sense of completeness

1.1, 1. 6

10

6. Applies standard conventions of American English

1.0.2.0.3.0

51,36

4.0.5.0

7. Uses descriptive words and multiple language structures

2.0

3S

~. Writes legibly 5.0

51.36

TOPIC/CONCEPT E. LITERATURE

1. Experiences traditional and contempory literature through a variety of Mdia 351.40

2. Recognizes various forms of literature

39.40

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Sixth)

OBjECTIVES (State Curriculum)

CRT...,

~

~

Page 4 of S 9BE

TOPIC/CONCEPT E. LITERATURE

3. An.wers literal. inferential and critical questions about

literature

6

39.40

4. Identifies elements and techniques to interpret literature 13.14.28

S.. Recognizes purpose in literary .election
40

6. ~kes personal judgments about literature
39,.0

7. Describes cultures and values represented in literature
39,40

8. Responds creatively to literature
39
.
9. Recognize. that literature reflects human experience. 5.28

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Recognizes organizational system used for collections or reference sources

8

5,28

2. Uses a research process: topic selection, Question

formulation, key word identification, source selection,

skimming, paraphrasing, note taking and summarizing

8

5,28

3. Recognizes difference between paraphrasing, summarizing and

plagiarizing

8

5,28

4. Selects the ~st appropriate source (e.g., database,

.icroform, interview, general and specialized references,

community resource file, periodical index) for given topic

8

28

5. Analyzes information to determine relevance to topic

8

28

QUALITY CORE CURRICULUM
PROGRAM AREA: Language Arts (Sixth) OBJECTIVES (State Curriculum)

Page S of S

6. Retrieves information on a single topic from multiple types

of .ourc.s (e.g., periodicals, indices, almanacs, general

and specialized materials, audio visuals, databases where

available)

8,11

28

7. Uses periodical index to locate .ources of current

il,: .l"'1li&t i on

8

28

8. cOllects main ideas and supporting deuils from two or more

.ources and creates an outline

8

28

9. Uses a study technique (e.g., PQRST, SQ3R, PQ4R, 4R)

8

27

10. Uses media center as source of information and pleasure

8

28

QUALITY CORE CURRICULUM

PROGRAM AREA: Language,Arts (Seventh)

OBjECTIVES (State Currlculum)

-

CRT...,

!!!::B.

~

Page 1 of 4 QBE

TOPIC/CONCEPT A. ORAL COI"I"IUNICATION - LISTENING

1. Expands listening vocabulary

12.13.38

2. Follows oral directions 12

3. Listens and responds to various forms of literature such as pro.e. poetry. drama

4. Demonstrates an awareness and appreciation of the richness and diversity of language

5. Determines the denotative and connotative meanings of words in oral context
13.40

6. Summarizes. organizes. interprets. compares and contrasts information presented orally
13,42

TOPIC/CONCEPT B. ORAL COMMUNICATION - SPEAKING

1. Expands speaking vocabulary 17

2. Communicates effectively

16.17

3. Adapts language to various situations 17

4. Demonstrates a .ense of audience in preparing and delivering oral presentations
16,17

5. ~kes presentations from prepared materials
46

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

~6~9C:

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Seventh)

OBJECTIVES (State Curriculum)

CRT""

&B.!=.B

~

Page 2 of 4
QBE

TOPIC/CONCEPT C. WRITTEN CM1UNICATION - READING

1. Reads a variety of materials for information and pleasure
8

2 . Ex pand s read i ng voc:abu lary
38

3. Adjusts reading strategus l"Or \I )'ing purposes and content 1.2

4. Uses context clues to determine the meaning of unknown words

2.4

1.2

5. Interprets Ii hral and non Ii teral meanings of words and

phrases

2,4

1.2

6. Interprets semantic relationships

. 2.4.5

7. Interprets written instructions

2

3

8. Reeognizes explicit and implicit main ideas. details.

sequence of events and eaus...effect relationships

2

1.2

9. Draws eonelusions and makes comparisons. predictions and general izations
9

10. Recognizes relevance of data 11

11. Rec:ognizes persuasion techniques, bias and stereotyping

7

6

12. Applies reading strategies to content area materials

6

2

TOPIC/CONCEPT D. WRITTEN COf'PIUNICATION - WRITING

1. Uses the writing process: prewriting. drafting. revising.

editing. proofreading and publishing

1.0.2.0.3.0.

11.44

4.0.5.0

2. Uses various modes of discourse (personal. academic.

business/vocational)

1.0

..

8.9. 11. 37.38,44

5659c

QUALITY CORE CURRICULUM

PROGR~ AREA: Language Arts (Seventh) OBjECTIVES (State Curriculum)

PAge 3 of 4

3. Expands written vocabulary
1.0,2.0

11,44

4. Experiments with organization, style, purpose And audience
1.0,2.0

~ Adjusts semantic and syntatic strategies for effective

writing

'1.0,3.0,4.0

11,44

6. Applies standard conventions of American English

S.O

1,7,44

TOPIC/CONCEPT E. UTERATURE

1. Experiences traditional and contemporAry literature through a VAriety of media
39

2. Recognizes various literary forms
39

3. Responds to literal, inferential and critical questions

about literature

6

39,40

4. Identifies elements and techniques to interpret literature 13,14,28

5. Recognizes purpose in literary selections 40

6. ~kes personal judgments about literature

7. Describes cultures and values represented in literature 39,40

8. Responds creatively to literature
39

9. Recognizes that literature reflects human experiences 40,53

S6S9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language A~ts (Seventh)

OB3ECTIVES (State Cu~~iculum)

-

CRT-W

!IT::!

~

Page .. of ..
9BE

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Uses a relea~ch p~ocess: selecting topic. fo~ulating

Questions. identifying key wo~s. choosing sou~ces.

skimming. pa~aph~asing. notetaking. organizing and p~eSQnting

8

46

2. Locates information using the app~p~iat. card catalog.

pe~iodical index. mic~forms

8

5.28.

3. Uses current p~int and nonp~int media as information lou~ces
8

4. Uses inte~viewing for gathering information

5. Selects relevant information on a topic f~m va~ious types

of sources

8.11

26.28

6. Documents sources with ~ference citations

7. Presents information without plagiarizing

9

44

8. Organizes and retrieves information using strategies such as notetaking. graphic organize~s. study techniques. SQ3R

9. Uses the media center as a source of information and pleasure
28

s659c

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Eighth)

OBjECTIVES (State Curriculum)

-

CRT-W

~

~

Page 1 of ..
9BE

TOPIC/CONCEPT A. ORAL COl"rlUNICATION - LISTENING

1. Expands listening vocabulary

2. Follows oral directions
12

3. Listens and responds to varlOUS forms of literature such as pro,e, poetry, drama
12.13,38

4. Demonstrates an awareness and appreciation of the richness and diversity of language
13,40

S. Determines the denotative and connotative meanings of words in oral context
13,40

6. Su~rizes, organize" inMrpret" compare, and contrast, information pre,ented orally
13,42

TOPIC/CONCEPT B. ORAL COI"rIUNICATION - SPEAKING

1. Expands speaking vocabulary 17

2. Communicates under,tandably

16,17

3. Adapts language to various .ituations 17

4. Demonstrate, a ,en.e of audience in preparing and delivering oral pre.entation, 16,17

'5. Plake. pre,entation, froll prepared ..tarial. 46

The criterion-referenced test. objectives for writing (CRT-W), "ading (CRT-R), .-thematic, (CRT-ft) and the 76 Quality Basic Education Act competencie, (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

~6~9C:

QUAlITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Ei9ntn)

OBJECTIVES (State Curriculum)

CRTlI

U::B

~

Page 2 of 4 QBE

TOPIC/CONCEPT C. WRITTEN COf't1UNICATION - READING

1. Reads a variety of materials for information and pleasure
8

2. Expands reacling vocabulary 38

3. Adjusts reading .trategies for varying purposes and content 1,2

4. Uses context clues to determine the meaning of unknown words

2,4

1,2

5. Interprets literal and non literal meanings of words and
phrases 2,4

6. Interprets .emantic: relationships 2,4,5

7. Interprets written inst~ction.

2

3

8. Recognizes explicit and implicit main ideas, details,

sequence of events and caus~effec:t relationships

2

1,2

9. Draws conclusions and makes comparisons, predictions and general i~ations

10. Recogni~es relevance of data
11

11. Recognizes persuasion techniques, bias and stereotyping

7

6

12. Applies reading strategies to content area materials

6

2

TOPIC/CONCEPT D. WRITTEN ~UNICATION - WRITING

Use. ~he writing process: prewriting, drafting. revising,

editing, proofreacling and publishing

1.0,2.0,3.0.

11.44

4.0.5.0

2. Uses various modes of discourse (personal. academic.

business/vocational)

1.0

8.9,11,37.38.44

&6S9C

QUALITY CORE CURRICULUM

PROGRAM AREA: Language Arts (Eighth) OBjECTIVES (State Curriculum)

Page 3 of 4

3. Expands written vocabulary 1.0,2.0

11.44

4. Experiments with organization, style. purpose and audience 1.0,2.0

&. Adjusts semantic and syntatic str.tegies for effo~;ve

writing

1.0,3.0,4.0

11,44

6. Applies standard conventions of American English

5.0

1,7,44

TOPIC/CONCEPT E LITERATURE

1. Experiences traditional and contemporary literature through a variety of media
39

2. Recognizes various literary forms
39

3. Responds to literal. inferential and critical questions

about literature

6

39,40

4. Identifies elements and techniques to interpret literature 13,14,28

5. Recognizes purpose in literary selections 40

6. ~kes personal judgments about literature

7. Describes cultures and values represented in literature 39,40

8. Responds creatively to literature

9. Recognizes that literature reflects human experiences 40,53

~6~9c

QUALITY CORE CURRICULUM

PROGRAM AREA: Lan9uage.A~ts (Eighth)

OBJECTIVES (State Cur~lculum)

-

CRT-W

!rr=B

~

Page .. of .. 9BE

TOPIC/CONCEPT F. REFERENCE AND STUDY SKILLS

1. Uses. research process: selecting topic. formulating

questions. identifying key words. choosing sources.

skilllllling. paraph~asing. note baking. orgilnizing and

presenting

8

46

2. Locates information using the appropriate card catillog

.periodical index. microforms

8

5.28

3. Uses current p~int and nonprint media as information sources
8

4. Uses interviewing for gathering information

~. Selects relevant information on a topic from various types

of sources

8.11
.

26.28

6. Documents sou~ces with reference citations

7. Presents information without plagiarizing

9

44

8. Organizes and retrieves information using strategies such as notetaking. graphic organizers. study techniques. SQ3R

9. Uses the media center as a source of information ilnd pleasure 28

HIGH SCHOOL ENGLISH Grades 9 - 12.
QUALITY CORE CURRICULUM
The list of 28 funded courses for English (including course credit matrix)
*Each course includes the following: >a redefined title/name< >an identification number< >a description statement<
>appropriate objectives for each topic/concept< >correlations to Basic Skills Tests and QBE< >suggested topics for study in each course<
Georgia Department of Education 1992

APPENDIX A (Rule 160-4-2-.06)
COURSE NUMBER KEY This appendiX contains the subject listings of all current state-funded courses earning Carnegie unit credit fDr the High School Diploma (HSD), the College Preparatory Endorsement (CPE), and the Vocational Endorsement (VE) Programs of Study. Courses are numbered to provide consistency in curriculum offerings, reporting and record keeping throughout the state.
The technology to support this system will allow correlation with the nation's Classification of Instruction Programs (CIP) index .. Major subject area designations such as General, Specific and Advanced correspond to designations used in the CIP. The designations DO NOT indicate programs of study or high school credentials. The following course number key explains the pattern and function of each digit in the sequence.

AA.xxx xx.Bxx
xx.xCx xx.xxD

= major subject area (ex. 23. ENGLISH LANGUAGE ARTS)

= type of class/funding weight

o = regular

1 = remedial

2 = gifted

3 = non-vocational lab

4 = vocational lab

* * * *

5 = Special Education Category 1 6 = Special Education Category 2 7 = Special Education Category 3 8 = Special Education Category 4 9 = locally funded course

* designates courses taught by special education personnel

= minor subject area (Ex. 23.06 ENGLISH LANGUAGE ARTS,
(9-12) LITERATURE, GENERAL)

= specific course or subject
(Ex. 23.060 ENGLISH LANGUAGE ARTS, (9-12) Ninth Grade Literature/Composition (CPE)

The course number system assigns five digits identified by the state. The sixth digit is to be used by the school systems for system designation.
r = required c = core credit e =elective

(I) ENGLISH LANGUAGE ARTS.

For the High School Diploma (HSD) , the College Preparatory Endorsement (CPE) and the Vocational Endorsement (VE) programs of study, at least one-half , Carnegie unit of credit in American Literature/Composition shall be required. This course shall be taught a minimum of two quarters or one semester. All the courses that may satisfy the remaining three Carnegie credits for a high school diploma, college preparatory endorsement or vocational endorsement program are identified with a nc.n The other courses identified with an lien are electives. Grammar/composition shall be a component of all courses and shall be integrated into the course study, not isolated.

23. ENGLISH LANGUAGE ARTS

CPE VE HSD

23.02

ENGLISH LANGUAGE ARTS, HIGH SCHOOL. (9-12), Classics and Comparative Literature
23.021 Mythology, (Greek, Roman, Norse) 23.022 Comparative Literature/Composition

e ee c c/e c/e

23.03 23.04

ENGLISH LANGUAGE ARTS, (9-12), Composition, Specific

23.031 Writer's Workshop

c

23.032 Journalism I

e

23.033 Journalism II

e

23.034 Advanced Composition

c

ENGLISH LANGUAGE ARTS, (9-12), Linguistics

23.041 History of the English Language

e

23.042 Oral/Written Communication (Speech)

e

23.043 Advanced Placement Language/Comp.

c

cc ee ee c/e c/e ee c/e c/e c/e c/e

23.05 ENGLISH LANGUAGE ARTS, (9-12), Literature, American &British

23.051 American Literature/Composition

r rr

23.052 English Literature/Composition

c c/e c/e

23.06

ENGLISH LANGUAGE ARTS, (9-12), Literature, General

23.061 Ninth Grade Literature/Composition (CPE) c

23.062 Ninth Grade Literature/Comp. (VE/HSD)

e

23.063 Tenth Grade Literature/Comp. (CPE)

c

23.064 Tenth Grade Literature/ Compo (VE/HSD)

e

23.065 World Literature/Composition

c

23.066 Literary Types/Composition

c

23.067 Advanced Placement (Literature/ Comp.)

c

23.068 Contemporary Literature/Composition

e

23.069 Multicultural Literature/Composition

c

c/e c/e cc
c/e c/e cc
c/e c/e c/e cje cje c/e cje c/e
cc

23.07 ENGLISH LANGUAGE ARTS, (9-12), Technical and Business Writing

23.371 Applied Communication Lab I

e cc

23.372 Applied Communication Lab II

e cc

23.08

ENGLISH LANGUAGE ARTS, (9-12), Reading 23.081 Communication Skills 23.082 Reading Enrichment 23.183 Basic Reading/Writing I 23.184 Basic Reading/Writing II 23.185 Basic Reading/Writing III 23.186 Basic Reading/Writing IV

e cc e cc e ee e ee e ee e ee

eI} ENGLISH LANGUAGE ARTS. cont'd

23.09 ENGLISH SPEAKERS OF OTHER LANGUAGES (ESOL, 9-12)

23.091 English ESOL

e

23.092 English ESOL

c

23.093 English E~OL

c

ee cc cc

Students in the High School Diploma and Vocational Endorsement programs of study may elect to take College Preparatory Endorsement courses as substitutes for High School Diploma and Vocational Endorsement courses.

Course No. 23.021

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Langyage Arts: Mvthology (Greek. Roman. Norse) OBJECTIVES (State Curriculym) HSD/CPE/VE There are no correlatjons with mathematics objectives

This course is a study of the myths, stories and tales of classical mythology. The student will read accounts from these cultures for a comparative study of plot, characters, themes, metaphor, etc. Important, too, is the concern with the relationship of people and their world, their attempts to understand their connection to their environment. Vocabulary development and composition are required components of this course. The development of critical and analytical thinking skills is an essential concern throughout.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,3,4,5,6,28,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

.2,4,13,16,28

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.021

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English Language Arts: Mythology (Greek. Roman. Norse) QBJECTIVES (State Curriculym) HSD/CPE/VE Ihere are no correlations with mathematics objectives

7. Understands that words change in form and meaning across time (etymologies) 5,28

8. Understands that English usage is shaped by social, cultural and geographical differences 34

TOPIC/CONCEPT B. LANGUAGE WRITING

9. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

10. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 36 5.1,5.2,5.3,5.4

11. Learns that words gather meaning from their context and carry connotation 38

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

13. Adapts writing style to various audiences to appeal to and

to persuade others

2.4

7,8

14. Develops creative and imaginative expression in writing

2.4

8,9,44

15. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases, and

summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,46

16. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,8

Course No. 23.021

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: Engljsh Language Arts: Mythology (Greek. Roman. Norse) OBJECTIVES (State Curriculum) HSD/CPE/VE there are no correlations with mathematics objectives

17. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9, 10, 11, 36

18. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms and other mechanics; word choice and spe11 ing 4.1,4.2,4.3,4.4 7 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

19. Uses reading as a pleasurable activity as well as a'means to acquire knowledge 40,41,42

20. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
2

21. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,3,4

22. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,5,28,61

23. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

1,2,4,6,28,30

24. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

3,5,28,38

25. Gains insights into human behavior from the study of

literature

39,40,42

26. Reads, discusses and analyzes mythologies representing diverse backgrounds and traditions 41,42

27. Recognizes mythological allusions

39,41,42

Course No. 23.021

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: Engljsh Language Arts: Mythology (Greek. Roman. Norse) OBJECTIVES (State Cyrrjcylum) HSD/CPE/VE There are no correlations with mathematjcs objectives

28. Develops effective ways of telling and writing about mythologies using appropriate literary terms 1.1 through 5.4 40

29. Judges literature critically on the basis of personal response and literary analysis 40

30. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, etc.) to become familiar with

and compare literature

8,12

5,28

TOPIC/CONCEPT D. CRITICAL THINKING

31. DistingUishes between fact and opinion

1

29

32. Comprehends, develops and uses concepts and generalizations

9

4,30

33. Creates hypotheses and predicts outcomes

9,10

4,26,30

34. Draws and defends reasonable conclusions from information

found in various mythologies

8,9

4,5,28,30,61

35. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30,61

36. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

37. Detects fallacies in reasoning

29,30

38. Invents solutions to problems using non-linear thinking techniques, (e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing) 26,27,28,29,30

Course No. 23.021

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: Mythology (Greek. Roman. Norse) OBJECTIVES (State Curriculum) HSD/CPE/VE Ibere are no correlatjons with mathematics objectives

Suggested Topics for study in this course:

Literatyre Legends/myths/stories Fables of the Roman, Greek
Norse gods Related oral tradition
1iterature

Composition/Grammar/Language
Figurative language Word etymology Expository and narrative Composition

Course No. 23.022

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA:English Language Arts:Comparative Literature/Composition QBJECTIVES (State Curriculum) HSO/CPE/VE !here are no correlations with mathematjcs objectives

In this course, the student will read~elections from the anthology of world literature. The major focus will be to discuss (compare/contrast, analyze, critique,) the writing styles, common thematic ideas, etc.) used by the international authors selected for study. A good knowledge of literary analysis and critical thinking is required in this course in order to complete the purpose and objective of the course. Mature oral discussion as well as effective written analysis of the works is expected.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluutes similar presentations by other 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.022

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA:English Language Arts:Comparative Literature/Composition

QBJECTIVES (State Curriculum) HSP/CPE/VE

There are no correlations wjth mathematjcs objectjves

Bn:R

asH

o.Bf

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Learns how the English language has developed, changed and survived

9. Understands that words change in form and meaning across time (etymologies)

10. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

11. Learns that words carry meaning from their context and carry connotation 38

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

13. Adapts writing style to various audiences

2.4

7,8,11

1.4,1.5,1.6

14. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

15. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,47

16. Analyzes an issue to determine the topic, subtopics, amount

and currency of information for a given purpose

1.1,1.2,1.3,

28

17. Develops creative and imaginative expression in writing

2.4

8,9

18. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions 7,10,11

Course No. 23.022

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA:Engljsh Langyage Arts:Comparative Ljteratyre/Composition OBJECTIVES (State Currjculum) HSP/CPE/VE There are no correlatjons with mathematjcs objectives

19. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spe11 i ng 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

20. Reads independently and responds imaginatively and inte11 ectually 40,41,42

21. Uses literal inferential comprehension skills (e.g. predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

22. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other techniques

4,5,6,7,9

1,2,4,6,28,30

23. Evaluates and synthesizes a variety of written materials 3,2,1

24. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

I

4,6,29,30,41

25. Reads, discusses and analyzes literature representing diverse backgrounds and traditions 42,43

26. Recognizes mythological allusions

41,42

27. Judges literature critically on the basis of personal response and literary analysis 41

28. Sees relationships between form and content

29. Experiences a variety of print and nonprint resources (e.g~,

films, recordings, theatre, etc.) to become familiar with and

compare literature

8,12

41

Course No. 23.022

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: Engl ish Language Arts:Comparative Literatyre/Composition

OBJECTIVES (State Cyrriculum) HSD/CPE/VE

Ihere are no correlations with mathematics objectives

Bll::R

B.SH!

naE

TOPIC/CONCEPT D. CRITICAL THINKING '.

30. Constructs logical sequences and understands the conclusions to which they lead 4,30

31. Distinguishes between fact and opinion

1

29

32. Comprehends, develops and uses concepts and generalizations

9

4,30

33. Creates hypotheses and predicts outcomes

9,10

4,26,30

34. Draws reasonable conclusions from information found in

various sources - - ...

8,9

4,5,28,30

35. Defends conclusions rationally

4,30,41

36. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30

37. Understands logical relationships

9

4,30

38. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

39. Detects fallacies in reasoning

6,29,30

40. Invents solutions to problems using non linear thinking techniques, e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing 26,27,28,29,30

Course No. 23.022

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA:English Language Arts:Comparatjve Literatyre/Composjtjon QBJECTIVES (State Curricylum) HSO/CPE/VE There are no correlations with mathematics objectives

41. Recognize multiple, valid interpretations. Develop and defend individual interpretation. Recognize the value and significance of ambiguity as a rhetorical component of 1iterature

Suggested Topics for study in this course:

Literature All genre Multicultural selections Translations (or original
language, if feasible)

Composition/Grammar/Language Themes (all discourse modes) for
literary analysis Research activities Oral communication activities

Course No. 23.031

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: English Language Arts: 9-12 Writer's Workshop

QBJECTIVES (State Curriculum)

HSD/CPE/VE

Ihere are no correlations with mathematics objectives

This course is designed to provide students with the opportunity to become better writers as they move throughout the stages of fluency, control and proficiency. Through this course, writing as a process is emphasized with instruction in grammar/mechanics/usage studied as needed. Independent writing assignments which focus on the student's own needs comprise a major portion of the course. A major goal of this course is to examine more carefully the narrative, descriptive, persuasive and expository modes of discourse. Literature study will compose a major portion of the course. This is not a remedial course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

I. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,3,4,6,30

10,1l,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas.
13, 15,16,17 ,44

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

Course No. 23.031

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: 9-12 Writer1s Workshop

DBJECTIVES (State Cyrriculum)

HSO/CPE/VE

There are no correlations with mathematics objectives

6. Conceives and develops ideas ~bout a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

7. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,14,29

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

9. Becomes aware of how grammar achieves the orderliness of language and makes meaningful communication possible 36,37

10. Learns that words gather meaning from their context and carry connotation 38

11. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

13. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11

14. Adapts writing style to various audiences

2.4

7,8

15. Develops creative and imaginative expression in writing

2.4

8,9

Course No. 23.031

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Engljsh Langyage Arts: 9-12 Writer's Workshop

QBJECTIVES (State Cyrriculum)

HSD/CPE/VE

There are no correlations with mathematics objectives

16. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,28,47

17. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling. Recognizes the development stages of writing: fluency, control and proficiency 4.1,4.2,4.3,4.4, 7 5.1,5.2,5.3,5.4

18. Uses various techniques appropriate to different stages of the writing process to achieve fluency, control and proficiency
4.1,4.2,4.3,4.4 7,10,11,36 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

19. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

2,4,6,28,29,30

20. Comprehends and responds to a variety of written materials 1,2,3

21. Develops an interest in and a sense of inquiry about written works 39,40,41,42

22. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 6,26,28,29,30,41

23. Develops effective ways of telling and writing about literature using literary analysis 1.1 through 5.4 40

24. Judges literature critically on the basis of personal response and literary quality 40

25. Experiences a variety of print and nonprint resources (e.g., films, recordings, theatre, etc.) to become familiar with and compare literature 14,41

Course No. 23.031

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: Engljsh Language Arts: 9-12 Wrjter's Workshop

OBJECTIVES (State Curriculym)

HSD/CPE/VE

There are no correlations with mathematics objectjves

ill=.R

ID=W

lmr

TOPIC/CONCEPT D. CRITICAL THINKING.

26. Distinguishes between fact and opinion

1

29

27. Comprehends, develops and uses concepts and generalizations

9

4,30

28. Creates hypotheses and predicts outcomes

9,10

4,26,30

29. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

30. Defends conclusions rationally 30

31. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30

32. Constructs logical sequences and understands the conclusions

to which they lead

9

4,10,30

33. Detects fallacies in reasoning

29,30

34. Invents solutions to problems using non-linear thinking teChniques, e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing 26,27,28,29,30

Suggested Topics for study in this course:

Literature
Essay Poetry Short fiction Magazine articles for interviews Newspapers for different forms
of writing

Compositjon/Grammar/Langyage Different forms of writing Dialogue Registers for different audiences Grammar within the context of
writing

Course No. 23.032; 23.033

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: Engljsh Langyage Arts: Journaljsm I: II QBJECTIVES (State Currjculum) HSP/CPE/VE There are no correlations wjth mathematjcs objectives

This course is one that explores the development and practice of journalistic writing. An analysis of the sections of the journalistic publication (e.g., newspaper, yearbook, literary magazine, broadcast journalism) concentrating on the purpose, influence and structure of those sections will be given careful attention. language use and purpose will also be strongly emphasized. Other pertinent journalistic concerns such as news gathering, ethics, copy writing, editing, revising, etc. will be covered. If a journalistic publication is produced in the course, other apsects such as typesetting, circulation and production concerns may be included in the course; however, these aspects should not encompass more than ten percent of the class time. This is not a production only course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3 , 4, 5, 6, 7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (OBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.032; 23.033

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: Engljsh Langyage Arts: Joyrnaljsm I: II OBJECTIVES (State Currjculym) HSD/CPE/VE There are no correlations with mathematics objectives

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by other 13,15,16

7. Presents arguments in orderly and convincing ways 11,17

8. Recognizes and analyzes persuasive techniques 6,14

9. Uses language appropriate to both situation and audience
17

10. Asks and answers questions coherently and concisely and follows spoken instruction 12,13

11. Identifies and comprehends the main and subordinate ideas in lectures and discussions and reports accurately what others have said 44,46

TO~IC/CONCEPT B. LANGUAGE/WRITING

12. Understands that varieties of English usage are shaped by social, cultural, and geographical differences 34

13. Becomes aware of how grammar represents the orderliness of

language and makes meaningful communication possible

4.1,4.2,4.3,4.4

36,37

5.1,5.2,5.3,5.4

14. Learns that words gather meaning from their context and carry connotation
38

15. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

16. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

Course No. 23.032; 23.033

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: Journalism I: II OBJECTIVES (State Curriculym) HSD/CPE/VE There are no correlations with mathematics objectiyes

17. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories); social (friendly letters, thank-you notes, invitations); academic (themes, reports, essays, analyses, critiques); business (letters of application or complaint, resumes); and informative (news, features, opinion pieces) 1.1 through 5.4 7,8,9

18. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting, or researching 1.1 through 5.4 7,8,9

19. Adapts writing style to various audiences

2.4

7.8

20. Develops creative and imaginative expression in writing

2.4

8,9

21. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases, and

summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11

22. Uses the tools and resources of writers, such as dictionaries, thesauri, style manuals, usage handbOOKS 5.8

23. Is precise in punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3,5.4 7

24. Analyzes an issue to determine the topic, subtopics, amount

and currency of information for a given purpose

1.1,1.2,1.3

28

1.4,1.5,1.6

25. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions, articles, and journalism texts 7,8,9

26. Writes Standard American English sentences with correct sentence structure, verb forms, punctuation, capitalization, possessives, plural forms, and other mechanics, word choice and spell ing 4.1,4.2,4.3,4.4 7 5.1,5.2,5.3,5.4

Course No. 23.032; 23.033

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: Engljsh Language Arts: Journaljsm I: II

OBJECTIVES (State Currjculum) HSP/CPE/VE

There are no correlatjons wjth mathematics objectives

.rn=R

BSl::W

WE

TOPIC/CONCERT C. READING

27. Recognizes different purposes and methods of writing:

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

1,4,6,28,30

28. Comprehends and responds to a variety of written materials 4,6,29,30

29. Reads critically: asks pertinent questions, recognizes assumptions and implications, evaluates ideas 41

30. Gains insights into human behavior from the study of 1iterature 40

31. Develops effective ways of telling and writing about literature, using appropriate literary items 1.1 through 5.4

32. Judges literature critically on the basis of personal response and literary analysis 40,41

33. Experiences a variety of print and nonprint resources to become familiar with and compare diverse backgrounds and traditions 39,40,41,42

34. Uses the divisions of print materials appropriately (table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography) 47

TOPIC/CONCEPT D. CRITICAL THINKING

35. Disti~guishes between fact and opinion

1

29

36. Comprehends, develops and uses concepts and generalizations

9

4,30

37. Creates hypotheses and predicts outcomes

9,10

4,26,30

Course No. 23.032; 23.033

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: Engljsh Language Arts: Journaljsm I: II OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematjcs objectives

38. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

39. Defends conclusions rationally 30

40. Tests the validity of an assertion by examining the evidence

8,9

4,28,30

41. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

42. Detects fallacies in reasoning

29,30

43. Invents solutions to problems using non-linear thinking techniques, such as creating metaphors, constructing analogies and models, brainstorming, or role-playing 26,27,28,29,30

Suggested Topics for study in this course:

Literatyre Journalistic publications
inclUding newspapers, magazines, appropriate texts Various literary genre

Composition/Grammar/Langyage Creative writing Journalistic writing (news
stories, features, editorials) Research activities

Course No. 23.034

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Language Arts: 11-12 Advanced Compositjon/Literature
OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlatjons with mathematics objectjves

This course provides a thorough review and further development to the mastery level of the writing process, inclUding planning, drafting and revising student writing. Emphasis is placed on research skills and essay composition. The course emphasizes the modes of discourse, including expository, persuasive, narrative and descriptive writing. Assignments will focus on responses to literature read. These responses may include personal, critical, analysis and imitative. Grammar/mechanics/usage are covered within the context of the writing assignments.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

. others have sai d

2,4

2,4,13,16

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-V), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.034

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English Language Arts: 11-12 Advanced Composjtjon/Ljterature
OBJECTIVES (State Currjcylum) HSD/CPE/VE There are no correlatjons with mathematics objectjves

7. Presents arguments in orderly'and convincing ways

1.1,1.2,1.3

16

1.4,1.5,1.6

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

9. Becomes aware of how grammar achieves the orderliness of

language and makes meaningful communication possible

4.1,4.2,4.3,4.4

36,37

5.1,5.2,5.3,5.4

10. Learns that words gather meaning from their context and carry connotation 38

11. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

13. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11

14. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

15. Adapts writing style to various audiences

2.4

7,8

16. Develops creative and imaginative expression in writing

2.4

8,9

Course No. 23.034

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: 11-12 Advanced Composition/Literatyre
OBJECTIVES (State Cyrricylum) HSO/CPE/V There are no correlations with mathematjcs objectives

11. Gathers information from primary and secondary sources;

writes reports using research; Quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

l.l through 5.4 7,8,9,10,11

18. Uses the tools and resources of writers (e.g. dictionaries, thesauri, style manuals, usage handbooks) 5,8

19. Is precise in punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3,5.4 7

20. Analyzes an issue to determine the topic, subtopics, amount

and currency of information for a given purpose

1.1,1.2,1.3,

28

1.4,1.5,1.6

21. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 7,10,11

22. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling 4.1,4.2,4.3,4.4, 1 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING

23. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

1,4,6,28,30

24. Comprehends and responds to a variety of written materials 3,2,1

25. Reads critically: asks pertinent Questions; recognizes

assumptions and implications; evaluates ideas

1,9

4,6,29,30

Course No. 23.034

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: English Langyage Arts: 11-12 Advanced Composition/Literatyre
OBJECTIVES (State Currjculum) HSO/CPE/VE There are no correlations with mathematics objectives

26. Gains insights into human behavior from the study of literature 40,42

27. Develops effective ways of telling and writing about literature, using appropriate literary terms 1.1 through 5.4 40

28. Judges literature critically on the basis of personal response and literary analysis 40,41

29. Reads, discusses and analyzes book-length works of fiction and nonfiction representing diverse backgrounds and traditions 39,40,41,42

30. Experiences a variety of print and nonprint resources to

become familiar with and compare literature

8,12

5

TOPIC/CONCEPT D. CRITICAL THINKING

31. Distinguishes between fact and opinion

1

29

32. Comprehends, develops and uses concepts and generalizations

9

4,30

33. Creates hypotheses and predicts outcomes

9,10

4,26,30

34. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

35. Defends conclusions rationally 30

36. Tests the validity of an assertion by examining the evidence

8,9

4,28,30

37. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

Course No. 23.034

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: 11-12 Advanced Composition/Literature
OBJECTIVES (State Curriculym) HSD/CPE/VE There are no correlations with mathematics objectives

38. Detects fallacies in reasoning

29,30

39. Invents solutions to problems using non-linear thinking techniques, (e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing) 26,27,28,29,30

Suggested Topics for study in this course:

Literature All genre Multicultural selections

Composition/Grammar/Language Themes of literary analysis Original themes (in all modes
of discourse) Research activities Creative writing (stories
and/or poems)

Course No. 23.041

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: English Langyage- Arts: History of the English Language

OBJECTIVES (State Cyrriculym)

HSP/CPE/VE

There are no correlations with mathematjcs objectjves

This course will trace the English la~guage from its beginnings through the present century. Students will study the characteristics of the Old English, Middle English and Modern English periods and will read literature from each of the periods. Emphasis will be placed on how the English language has changed over the centuries. Topics of study will include etymology, dialects and other relevant subjects. Outside readings will comprise a portion of the course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively i

15,16,17,

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analYZing and summarizing in the exchange of ideas 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations of others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (8ST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.041

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: History of the English language

QBJECTIVES (State Cyrrjculym)

HSD/CPE/VE

There are no correlations with mathematics objectives

ill::B

.BS.I=.W

Q6.E

TOPIC/CONCEPT B. LANGUAGE/WRITING

7. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16

1.4,1.5,1.6

8. Learns how the English language has developed, changed and survived 34

9. Learns that English is influenced by other languages, ancient and modern 34

10. Understands that words change in form and meaning across time 5,28

11. Understands that the English language has been shaped by social, cultural and geographical differences

12. learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

13. Understands the changing influence that major writers of each linguistic period have had on the language. 34

14. Understands the effects that the printing press and the dictionary have had on language change 34

15. Learns the meaning of dialect and how dialects have played a role in the language 34,35

16. Understands differences between British English and American English 34.35.38

17. Understands the grammatical changes that have taken place in English since the Old English period 34,35,37

18. Learns the language family groups of which English is a member 34,35

Course No. 23.041

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Engljsh Langyage Arts: Hjstory of the English Language

QBJECTIVES (State Cyrrjcylum)

HSP/CPE/VE

There are no correlations with mathematics objectives

19. Gathers information from primary and secondary sources;

writes reports on language history topics

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11

20. Writes Standard American English with correct sentence structure, verb forms and mechanics 4.1,4.2,4.3,4.4 7 5.1,5.2,5.3,5.4

21. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks)
8
TOPIC/CONCEPT C. READING/LITERATURE

22. Recognizes that reading is a vehicle for self-improvement 39,40,41,42

23. Uses reading as a pleasurable activity as well as a means to acquire knowledge 40,41,42

24. Comprehends a variety of written materials
3

25. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 6,29,30

26. Develops effective ways of telling and writing about literature using appropriate literary terms. 40

27. Gains insights into human behavior from the study of literature 40,42

28. Recognizes mythological allusions in literature 41,42

29. Judges literature critically on the basis of personal response 41,42

30. Recognizes and applies various approaches to literary interpretation 41

Course No. 23.041

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: English Langyage Arts: History of the English Language

QBJECTIVES (State Cyrricylym)

HSD/CPE/VE

Ihere are no correlations with mathematics objectives

lli.=R

BSH

~

TOPIC/CONCEPT D. CRITICAL THINKING .

31. Distinguishes between fact and opinion

1

29

32. Comprehends, develops and uses concepts and generalizations

9

4.30

33. Creates hypotheses and predicts outcomes

9,10

4,30

34. Draws reasonable conclusions from information found in

various sources

8,9

4,28,30

35. Defends conclusions rationally 30

36. Tests the validity of an assertion by examining the evidence 4,28,30

37. Constructs logical sequences and understands the conclusions to which they lead 4,30

38. Detects fallacies in reasoning

29,30

Suggested Topics for study in this course:

ljterature Old English poetry Works of Chaucer Shakespearean drama Victorian essays Modern short stories

Composition/Grammar/Language History of the dictionary The printing press Phonology Semantics Etymology Expository and argumentative compositions Analysis: literary and
research Usage and vocabulary

Course No. 23.042

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: English Language Arts: Oral/Written Communication (Speech)
OBJECTIVES (State Curriculum) HSP/CPE/VE There are no correlations with mathematics objectives

This course focuses on thinking, organizing and communicating. Students develop and arrange ideas and information in written form and then participate in a variety of speech experiences designed to help them become better communicators. Emphasis is on both the development of a good written text and the oral delivery of that text to an audience.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17, 46

2. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16,46

3. Adapts words and strategies to varying situations and audiences 15,17

4. Presents arguments in orderly and convincing ways 1.1 through 1.6 16,29,30, 46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8

13,14,29

9,10,11,12,14

7. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas 13, 15, 16, 17, 46

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.042

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: Oral/Written COmmunication (Speech)
OBJECTIVES (State Cyrriculym) HSP/CPE/VE There are no correlations with mathematjcs objectives

8. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,17

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1 through 4.4 34,36,37

10. Adapts writing style to various audiences

2.4

7,8

11. Participates in the writing process: prewriting, drafting, revising, editing, proofreading, publishing 1.1 through 5.4 7,8,9,10,11

12. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms and other mechanics; word choice and spell i ng 4.1 through 4.4, 7 5.1 through 5.4

13. Incorporates new vocabulary into speaking and writing 39

14. Uses a variety of writing modes such as describing, imagining, telling, persuading, interpreting and researching 1.1 through 5.4 7,8,9

15. Develops creative and imaginative expressions in writing

2,4

8,9,45

16. Analyzes an issue to determine the topic, subtopics, amount and currency of information for a given speech 1.1 through 1.6 28,30

17. Gathers information from primary and secondary sources;

writes speeches using research; quotes, paraphrases and

summarizes accurately; cites sources properly.

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

Course No. 23.042

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Engljsh Language Arts: Oral/Written Communication

(Speech)

OBJECTIVES (State Curricylym) HSD/CPE/YE

There are no correlations with mathematics objectives

B.S.I::B

BSH

m

TOPIC/CONCEPT C. READING/LITERATURE

18. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2,3,4

19. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,3,4

20. Varies reading speed and methods according to the type of material and purpose of reading 40

21. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

6,26,28,29,30,41

22. Recognizes different purposes and methods of writing;

identifies a writer's point of view and tone.

4,5,6,7,9

2,4,6,28,29,30

23. Reads, discusses and analyzes speeches and other types of literature representing diverse backgrounds and traditions 42,43

TOPIC/CONCEPT D. CRITICAL THINKING

24. Comprehends, develops and uses concepts and generalizations

to affect an audience

9

4.30

25. Draws reasonable conclusions from information found in

various sources; organizes information logically

8,9

4,5,28,30

26. Defends conclusions rationally 30

27. Inverts solutions to problems using non-linear thinking techniques (e.g., creating metaphors, constructing analogies and models, etc.) 26,27,28,29,30

Course No. 23.042

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: Engljsh Language Arts: Oral/Written COmmunication (Speech)
OBJECTIVES (State Currjculum) HSD/CPE/VE There are no correlations wjth mathematics objectives

28. Develops and defends individual's interpretations of literature 30

29. Detects fallacies in reasoning

29,30

Suggested Topics for study in this course:

Literature Speeches, famous, published Literature which lends itself
to oral interpretation

Composition/Grammar/Language Choices which indicate an
appreciation of the aesthetic Qualities of oral and written language Ways of expanding basic language structures to achieve different effects Understanding dialects Formal and informal word choice and sentence structure Current events research

Course No. 23.043; 23.067

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Language Arts: Advanced Placement

language/Composjtion: literature/Composition

OBJECTIVES (State Currjculum)

HSD/CPE/VE

There are no correlatjons wjth mathematics objectives

Advanced Placement English is a college-level course in language, composition and literature which emphasizes critical thinking, reading and writing developed through the study and discussion of diverse literary themes, genres, writers and periods. Advanced Placement students read from a recommended reading list pUblished by the College Board in publications such as Advanced Placement Course Description: English Composition and Literature and Planning an AP Course (College Board Publication Orders, Box 2815, Princeton, NJ 08540). This course is designed to address those skills necessary to take the AP Examination given nationwide in May. Because the Advanced Placement Examination concentrates so heavily on composition skills, it is essential that training and practice in literary analysis and expository writing form the foundation of the Advanced Placement course. Therefore, evaluation is based primarily on the demonstration of writing skills.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11.12.14

3. Adapts words and strategies to varying situations and audiences 15.17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analYZing and summarizing in the exchange of ideas. 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.043; 23.067

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English Language Arts: Advanced placement

Langyage/Composition: Literature Composition

QBJECTIVES (State Cyrricylum)

HSP/CPE/VE

There are no correlations with mathematics objectives

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by other 13,15,16

7. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Learns how the English language has developed, changed and survived 34

9. Understands that words change in form and meaning across time (etymologies) 5, 28

10. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

11. Learns that words carry meaning from their context and carry connotation 38

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

13. Adapts writing style to various audiences

2.4

7,8,11

1.4,1.5,1.6

14. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

15. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,47

16. Analyzes an issue to determine the topic, subtopics, amount

and currency of information for a given purpose

1.1,1.2,1.3,

28

Course No. 23.043; 23.067 QUALITY CORE CURRICULUM
Page 3 of 5

PROGRAM AREA: English Language Arts: Advanced Placement

Language/Composition: Literature Composition

OBJECTIVES (State Cyrrjculum)

HSP/CPE/VE

There are no correlations wjth mathematics objectives

17. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spe11 i ng 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

18. Reads independently and responds imaginatively and intellectually 40,41, 42

19. Uses literal inferential comprehension skills (e.g. predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

20. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other techniques

4,5,6,7,9

1,2,4,6,28,30

21. Evaluates and synthesizes a variety of written materials 3,2,1

22. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

4,6,29,30,41

23. Reads, discusses and analyzes literature representing diverse backgrounds and traditions 42,43

24. Recognizes mythological allusions

41,42

25. Judges literature critically on the basis of personal response and literary analysis 41

26. Sees relationships between form and content 40

27. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, etc.) to become familiar with and

compare literature

.

8,12

41

Course No. 23.043; 23.067

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: English Language Arts: Advanced Placement

Language/Composjtion: Literature Composjtion

OBJECTIVES (State Currjculum)

HSD/CPE/VE

There are no correlations with mathematics objectives

~

Bll:W

.tmE

TOPIC/CONCEPT D. CRITICAL THINKING

28. Constructs logical sequences and understands the conclusions to which they lead 4,30

29. Distinguishes between fact and opinion

1

29

30. Comprehends, develops and uses concepts and generalizations

9

4,30

31. Creates hypotheses and predicts outcomes

9,10

4,26,30

32. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

33. Defends conclusions rationally

4,30,41

34. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30

35. Understands logical relationships

9

4,30

36. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

37. Detects fallacies in reasoning

6,29,30

38. Invents solutions to problems using non-linear thinking techniques, e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing 26,27,28,29,30

Course No. 23.043; 23.067

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: Advanced placement

Langyage/Composjtion: Literature Composition

OBJECTIVES (State Currjculum)

HSD/CPE/VE

There are no correlations with mathematics objectives

39. Recognizes that how 12 1hint is different from what 1Q 1hint. Recognize multiple, valid interpretations. Develop
and defend individual interpretation. Recognize the value and significance of ambiguity as a rhetorical component of 1iterature

Suggested Topics for study in this course:

Literature

Composjtion/Grammar/Language

*See the suggested topics for these areas provided by the College Board.

Course No. 23.051

QUALITY CORE CURRICULUM

Page 1 of 6

PROGRAM AREA: English Language Arts: American Literature/Composjtion OBJECTIVES (State Curriculum) HSD/CPE/VE Ihere are no correlations with mathematics objectives

This course is designed to improve reading, writing, speaking/listening and critical thinking skills through the study of American literature. The literature study will incorporate a variety of literary genres and multi-cultural writers and may be developed in either a chronological or thematic pattern. It is assumed that this multi-ethnic diversity will be integrated throughout this course reflecting American cultural character. Composition, a major component of this course, focuses on developing control in expository writing (thesis support), moving toward precision in personal narrative, descriptive and persuasive writing and refining research skills. Grammar, mechanics and usage will be covered within the context of writing assignments.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,28,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.051

QUALITY CORE CURRICULUM

Page 2 of 6

PROGRAM AREA: Engljsh Language Arts: Amerjcan Ljterature/Composjtjon OBJECTIVES (State Curriculym) HSP/CPE/VE There are no correlations with mathematics objectives

7. Presents arguments in orderly and convincing ways

1.1,1.2,1.3,

16,29,30

1.4,1.5,1.6

8. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Learns how the English language has developed, changed and survived 34

10. Learns that English is influenced by other languages, ancient and modern 34

II. Understands that words change in form and meaning across time (etymologies)
5

12. Understands that English usage is shaped by social, cultural and geographical differences 34,35

13. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

14. Incorporates new vocabulary in speaking and writing 31

15. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

16. Learns that words gather meaning from their context and carry connotation 38

17. Recognizes how content (topic, purpose, audience) influences the structure and use of language 9,10,11,37,38

Course No. 23.051

QUALITY CORE CURRICULUM

Page 3 of 6

PROGRAM AREA: English Langyage Arts: Amerjcan Ljterature/Comp. OBJECTIVES (State Currjculum) HSD/CPE/VE There are no correlations wjth mathematics objectjves

18. Recognizes that language is a..powerful tool for thinking and

learning

5,6,7

6

19. Participates in the writing process: prewriting, drafting, . revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

20. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11,44,4S

21. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9,10,11

22. Adapts writing style to various audiences

2.4

7,8,11

23. Develops creative and imaginative expression in writing

2.4

8,9,44

24. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

25. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,39,47

26. Analyzes an issue to determine the topic, subtopics, amount

and currency of information for a given purpose

1.1,1.2,1.3,

28,30

1.4,1.5,1.6

27. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions 9,10,11,36

Course No. 23.051

QUALITY CORE CURRICULUM

Page 4 of 6

PROGRAM AREA: English Language Arts: American Literature/Composition OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

28. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

29. Uses reading as a pleasurable activity as well as a means to acquire knowledge 40,41,42,43

30. Uses literal comprehension skills (e.g., sequencing~ explicitly stated main idea)
2

31. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 4,6

32. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,28

33. Recognizes different purposes and methods of writing;

identifies a writer's point of view and tone

4,5,6,7,9

2,4,6,28,30

34. Comprehends a variety of written materials 1,2,4,6,41,43

35. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

36. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

4,6,29,30

37. Gains insights into human behavior from the study of 1iterature 39,40,42,43

Course No. 23.051

QUALITY CORE CURRICULUM

Page 5 of 6

PROGRAM AREA: Engljsh Language Arts: American Literatyre/Composition OBJECTIVES (State Currjculum) HSD/CPE/YE There are no correlatjons wjth mathematjcs objectives

3B. Reads, discusses and analyzes . American 1iterature representing diverse backgrounds and traditions 41,42,43

39. Develops effective ways of telling and writing about literature, using appropriate literary terms 1.1 through 5.4 40,41

40. Judges literature critically on the basis of personal response and literary quality 40,41

41. Experiences a variety of nonprint resources (e.g., film, recordings, theatre, data bases, etc.) as a part of the study of literature 28,33

42. Develops an understanding of the effect of history on American literature, (e.g., literary movements and periods) 40,41,42,43

43. Understands major cultural, religious, philosophical and political influences upon the literature of a given period or culture 40,41,42,43

TOPIC/CONCEPT D. CRITICAL THINKING

44. Distinguishes between fact and opinion

1

29

45. Comprehends, develops and uses concepts and generalizations

9

4,30

46. Creates hypotheses and predicts outcomes

9,10

4,26,30

47. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

48. Invents solutions to problems using non-linear thinking techniques, (e.g., creating metaphors, constructing analogies and models, brainstorming and role-playing) 26,27,28,29,30

49. Defends conclusions rationally 4,30

Course No. 23.051

QUALITY CORE CURRICULUM

Page 6 of 6

PROGRAM AREA: English Language Arts: American Literature/Composition OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

50. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30,61

51. Understands logical relationships

9

4,30

52. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

53. Detects fallacies in reasoning

29,30

Suggested Topics for study in this course:

Literature
All genres Fiction/Nonfiction Selections

Compositjon/Grammar/Language Grammar (in the context of
of composition Multiparagraph Composition (all
discourses) Creative Writing Vocabulary Usage Research Activities

Course No. 23.052

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Langyage Arts: English Literature/Composition OBJECTIVES (State Curricylym) HSO/CPE/VE There are no correlations wjth mathematics objectives

This course is a study of literary selections of the English world of writers, as well as a course designed to enable students to develop their skills as writers through a variety of writing situations. The literature study may be either a chronological or thematic one. Proficiency in organization and development of written thought is a major goal of the composition study. Aspects of grammar/mechanics/usage and research skills are covered in the context of the writing assignments. Students also will participate in activities designed to enhance their speaking and listening abil ities.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.052

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English language Arts: English literature/Composition OBJECTIVES (State Cyrriculym) HSD/CPE/VE There are no correlations with mathematics objectives

7. Uses appropriate criteria to evaluate messages and effects

of mass communication

7

3,6,13,14

8. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Learns how the English language has developed, changed and survived 34

10. Learns that English is influenced by other languages, ancient and modern 34

11. Understands that words change in form and meaning across time (etymologies)
5

12. Understands that English usage is shaped by social, cultural and geographical differences 34,35

13. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

14. learns that words gather meaning from their context and carry connotation 38

15. Recognizes how content (topic, purpose, audience) influences the structure and use of language 37,38

16. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

Course No. 23.052

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: Engljsh Literature/Composition QBJECTIVES (State Currjculum) HSD/CPE/VE There are no correlations with mathematjcs objectives

17. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11,44,45

18. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

19. Develops creative and imaginative expression in writing

2.4

8,9,45

20. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

21. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,47,39

22. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions 9,10,11,36

23. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spell ing 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

24. Uses reading as a pleasurable activity as well as a means to acquire knowledge 40,41,42

25. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
2

Course No. 23.052

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: English Language Arts: English Literature/Composition OBJECTIVES (State Currjcylym) HSD/CPE/VE There are no correlatjons with mathematics objectives

26. Uses inferential comprehension' skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

27. Recognizes different purposes and methods of writing;

identifies a writer's point of view and tone

4,5,6,7,9

1,2,4,6,28,30

28. Comprehends a variety of written materials 3,2,1

29. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

30. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

4,6,29,30,41

31. Gains insights into human behavior from the study of literature 40,42

32. Recognizes mythology, especially Greek and Roman 42,43

33. Develops effective ways of telling and writing about 1iterature 1.1 through 5.4 41,42

34. Judges literature critically on the basis of personal response and literary quality 41

35. Develops an understanding of the effect of history on British literature (e.g., literary movements, periods, etc.) 42

36. Reads, discusses and analyzes English literature representing various periods 40,42,43

37. Experiences a variety of nonprint resources (e.g., films, recordings, theatre, computer data bases, etc.) as a part of the study of literature 41

Course No. 23.052

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: English Literature/Composition

OBJECTIVES (State Curriculum) HSD/CPE/VE

There are no correlations with mathematics objectives

BST-R

~

Wf

TOPIC/CONCEPT D. CRITICAL THINKING :

38. Distinguishes between fact and opinion

1

29

39. Comprehends, develops and uses concepts and generalizations

9

4,30

40. Creates hypotheses and predicts outcomes

9,10

4,26,30

41. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

42. Invents solutions to problems using non-linear thinking techniques, e.g. creating metaphors, constructing analogies and models, brainstorming and role-playing
26,27,28,29,30

43. Defends conclusions rationally
30

44. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30

45. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

46. Detects fallacies in reasoning

29,30

Suggested Topics for study in this course:

literature Shakespearean plays Fiction and nonfiction
from various genres

Composjtion/Grammar/Language All modes of discourse
{descriptive, narrative, expository, argumentative Grammar/mechanics review as needed Vocabulary and language

Course No. 23.061

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA:ngljsh Language Arts:Njnth Grade Literatyre/Composition

OBJECTIVES (State Curriculum)

HSD/CPE

there are no correlatjons with mathematics objectives

This course integrates the study of writing, grammar and usage, literature, and speaking and listening. In writing, the course begins with a review of the writing processes of planning, drafting, revising, editing, and proofing; in the study of form, it begins with a review of the paragraph and leads to multi-paragraph personal narratives, descriptions and expository papers. Students will develop grammar/usage skills in the context of their writing. Students will read a variety of multicultural literature: short stories, novels, tales, poetry, mythology, drama and non-fiction. This course will emphasize both oral and written response to literature; it will also emphasize the distinguishing characteristics of the various genres. Regular vocabulary study is also emphasized.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analYZing and summarizing in the exchange of ideas 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.061

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA:Engljsh Langyage Arts:Ninth Grade Literature/Composition

OBJECTIVES (State Cyrriculym)

HSD/CPE

There are no correlatjons with mathematics objectives

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

7. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

TOPIC/CONCEPT B. LANGUAGE/WRITING

B. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others
4.1,4.2,4.3,4.4 34,36,37

9. Learns that words gather meaning from their context and carry connotation
3B

10. Incorporates new vocabulary into speaking and writing. 39

11. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

12. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,B,9,10,11

13. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,B,9,11,44,45

14. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spell ing 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

Course No. 23.061

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA:Engljsh Language Arts:Njnth Grade ljterature/Compositjon

OBJECTIVES (State Cyrrjculum)

HSD/CPE

There are no correlations with mathematics objectives

15. Uses precise punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3.,5.4 7,37

TOPIC/CONCEPT C. READING/LITERATURE

16. Uses literal comprehension skills (e.g., sequencing,

explicitly stated main idea)

2,4

17. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea, propaganda techniques) 2,4,6

18. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,16,28,

19. Uses the features of print materials appropriately, (e.g., table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography) 5,28

20. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

21. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 4,6,29,30

22. Uses reading as a pleasurable activity and as a vehicle for self-improvement 40,41,42

23. Identifies with fictional characters in human situations as a means of relating to others 40,42,43

24. Reads and responds to mythology, especially Greek and Roman 41,42

25. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40,41

26. Experiences a variety o~ print and nonprint resources (e.g.,

films, recordings, theatre, computer data bases) as a part

of the study of literature

8,12

33,47

Course No. 23.061

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA:Engljsh Language Arts:Njnth Grade Literature/Composition

OBJECTIVES (State Curriculym)

HSP/CPE

There are no correlations with mathematjcs objectives

m:::B

B.SI::W

ill

TOPIC/CONCEPT D. CRITICAL THINKING "

27. Distinguishes between fact and opinion

1

29

28. Comprehends, develops and uses concepts and generalizations

9

4,30

29. Creates hypotheses and predicts outcomes

9,10

4,26,30

30. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

31. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

Literature
Short story Poetry Drama Nonfiction Novels and longer works

Composition/Grammar/Language The writing process Writing about Literature Literary Analysis Multiparagraph writing Writing for various purposes
and audiences Vocabulary

QUALITY CORE CURRICULUM

Course No. 23.062 Page 1 of 4

PROGRAM AREA:English Language Arts:Ninth Grade Literatyre/Composition

QBJECTIVES (State Currjculum)

HSD/VE

There are no correlations with mathematics objectives

This course integrates the study of writing, grammar and usage, reading literature, and speaking and listening. In writing, the course begins with a review of the w~iting processes of planning, drafting, revising, editing and proofing; in the study of form, it begins with a review of the paragraph and leads to multi-paragraph process papers, technical descriptions, personal narratives, descriptions and expository papers. Students will develop grammar/usage skills in the context of their writing. In reading, students will review and increase skills in reading technical/vocational texts. Students will also read a variety of multicultural literature: essays and other non-fiction, short stories, novels, tales, poetry, mythology and drama. This course will emphasize interpersonal communication of ideas along with comprehension and delivery of instructions. Students will, in addition, respond orally and in writing to literature as they study the distinguishing characteristics of the various genres. "Regular vocabulary study is also emphasized.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3 ,4 , 5,6, 7,8,9,

2, 4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences
15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas
13,15,16,17 ,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.062

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA:Engl;sh Langyage Arts:N;nth Grade Literature/Composition

pBJECTIVES (State Curricylum)

HSD/VE

There are no correlations with mathematics objectives

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

7. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

8. Identifies verbal and non-verbal components of interpersonal communications 12,13,16,46

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others, and then practices using those levels 4.1,4.2,4.3,4.4 34,36,37

10. Learns words that gather meaning from their context and carry connotation and practices choosing appropriate ones 38

II. Incorporates new vocabulary into speaking and writing. 33,35,38,39

12. Learns that English operates according to grammatical

systems and patterns of usage

4.1,4.2,4.3,4.4

37

5.1,5.2,5.3,5.4

13. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

14. Writes for a variety of purposes including, but not limited to, technical (processes, explanations), business (letters of order, request, application, complaint), personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations) and academic (themes, reports, essays, analyses, critiques) 1.1 through 5.4 7,8,9,11,44,45

QUALITY CORE CURRICULUM

Course No. 23.062 Page 3 of 4

PROGRAM AREA:Engljsh Language Arts:Njnth Grade Literature/Composjtion

OBJECTIVES (State Curriculum)

HSD/VE

There are no correlatjons wjth mathematics objectives

15. Writes Standard American English sentences with correctsentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

16. Uses precise punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3,5.4 7,37

TOPIC/CONCEPT C. READING/LITERATURE

17. Uses literal comprehension skills (e.g., sequencing,

explicitly stated main idea)

2,4

.

18. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea,propaganda techniques) 2,4,6

19. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,16,28,

20. Uses the features of print materials appropriately, (e.g., table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography) 5,28

21. Reads, discusses and analyzes technical literature and general exposition 40

22. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

23. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 4,6,29,30

24. Uses reading as a pleasurable activity and as a vehicle for self-improvement 40,41,42

25. Identifies with fictional characters in human situations as a means of relating to others 40,42,43

Course No. 23.062

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA:Engljsh Language Arts:Njnth Grade Literatyre/Composjtion

OBJECTIVES (State Currjculym)

HSO/VE

Ihere are no correlatjons wjth mathematjcs objectives

26. Reads and responds to mythology, especially Greek and Roman 41,42,43

27. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40,41

28. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, computer data bases) as a part

of the study of literature and technical/vocational writings

8,12

28,33,47

TOPIC/CONCEPT D. CRITICAL THINKING

29. Distinguishes between fact and opinion

1

29

30. Comprehends, develops and uses concepts and generalizations

9

4,30

31. Creates hypotheses and predicts outcomes

9,10

4,30,26

32. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

33. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

Literature Technical Essays Vocational Texts Short Stories Poetry Drama Novels

Composition/Grammar/Language Process papers Descriptions Business letters Transition and coherence Personal narratives Aspects of grammar and usage Aspects of format and style

Course No. 23.063 QUALITY CORE CURRICULUM
Page 1 of 4

PROGRAM AREA: English Language Arts: Tenth Grade Literature/Composition

OBJECTIVES (State Curricylym

HSD/CPE

There are no correlations with mathematjcs objectjves

This course emphasizes descriptive, personal narrative and expository writing and includes the study of grammar/mechanics/usage in the context of the writing assigned. Students will also study a variety of authors and selections from world literature, including poetry, short stories, novels, drama and classical mythology. The course will stress vocabulary development and will require writing assignments of literary analysis as well as personal narratives. The course is further designed to develop thinking, organizing and oral communication skills.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analYZing and summarizing in the exchange of ideas. 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what others

have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading {BST-R}, writing {BST-W}, mathematics (BST-M) and the 76 Quality Basic Education Act competencies {QBE} have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.063

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: Tenth Grade Literatyre/Composition

OBJECTIVES (State Cyrriculum)

HSD/CPE

There are no correlations with mathematics objectives

7. Uses appropriate criteria to evaluate the messages and effects

of mass communication

7

3,6,13,14

8. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Understands that English usage is shaped by social, cultural and geographical differences 34

10. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

11. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

12.Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

13. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11,45

14. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

15. Adapts writing style to various audiences

2.4

7,8

16. Gathers information from primary and secondary sources; writes

reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

17. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,39,47

Course No. 23.063

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: English Language Arts: Tenth Grade Literature/Composition

OBJECTIVES (State Currjculum)

HSD/CPE

There are no correlations with mathematics objectives

18. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9,10,11,36

19. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spe11 i ng 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

20. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2,4

21. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

22. Identifies and comprehends the main and subordinate ideas in a

written work and summarizes ideas in own words

2,4,9

2,4,28

23. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

4,6,29,30

24. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

25. Uses reading as a pleasurable activity and as a vehicle for self-improvement 40,41,42,43

26. Reads, discusses and analyzes world literature representing diverse backgrounds and traditions 41,42,43

27. Reads and responds to mythology, especially Greek and Roman '41,42

28. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40,41

Course No. 23.063

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: English Language Arts: Tenth Grade Literature/Composition

OBJECTIVES (State Currjcylym)

HSP/CPE

there are no correlations with mathematics objectives

29. Judges literature critically on the basis of personal response and literary quality 40,41

30. Experiences a variety of nonprint resources (film, recordings, theatre, computer data bases, etc.) as a part of the study of literature 28,33

31. Gains insight into human behavior from the study of literature 40,42

TOPIC/CONCEPT D. CRITICAL THINKING

32. Distinguishes between fact and opinion

1

29

33. Comprehends, develops and uses concepts and specializations

9

4,30

34. Creates hypotheses and predicts outcomes

9.10

.

4,30,26

35. Draws reasonable conclusions from information found in various

sources

8,9

4,5,28,30

36. Invents solutions to problems using non-linear thinking techniques, e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing 26,27,28,29,30

37. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

Ljterature
Drama Poetry Short stories Novels Short fiction Nonfiction

Composjtion/Gramma/Language Multi-paragraph papers in all forms
of written discourse Grammar within the context of
writing

QUALITY CORE CURRICULUM

Course No. 23.064 Page 1 of 5

PROGRAM AREA: English Langyage Arts: Tenth Grade Literature/Composition

QBJECTIVES (State Curriculum

HSP/VE

There are no correlations with mathematics objectives

This course emphasizes descriptive, personal narrative and expository writing and includes the study of grammar/mechanics/usage in the context of the writing assigned. Students will read technical literature and exposition. Students will also study a variety of authors and selections from world literature, including poetry, short stories, novels, drama and classical mythology. The course will stress vocabulary development and will require technical/business writing assignments, literary analysis and personal narratives. The course is further designed to develop thinking, organizing and oral communication skills.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,B,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what others

have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.064

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English Langyage Arts: Tenth Grade Literatyre/Composition

OBJECTIVES (State Curriculum)

HSP/VE

There are no correlations with mathematics objectjves

7. Uses appropriate criteria to evaluate the messages and effects

of mass communication

7

3,6,13,14

8. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

9. Perceives and clarifies understandings of verbal and nonverbal components of interpersonal communication 12,13,14,46

TOPIC/CONCEPT B. LANGUAGE/WRITING

10. Understands that English usage is shaped by social, cultural and geographical differences 34

II. learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

12. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

13.Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

14. Writes for a variety of purposes including, but not limited to techical (reports, memos, charts), business (letters of complaint, order, request) academic (compositions, essays, analyses) and personal (journals, stories) 1.1 through 5.4 7,8,9,11,44,45

15. Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

16. Adapts writing style to various audiences

2.4

7,8

Course No. 23.064

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: Engljsh Langyage Arts: Tenth Grade Literature/Composition

OBJECTIVES (State Curriculum)

HSD/VE

There are DO correlatjons wjth mathematjcs objectives

17. Gathers information from primary and secondary sources; writes

orders, desciptions, reports using research; quotes,

paraphrases, and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4. 7,8,9,10,11,46,47

18. Uses the tools and resources of writers (e.g., specilized and general dictionaries, specification manuals, thesauri, style manuals, usage handbooks) 5,39,47

19. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9,10,11,30

20. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spell ing
4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

21. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2,4

22. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

23. Identifies and comprehends the main and subordinate ideas in a

written work and summarizes ideas in own words

2,4,9

2,4,28,

24. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

4,29,30,6

25. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

Course No. 23.064

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: English Language Arts: Tenth Grade Literature/Composition

OBJECTIVES (State CyrrjcYlum)

HSD/VE

There are no correlations with mathematics objectives

26. Uses reading as a pleasurable, activity and as a vehicle for self-improvement 39,40,41,42,43

27. Reads, discusses and analyzes technical literature and general exposition 40

28. Reads, discusses and analyzes world literature representing diverse backgrounds and traditions 41,42

29. Reads and responds to mythology, especially Greek and Roman 39,41,42,43

30. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40,41

31. Judges literature critically on the basis of personal response, technical clarity or literary quality 40,41

32. Experiences a variety of nonprint resources (film, recordings, theatre, computer data bases, etc.) as a part of the study of literature and vocational/technical writings 28,33

33. Gains insight into human behavior from the study of literature 40,42

TOPIC/CONCEPT D. CRITICAL THINKING

34. Distinguishes between fact and opinion

1

29

35.' Comprehends, develops and uses concepts and specializations

9

4,30

36. Creates hypotheses and predicts outcomes

9.10

4,30,26

37. Draws reasonable conclusions from information found in various

sources

8,9

4,5,28,30

Course No. 23.064

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: Tenth Grade Literature/Composition

QBJECTIVES (State Cyrricylym)

HSD/YE

There are no correlations with mathematics objectives

38. Invents solutions to problems ,using non-linear thinking technique~, e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing 26,27,28,29,30
39. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

Literature Technical essays Vocational textbooks Short stories Poetry Drama Novels

Composition/Grammar/Language Process papers Descriptions Business letters of orders,
requests, compaints, inquiries Aspects of grammar/usage

Course No. 23.065

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: Engljsh Language Arts: Eleventh-Twelth Grade World Literature/Composjtjon
OBJECTIVES (State Curriculum) HSO/CPE/VE There are no correlatjons with mathematjcs objectives

This course is a study of literary selections of the entire world of writers, as well as a course designed to enable students to develop their skills as writers through a variety of writing situations. The literature study may be either a chronological or thematic one. Proficiency in organization and development of written thought is a major goal of the composition study. Aspects of grammar/mechanics/usage and research skills are covered in the context of the writing assignments. Students also will participate in activities designed to enhance their speaking and listening abilities.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

13,14,29

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16,46

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.065 QUALITY CORE CURRICULUM
Page 2 of 5 PROGRAM AREA: English Language Arts: Eleventh-Twelth Grade World
Literature/Composjtjon OBJECTIVES (State Curriculym) HSP/CPE/VE There are no correlations wjth mathematics objectives

7. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,17

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Understands that words change in form and meaning across time (etymologies) 5,28

9. Understands that English usage is shaped by social, cultural and geographical differences 34

10. Learns how the English language has developed, changed and survived 34

11. Learns that English is influenced by other languages, ancient and modern 34

12. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

13. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

14. Learns that words gather meaning from their context and carry connotation 38,39

15. Recognizes how content (topic, purpose, audience) influences the structure and use of language. Defines and uses in Context vocabulary words assigned by the teacher 38,39

16. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

Course No. 23.065

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: Eleventh-Twelth Grade World Literature/Composition
OBJECTIVES (State Currjcylum) HSD/CPE/YE There are no correlations with mathematics objectives

17. Adapts writing style to various audiences to appeal to and

to persuade others

2.4

7,8

18. Develops creative and imaginative expression in writing

2.4

8,9,45

19. Gathers information from primary and secondary sources;

writes reports using research; quotes, paraphrases,

and summarizes accurately; cites sources properly

8,9,10,11,12

1.1 through 5.4 7,8,9,10,11,47

20. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,8

21. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions 7,8,9,10,11

22. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

23. Recognizes that reading is a vehicle for self-improvement 40,41,42,43

24. Uses reading as a pleasurable activity as well as a means to acquire knowledge 40,41,42,43

25. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2,3,4

26. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propoganda techniques) 2,3,4

Course No. 23.065
QUALITY CORE CURRICULUM Page 4 of 5
PROGRAM AREA: English Language Arts: Eleventh-Twelth Grade World Literature/Composition
OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

27. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,29,30

28. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

2,4,6,28,29,30

29. Comprehends a variety of written materials 1,2,3

30. Varies reading speed and methods according to the type of material and purpose of reading 40

31. Defines unfamiliar words by using appropriate structural,

analysis and context clues

3

1,38,39

32. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

6,26,28,29,30,41

33. Gains insights into human behavior from the study of literature 40,41,42,43

34. Reads, discusses and analyzes world literature representing diverse backgrounds and traditions 42,43

35. Recognizes mythological allusions in literature 41,42,43

36. Develops effective ways of telling and writing about literature, using appropriate literacy terms 1.1 through 5.4 40,41

37. Judges literature critically on the basis of personal response and literary analysis 40,41

38. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, etc.) to become familiar with

and compare literature

8,12

5,28,47

Course No. 23.065 QUALITY CORE CURRICULUM
Page 5 of 5 PROGRAM AREA: Engljsh Language Arts: Eleventb-Jwelth Grade World
Ljterature/CQmposjtion OBJECTIVES (State Currjculum) HSD/CPE/YE There are nQ correlatiQns with mathematics Qbjectjves

39. RecQgnizes and applies variQus apprQaches to literary interpretation 41

TOPIC/CONCEPT D. CRITICAL THINKING

40. Distinguishes between fact and opiniQn

1

29

41. CQmprehends, deve1Qps and uses concepts and generalizations

9

4,30

42. Creates hypotheses and predicts outcomes

9,10

4,26,30

43. Draws reasQnab1e conc1usiQns frQm information found in

variQus SQurces

8,9

4,5,28,30

44. Defends cQnc1usiQns ratiQna11y 30

45. Tests the validity Qf an assertiQn by examining the evidence

8,9

4,28,30

46. CQnstructs lQgical sequences and understands the conclusions

tQ which they lead

9

4,30

47. Detects fallacies in reasQning

29,30

48. Invents sQlutions tQ prQb1ems using non-linear thinking techniques, (e.g., creating metaphors, constructing analQgies and mQdels, brainstQrming, role-playing) 26,27,28,29,30

Suggested TQpics fQr study in this CQurse:

Literature

CQmpQsjtjQn/Grammar/Language

Greek plays Medieval epics Realism/naturalism
in shQrt stQries, nQvels, and plays Theatre Qf the Absurd Existentialist literature

Grammar within the context of writing
Varied writing QppQrtunities (Literary respQnse, analysis, etc.)

Course No. 23.066

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: Engljsh Language Arts: Ljterary Types/Compositjon

OBJECTIVES (State Cyrriculum)

HSP/CPE/VE

There are no correlations with mathematics objectives

This course acquaints students with the major forms of fiction and non-fiction: Short story, tales, poetry, drama, essay, biography, autobiography and novel. Composition and vocabulary skills are developed through class discussions and wrjting assignments.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,4,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.066

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: Literary Types/Composition

OBJECTIVES (State Curriculum)

HSP/CPE/VE

There are no correlations with mathematics objectives

all:R

lli.::.W

ill

TOPIC/CONCEPT B. LANGUAGE/WRITING

7. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

B. Learns that words gather meaning from their context and carry connotation 1,35,37

9. Incorporates new vocabulary into speaking and writing. 39

10. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

11. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,B,9,10

12. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4. 7,B,9,11

13. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling 4.1,4.2,4.3,4.4, 7 5.1,5.2,5.3,5.4

14. Uses precise punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3,5.4 7

Course No. 23.066

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Engljsh Langyage Arts: Literary Types/Composition

OBJECTIVES (State Currjculum)

HSD/CPE/VE

There are no correlatjons with mathematjcs objectiyes

.BSI=.B

Bll:W

!2B.E

TOPIC/CONCEPT C. READING/LITERATURE:

15. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
2

16. Uses inferential comprehension skills -(e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 4,6

17. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,5,28,16

18. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

19. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 2,4,29,30

20. Uses reading as a pleasurable activity and as a vehicle for self-improvement 40,41,42

21. Identifies with fictional characters in human situations as a means of relating to others 40,42

22. Reads and responds to short stories, tales, poems, plays, essays, biographies, autobiographies and novels 41,42

23. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 39,40

24. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, computer data bases) as a part

of the study of literature

8,12

5,28

Course No. 23.066

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: English Language Arts: Literary Types/Composition

OBJECTIVES (State Curriculum)

HSO/CPE/VE

There are no correlatjons with mathematics objectjves

~

~

WE

TOPIC/CONCEPT D. CRITICAL THINKING

25. Distinguishes between fact and opinion

1

29

26. Comprehends, develops and uses concepts and generalizations

9

4.30

27. Creates hypotheses and predicts outcomes 9,10'

4,30,26

28. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30,61

29. Defends conclusions rationally 30

Suggested Topics for study in this course:

Literature Short stories Tales Poems Plays Essays Biographies Autobiographies Novels

Composition/Grammar/Language Personal response to
literature Analysis of literature Grammar in the context
of writing Vocabulary

Course No. 23.068

QUALITY CORE CURRICULUM

...
Page 1 of 5

PROGRAM AREA: English Language Arts: CQgtemporary Literature/Composjtjon
OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

This course concentrates Qn the study of the shQrt stQry, nQnfictiQn, drama, pQetry and the novel (novella) written since 1960. The authors included are international and represent a variety of cultures, genders, races and writing styles. Class discussions and context-driven written assignments as well as vocabulary development are components of the course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,13,14,29

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose

of speaking to a group; chooses and organizes related ideas;

presents them clearly in Standard American English;

evaluates similar presentations by others

13,15,16

7. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,17

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in 1ine with the corresponding column headings.

Course No. 23.068

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: Engljsh Language Arts: Contemporary

Ljterature/Compositjon

OBJECTIVES (State Curriculum) HSD/CPE/VE

There are no correlatjons wjth mathematjcs objectjves

lli=.&

Bll=.W

ill

TOPIC/CONCEPT B. LANGUAGE/WRITING

8. Understands that English usage is shaped by social, cultural and geographical differences 34

9. Learns that English is influenced by other languages, ancient and modern 34

10. Learns that English has several different levels of usage

and that language appropriate in some situations may not be

appropriate in others

.

4.1,4.2,4.3,4.4 34,36,37

11. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

12. Learns that words gather meaning from their context and carry connotation 38,39

13. Recognizes how content (topic, purpose, audience) influences the structure and use of language. Defines and uses in context vocabulary words assigned by the teacher 38,39

14. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

15. Adapts writing style to various audiences to appeal to and

to persuade others

2.4

7,8

16. Develops creative and imaginative expression in writing

2.4

8,9,45

17. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,8

18. Organizes, selects and relates ideas and develops them into coherent, mu1tiparagraph compositions 7,8,9,10,11

Course No. 23.068

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: Contemporary Literatyre/Composition
OBJECTIVES (State Curricylum) HSP/CPE/VE There are no correlatjons wjth mathematjcs objectives

19. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spe11 i ng 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

20. Recognizes that reading is a vehicle for self-improvement 40,41,42,43

21. Uses reading as a pleasurable activity as well as a means to acquire knowledge 40,41,42,43

22. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2,3,4

23. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propoganda techniques) 2,3,4

24. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,29,30

25. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques

4,5,6,7,9

2,4,6,28,29,30

26. Comprehends a variety of written materials 1,2,3

27. Defines unfamiliar words by using appropriate structural

analysis and context clues

3

1,38,39

Course No. 23.068

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: English Language Arts: Contemporary Ljteratyre/Composjtion
QBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

28. Reads critically; asks pertinent Questions; recognizes

assumptions and implications; evaluates ideas

1

6,26,28,29,30,41

29. Gains insights into human behavior from the study of 1iterature 40,41,42,43

30. Reads, discusses and analyzes contemporary literature representing diverse backgrounds and traditions 41,42,43

31. Recognizes mythological allusions in literature 41,42,43

32. Develops effective ways of telling and writing about literature, using appropriate literacy terms 1.1 through 5.4 40,41

33. Judges literature critically on the basis of personal response and literary analysis 40,41

34. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, etc.) to become familiar with

and compare literature

8,12

5,28,47

35. Recognizes and applies various approaches to literary interpretation 41

TOPIC/CONCEPT D. CRITICAL THINKING

36. Distinguishes between fact and opinion

1

29

37. Comprehends, develops and uses concepts and generalizations

9

4,30

38. Creates hypotheses and predicts outcomes

9,10

4,30,26

Course No. 23.068

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Langyage Arts: Contemporary Literature/Composition
OBJECTIVES (State Curriculum) HSD/CP/VE There are no correlatjons wjth mathematjcs objectives

39. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

40. Defends conclusions rationally 30

41. Tests the validity of an assertion by examining the evidence

8,9

4,28,30

42. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

43. Detects fallacies in reasoning

29,30

44. Invents solutions to problems using non-linear thinking techniques, (e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing) 26,27,28,29,30

Suggested Topics for study in this course:

literature Various international
authors from diverse backgrounds, cultures, styles since 1960. Emphasis may be placed on recent award winning writers Interdisciplinary approaches to literary study

Composition/Grammar/Language Varied responses to
literature (personal to analysis) language and content relationship in contemporary literature

Course No. 23.069

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Language Arts: Multicultural Literature/Compositjon
OBJECTIVES (State Cyrriculym) HSO/CPE/VE There are no correlations with mathematics objectives

This course focuses on the many literary contributions representative of writings by and about people of diverse ethnic backgrounds (African, African American, Native American, Asian, Hispanic/Latins, etc.) Ethnic literature fosters students' understanding of people and related literature that differ from traditional American, English and European authors. Selections are representative of various historical periods. Themes selected are embedded in individual character's sense of self, culture and language; nevertheless, they possess universal cultural appeal. Through varying teaching methods and approaches, teachers help students clarify their attitudes and confirm interests in a pluralistic society, explore themes of linguistic diversity and develop critical thinking skills which foster students' identification with characters and issues elaborated in various works. Literature selected is appropriate for students' development, interest and readiness to explore culturally relevant issues and ideas. The work in this course is an extension of the studies found in World, American and English literature/composition courses.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively about literature studied. 15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8

2,3,4,5,6,28,30

9,10,11,12,14

3. Adapts language to varying situations and cultures of audiences 15,17

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.069 QUALITY CORE CURRICULUM
Page 2 of 5 PROGRAM AREA: English Language Arts: Multicultural
Literature/Composition OBJECTIVES (State Curriculum) HSP/CPE/VE There are no correlations with mathematics objectives
5. Conceives and develops ideas about diverse cultural issues, themes and characters for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others 13,15,16
6. Uses appropriate criteria to evaluate the messages and effects of mass communications, famous speeches, etc. 13,14
7. Understands that ethnic dialect conveys the mood of the narration to the audience 35,36,37
TOPIC/CONCEPT B. LANGUAGE/WRITING
8. Understands that words and expressions change in meaning according to cultures, historical periods and etymologies 5,28
9. Understands that English usage is shaped by social, cultural and geographical differences 34
10. Learns how languages of other cultures have developed, changed and survived 33
11. Learns how English language has been influenced by languages of other cultures, ancient and modern
12. Learns that the language of other cultures have several different levels of usage and that language appropriate in some situations may not be appropriate in others 34,36,37
13. Learns that words gather meaning from their context and carry connotation 38
14. Recognizes how content influences the structure and use of language 38
15. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10,11

Course No. 23.069 QUALITY CORE CURRICULUM
Page 3 of 5 PROGRAM AREA: ~nglish Language Arts: Multicultural
Literature/Composition OBJECTIVES (State Curriculym) HSP/CPE/VE There are no correlatjons with mathematics objectives

16. Adapts writing style to appeal to and to persuade audiences

of other cultures

2.4

7,8

17. Develops creative and imaginative expression in writing

2.4

8,9,44

18. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9,10,11,36

19. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, plural forms and other mechanics; word choice and spelling . 4.1 through 4.4 7 5.1 through 5.4

20. Recognizes sentence syntax of various ethnic cultures 35,37

21. Writes to inform an audience of cultural contributions 1.1 through 5.4 11

TOPIC/CONCEPT C. READING/LITERATURE

22. Uses reading about other cultures as a means to acquire knowledge 40,41,42

23. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)

24. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques)

25. Recognizes different purposes and methods of writing;

identifies a writer's point of view, tone and other

techniques)

4,5,6,7,9

1,2,4,6,28,30

26. Reads, comprehends, discusses and analyzes a variety of literature representative of diverse ethnic cultures and traditions 1,2,3,41,42

Course No. 23.069

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: Engljsh Language Arts: Multicultural Ljteratyre/Composition
OBJECTIVES (State Curricylum) HSD/CPE/VE There are no correlatjons with mathematics objectives

27. Develops effective ways of telling and writing about multicultural literature, using appropriate literary terms 1.1 through 5.4. 40

28. Judges multicultural literature on the basis of personal response and literary analysis 1.1 through 2.4 40,41,43

29. Recognizes cultural allusions in literature 39,41,42

TOPIC/CONCEPT D. CRITICAL THINKING

30. Distinguishes between fact and opinion

1

29

31. Comprehends, develops and uses concepts and generalizations

9

4,30

32. Creates hypotheses and predicts outcomes

9,10

4,26,30

33. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30,61

34. Detects fallacies in reasoning

29,30

35. Creates and interprets solutions to problems using non-linear thinking techniques (e.g., use of metaphors, analogies, models, role playing) 26,27,28,29,30

36. Tests the validity of an assertion by examining the evidence

8,9

4,5,6,28,29,30

Course No. 23.069

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Language Arts: Multjcultural Literature/Compositjon
OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectjves

Suggested Topics for study in this course:

Literature Fiction Selections Nonfiction Selection Poetry Drama Longer work.s local color Multicultural
oriented periodicals literary Analysis Historical periods (overview) Cultural tradition Variety of themes

Compositjon/Grammar/Language Syntax Connotation Dialect differences Usage differences Varied writing
opportunities Creative writing Critiques Simulations Oral readings

Course No. 23.081

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: Engljsh Language Arts: Communication Skjlls OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematjcs objectjves

This is a developmental, literature based course designed for students who have experienced difficulty in attaining language arts skills at grade level. A goal of this course is to further the development of students' language skills and to stimulate greater interest in reading. Vocabulary development, reading and listening comprehension, the writing process and oral language development are emphasized in this course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Adapts words and strategies to varying situations and audiences 15,17

3. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

4. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

5. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

6. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.081

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: Communication Skills

OBJECTIVES (State Curriculum) HSD/CPE/VE

There are no correlations with mathematics objectives

.Bll:B

lli:1l

ME

TOPIC/CONCEPT B. LANGUAGE/WRITING

7. Learns that words gather meaning from their context and carry connotation 38

8. Incorporates new vocabulary into speaking and writing. 39

9. Learns that English operates according to grammatical systems and patterns of usage 4.1,4.2,4.3,4.4 37 5.1,5.2,5.3,5.4

10. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

11. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

12. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports, essays, analyses, critiques) and business (letters of application or complaint) 1.1 through 5.4 7,8,9,11,45

13. Uses a variety of writing modes such as describing, imagining, telling explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

14. Adapts writing style to various audiences

2.4

7,8

15. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,47,39

16. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9,10,11,36

Course No. 23.081

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Engljsh Langyage Arts: Communication Skills OBJECTIVES (State Cyrrjcylym) HSD/CPE/VE There are no correlations with mathematics objectives

17. Writes Standard American English sentences with correct

sentence structure; verb forms; punctuation, capitalization,

possessives, plural forms and other mechanic; word choice

and spelling

4.1,4.2,4.3,4.4

7,37

5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

18. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) 2

19. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

20. ,Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,5,28

21. Uses the features of print materials appropriately, (e.g., table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography) 5,28

22. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

23. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 4,6,29,30

24. Uses reading as a pleasurable activity and as a vehicle for self-improvement 40,41,42,43

25. Identifies with fictional characters in human situations as a means of relating to others 40,42

26. Reads and responds to mythology, especially Greek and Roman 41,42

Course No. 23.081 QUALITY CORE CURRICULUM
Page 4 of 4 PROGRAM AREA: English Language Arts: Communication Skills OBJECTIVES (State Cyrricylym) HSP/CPE/VE There are no correlations with mathematics objectjyes

27. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40

28. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, computer data bases) as a part

of the study of literature

8,12

5,28,33

TOPIC/CONCEPT D. CRITICAL THINKING

29. Distinguishes between fact and opinion

1

29

30. Comprehends, develops and uses concepts and generalizations

9

4,30

31. Creates hypotheses and predicts outcomes

9,10

4,30,26

32. Draws reasonable conclusions from information found in

various sources - -

8,9

4,5,28,30

33. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

Literature Drama Poetry Short Stories Novels Short fiction Non-fiction

Composition/Grammar/Language Registers of usage Practice in speaking and
listening techniques Multi-paragraph papers in
all forms of written discourse Grammar within a writing context Registers of usage

Course No. 23.082

QUALITY CORE CURRICULUM

Page 1 of 2

PROGRAM AREA: English Langyage Arts: Reading Enrichment OBJECTIVES (State Curriculym) HSD/CPE/VE There are no correlations with mathematics objectives

This course, designed for all students, enhances the essential reading skills necessary to further pleasure and to promote continual development in reading. Students will study a variety of reading selections including fiction and nonfiction. Emphasis is on the enrichment of the student's ability to comprehend written text using a variety of materials and technologies. This is not a remedial course.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Uses language appropriate to both the situation and the

audience

2,4,4.4

1, 17

2. Uses appropriate criteria to evaluate the messages and the

effects of mass communication

7

3,6,14

3. Interprets and assesses various kinds of communications 13,14

TOPIC/CONCEPT B. LANGUAGE/WRITING

4. Learns that English has several different levels of usage

and that language appropriate in some situations may not be

appropriate in others.

1,2,3,4

34,36,37

5. Learns that words gather meaning from their context and carry connotation 38

TOPIC/CONCEPT C. READING/LITERATURE

6. Recognizes that language is a powerful tool for thinking and

learning

5,6,7

1,6,35

7. Comprehends, compares and responds to a variety of written

materials

8,12

1,2,3,5,28

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.082

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: English Language Arts: Readjng Enrichment OBJECTIVES (State Currjculym) HSptCPE/VE There are no correlations with mathematjcs objectives

8. Uses a variety of data searches and print technologies (micro-fiche, readers guides, computers, micro-film, etc.)
74,76

9. Uses reading as a pleasurable activity as well as a means to acquire knowledge. 40,41,42

10. Reads, discusses and analyzes book-length works of fiction and nonfiction representing diverse background and traditions 39,40,41,42

11. Varies reading rate 40

TOPIC/CONCEPT D. CRITICAL THINKING

12. Comprehends, develops and uses concepts and generalizations

9

4,30

13. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

14. Draws reasonable conclusions found in various sources.

4,5,28,30

8,9

Suggested Topics for study in this course:

Ljterature
Independent choices in reading
Reading for various purposes (academic, technical/vocational, entertainment, etc.)
Poetry Reading in content areas Reading for making career
decisions

Composition/Grammar/Language Vocabulary development strategies Critical thinking skills Listening and speaking strategies
public speaking skills

Course No. 23.183; 23.184 Course No. 23.185; 23.186

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: English Language Arts: Basic Reading/Writing I-IV OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

This is a course designed for the student who needs fundamental skills development in all areas of English Language Arts. Typically, this student will need the type.of intensive small group environment generally found in a language lab setting. Concentration will be on providing the student with drill and practice in topics such as writing, organizing, speaking, reading and thinking. Also, major areas covered will be practice for various required state assessments (e.g., high school graduation test, writing test, etc.)

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Adapts words and strategies to varying situations and audiences 15,17

3. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

4. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

5. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

6. Presents arguments in orderly and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.183; 23.184 Course No. 23.185; 23.186

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: English Language Arts: Basic Reading/Writing I-IV

OBJECTIVES (State Currjculum) HSP/CPE/VE

There are no correlations with mathematics objectives

a.sI::R

lli::W

ill

TOPIC/CONCEPT B. LANGUAGE/WRITING

7. Learns that words gather meaning from their context and carry connotation 38

8. Incorporates new vocabulary into speaking and writing. 39

9. Learns that English operates according to grammatical

systems and patterns of usage

4.1,4.2,4.3,4.4

37

5.1,5.2,5.3,5.4

10. Recognizes that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

11. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

12. Writes for a variety of purposes including, but not limited to, personal (journals, diaries, stories), social (friendly letters, thank you notes, invitations), academic (themes, reports), business (letters of application or complaint) and technical writings 1.1 through 5.4 7,8,9,11,45

13. Uses a variety of writing modes such as describing, imagining, telling explaining, persuading, interpreting or researching 1.1 through 5.4 7,8,9

14. Adapts writing style to various audiences

2.4

7,8

15. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks) 5,47,39

16. Organizes, selects and relates ideas and develops them into coherent, multiparagraph compositions 9,10,11,36

Course No. 23.183; 23.184 Course No. 23.185; 23.186

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: English Language Arts: Basic Reading/Wrjting I-IV OBJECTIVES (State Curriculum) HSD/CPE/VE There are no correlations with mathematics objectives

17. Writes Standard American English sentences with correct

sentence structure; verb forms; punctuation, capitalization,

possessives, plural forms and other mechanic; word choice

and spell ing

4.1,4.2,4.3,4.4

7,37

5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

18. Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea)
2

19. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propaganda techniques) 2,4,6

20. Identifies and comprehends the main and subordinate ideas in

a written work and summarizes ideas in own words

2,4,9

2,4,5,28

21. Uses the features of print materials appropriately, (e.g., table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography) 5,28

22. Defines unfamiliar words by using appropriate structural

analysis skills and context clues

3

1

23. Reads critically; asks pertinent questions; recognizes assumptions and implications; evaluates ideas 4,6,29,30

24. Uses r"eading as a pleasurable activity and as a vehicle for self-improvement 40,41,42,43

25. Varies reading speed and methods according to the type of material and purpose of reading 40

26. Identifies with fictional characters in human situations as a means of relating to others 40,42

Course No. 23.183; 23.184 Course No. 23.185; 23.186

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: English Language Arts: Basic Reading/Writing I-IV OBJECTIVES (State Curricylum) HSP/CPE/VE There are no correlations with mathematjcs objectives

27. Is familiar with the structural elements of literature, (e.g., plot, characterization and so on) 40

28. Experiences a variety of print and nonprint resources (e.g.,

films, recordings, theatre, computer data bases) as a part

of the study of literature

8,12

5,28,33

TOPIC/CONCEPT D. CRITICAL THINKING

29. Distinguishes between fact and opinion

1

29

30. Comprehends, develops and uses concepts and generalizations

9

4,30

31. Creates hypotheses and predicts outcomes

9,10

4,30,26

32. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

33. Defends conclusions rationally 4,30

Suggested Topics for study in this course:

literature

Compositjon/Grammar/LangUage

Drama Poetry Short Stories Novels Short fiction Non-fiction Readings developed
for specific skills development

Registers of usage Practice in speaking and
listening techniques Multi-paragraph papers in
all forms of written discourse Grammar within a writing context Practice involving various objectives and skills areas identified in the state assessment program (for English and writing)

Course No. 23.371; 23.372

QUALITY CORE CURRICULUM

Page 1 of 5

PROGRAM AREA: English Langyage Arts: Applied Communication Lab I: II

OBJECTIVES (State Currjcylym)

HSO/VE

There are no correlations with mathematics objectives

This course is designed to teach students the communication skills that the workplace demands. Designed primarily for juniors and seniors, the course emphasizes the application of improved reading, writing, speaking/listening and problem-solving to the students' occupations (current and future) and personal lives. Specific instructional materials including worktexts, video tapes and other items have been developed for the Georgia Department of Education (GOOE) by the Agency for Instructional Technology. Before this course is developed/implemented, these materials should be secured through the GOOE.

TOPIC/CONCEPT A. SPEAKING/LISTENING

1. Speaks clearly and expressively

15,16,17

2. Recognizes the intention of a speaker and is aware of the

techniques a speaker is using to affect an audience

2,3,4,5,6,7,8,9,

2,3,4,6,28,30

10,11,12,14

3. Adapts words and strategies to varying situations and audiences 15,17,46

4. Engages in discussion as both speaker and listener critically and constructively interpreting, analyzing and summarizing in the exchange of ideas. 13,15,16,17,46

5. Recognizes and takes notes on the main and subordinate ideas

in lectures and discussions and reports accurately what

others have said

2,4

2,4,13,16,28,44

6. Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by other 13,15,16

The Basic Skills Tests objectives for reading (BST-R), writing (BST-W), mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

Course No. 23.371; 23.372

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: English Language Arts: Applied Communication Lab I: II

OBJECTIVES (State Cyrrjcylym)

HSDIVE

There are no correlations with mathematics objectives

7. Presents arguments in orderly.and convincing ways

1.1,1.2,1.3

16,29,30

1.4,1.5,1.6

8. Uses appropriate criteria to evaluate the messages and

effects of mass communication

7

3,6,13,14

TOPIC/CONCEPT B. LANGUAGE/WRITING

9. Communicates ideas clearly in writing 1.1 through 5.4 7,8,9,10,11

10. Recognizes that language is a powerful tool for thinking and

learning

5,6,7

6

11. Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others 4.1,4.2,4.3,4.4 34,36,37

12. Becomes aware of how grammar achieves the orderliness of language and makes meaningful communication possible 36,37

13. Learns that words gather meaning from their context and carry connotation 38

14. Recognizes how content (topic, purpose, audience) influences the structure and use of language. 37,38

15. Participates in the writing process: prewriting, drafting, revising, editing, proofreading and publishing 1.1 through 5.4 7,8,9,10

16. Writes for a variety of purposes including, but not limited to technical (reports, memos, charts), business (letters of complaint, order, request) academic (compositions, essays, analyses) and personal (journals, stories) 1.1 through 5.4 7,8,9,11,44,45

Course No. 23.371; 23.372

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: English Language Arts: Applied Communication Lab I: II

OBJECTIVES (State Curriculum)

HSP/VE

There are no correlations with mathematics objectives

17. Adapts writing style to various audiences, particularly

those in the workplace

2.4

7,8

18. Develops creative and imaginative expression in writing

2.4

8,9,44

19. Learns the techniques of writing to appeal to and persuade

others

1.1,1.2,1.3

8,11

1.4,1.5,1.6

20. Is precise in punctuation, capitalization, spelling and other elements of manuscript form 5.1,5.2,5.3,5.4 7

21. Improves personal writing by restructuring, correcting errors and rewriting 1.1 through 5.4 7,10

22. Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks)
8

23. Writes Standard American English sentences with correct sentence structure; verb forms; punctuation, capitalization, possessives, plural forms, and other mechanics; word choice and spelling. Recognizes the development stages of writing: fluency, control and proficiency 4.1,4.2,4.3,4.4, 7,37 5.1,5.2,5.3,5.4

TOPIC/CONCEPT C. READING/LITERATURE

24. Reads actively and imaginatively

40,41

25. Uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicit main idea, propoganda techniques) 4,6

Course No. 23.371; 23.372

QUALITY CORE CURRICULUM Page 4 of 5

PROGRAM AREA: English Language Arts: Applied Communication Lab I: II

OBJECTIVES (State Curriculum)

HSD/VE

There are no correlations with mathematics objectives

26. Approaches reading as a search for meaning 40,41,42

27. Recognizes different purposes and methods of writing;

identifies a writer's point of view and tone

4,5,6,7,9

1,2,4,6,28,30

28. Interprets a writer's meaning inferentially as well as literally

29. Comprehends and responds to a variety of written materials, particularly business/technical items 1,2,4,6,41

30. Reads critically; asks pertinent questions; recognizes

assumptions and implications; evaluates ideas

1

6,29,30,40

TOPIC/CONCEPT D. CRITICAL THINKING

31. Distinguishes between fact and opinion

1

29

32. Comprehends, develops and uses concepts and generalizations

9

4,30

33. Creates hypotheses and predicts outcomes

9,10

4,26,30

34. Draws reasonable conclusions from information found in

various sources

8,9

4,5,28,30

35. Defends conclusions rationally

10,17,38

36. Tests the validity of an assertion by examining the evidence

8,9

4,5,28,30

37. Understands logical relationships

9

4,30

Course No. 23.371; 23.372

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: English Langyage Arts: Applied Communication Lab I: II

OBJECTIVES (State Curriculym)

HSP/VE

There are no correlations with mathematics objectives

38. Constructs logical sequences and understands the conclusions

to which they lead

9

4,30

39. Detects fallacies in reasoning

29,30

40. Invents solutions to problems using non-linear thinking techniques, (e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing) 26,27,28,29,30
41. Participates in scenerios requiring application of. technical/business/vocational problem-solving and communication skills 26,30,73,74,75,76

Suggested Topics for study in this course:

Literature Varied technical/vocational
writings related to the workplace Selected relevant fiction and nonfiction

Composition/Grammar/Language Writing assignments pertinent to
the workplace (reports, analyses, memos/letters) Aspects of grammar/usage Aspects of format and style Communication skills (interpersonal, in the workplace)

QUALITY CORE CUJUlICULU'II
Pase 1 of 9 paOC2AH AREA: Enslish Lansuase Arts: 9-12 Collese Preparatory OB3ECTIVES (State CUrriculum) Ahe! are no correlations with mathematics objectives

'1'OPIC/COIlCEP'1' A. SPEAXIIlG/LISTEIlIIlG

1. Speaks clearl,. and expressivel,.

15.16.17

2. Adapt. words and stratesies to Yat7ins situatiem. and audiences

3. aecosnize. t.he intention of a speaker' and is aware of the

techniqu.. a speaker is u.ins t.o affect an audience

2.3.~.5.6.7 .8.9.

2.~,S ,6 ,28,30.3

10.11.12.1~

~. aecosnizes and analyzes persuasive t.echniques

5. Ensases in discussion as bot.h speaker and list.ener -

int.erpretins, analyzins and .mamarizins

9

~,30,15,16,17,13

6 Cont.ribut.es t.o clusroom -discu.sions in lUlluase that. is readil,. underst.ood b,. list.eners, i. e., succinct. and t.o t.he point

7. U.es lansuase appropriate t.o bot.h t.he situat.ion and t.he

audience

2 . ,~.~

17

8. Pre.ents arsuments in orderly and convincins ways

1.1,1.2,1.3,

16

1 ,1.5,1.6

9. aecosnizes and takes not.es on important. points in lectures

and di.cus.ions

1,2,3,~,7

1.1,1.2,1.3,

2,3,~,5,28.30

1.~,l.5,l.6

-10. U... appropriat.e criteria to evaluat.e t.he . .ssas and t.he

effects of .... communicat.ion

7

6,3,1.

'f'be ".ic Skill. Tests object.ives for readins (BST-It), WE'it.ins (BST-W), . .th_t.ic. (1ST-II) and t.he 76 Qualit,. Basic Education Act. compet.encies (QBE) have been correlat.ed wit.h t.he Qualit.,. Core
Curriculum object.ives. The correlat.ions appear immediat.ely below each object.ive in line with t.he correspondins colUlllll beadins

QUALITY CORE CUlUUCULUH

Pase 2 of 9

PROGBAH AREA: EnSlish Lansua,e Arts: 9-12 Collese PreparatorY

OBJ'ECTIVES eState Curriculum)

.

there are no corr.lations with mathematic, obj.ctiv

11. ~wer. and .sks qution. cob.rently and concily and

follows spoken instructions

3

3.28.12.13

12. Interpr.t. and various k.ind. of communic.tions 13.U

13 .zns.a.' criticall,. and const.ructiv.ly in the excrbanse of id.... p.rticul.rly durins cl di.cuions .nd conferenc.s wit.b instruct.ors 13.16

1~. Ident.ifies .nd comprehends t.he main and subordinate ideas in

lectures .nd di.cus.ions .nd reports .ccurately what others

have .aid

2.~

2.28.~.l3.l6

15. Conc.ive. and d.v.lop. id.a bout topic for t.he purpose of sp..kin& to aroup; cboo... and orsaniz.. r.l.ted ideas; pre.ents t.hem cle.rl,. in St.andard American In&lish; evalu.t... simil.r presentations b,. others 13.15.16

TOPIC/COIlCEPT B. UIlGUAGE

16. Learns how t.he InSli.h lanauase has developed. chanced and survived
33

17. Learna t.hat Enali.b 18 influenced by otber lansuase ancient and modern 33

18. Understands t.hat word. chan&e in form and aeanlns .cro t.ime (et.7DGloai.s)

19. Underst.ands t.hat In&lish u.aae i. .haped by .ocial. cultural and aeoarapbical differenc.s

20. Learns that. In&l18b has .everal different lev.l. of usase

and t.hat. lanauase .ppropriat.e in .ome .ituationa may not be

.ppropriate in others

~.1.~.2.~.3.~.~

3~.36.37

SSUe QUALI'l'Y CORE CUJUUCULUK Pase 3 of 9
paOGBAK AREA: EnSlish Lansuase Art,: 9-12 Collese Preparatory
OBJECTIVES (State CUrriculum)
%here art no correlation! with pathematic. objective.

21. Learns that In&li.h operate. accordin& to srammatical

.y.tems and patte~ of u.ase

... 1, ... 2, ... 3,....

36

5.1,5.2,5.3,5."

22. I'eCOlla. aware of how srammar achieve. the orderliness of ~aD&uase and mak.. ...ninsful communication poible 36,37

23. Learns and u.e. appropriate terminolosy to de.cribe the In&lish lansuase 36

2". Leams that word. sather meanins from their context and , carry connotation 38

25. bcosnize. how content (topic, purpose, audience) influences the .tructure and u.e of l.nsuase 37,38

26. ~ecosnize. that lansuase is powerful tool for thinkins and

learniDs

5,6,7

1,6,35

'fOPIC/COIfCEPT C. warrIlfG

27.

Communicates

ideas

cle 1.1

.trhlyrouiSnhw5r.i"ti

n

s

7,8,9,10,11

28. Participate. in the writins proce : prewritins. dr.ftins, revi.in&. editins, proofre.dins and publi.hins
1.1 throuSh 5." 7.8,9,10

29. Writes for. v.riety of purpose. includins but not limited to, per.on.l (journal., di.rie., .torie.), .oci.l (friendly lett.ra, t.hank-you notes, invitations), ac.demic (t.hemes,
reports, ys, analyse., critiqu..> and bu.iness (lettera
of applicat.ion or complaint.)
1.1 t.hrouSh 5." 7,8,',11

30. U... a variety of writins mode. such .. de.cribins.

imasinins, tellins, expl.inins, persu.din&, interpretins or

rue.rebiDs

1.1 throuSh 5." 7,8,'

QUALITY CORE CUUICULUlI
P.se ~
paOCRAH AIEA: En,lish L.n,u.,e Art,: 9-12 Colle,e Preparatory
lb." OBJECTIVES (St.te Curriculum)
.n no corr.lations with mathematics obi.ctiv

of 9

31. Writ a way of sen.r.tina. di.cov.rins and cl.rifyin,
id 1.1 tbrouab 5.~ 8

32. Sel.ct nd .rran,e. id findt .ppropri.te ways for exprins 1d and .v.lu.t and r.vi.e. what i. written
1.1 throuah 5.~ 7.8,9.10.11

33. Improv p.r.onal writins by n.tructUrins. corr.ctins error. and nwritins 1.1 tbrouab 5.. 7.10

34.

Ad.pts

writins

.tyle2.t.o

v.rious

.udiences 7,8

35. Dev.lop. crtiv. and imaain.tive expreion in writins

2..

8.9,

36. Le.nw t.be t.chniques of 4Il"itins to .pp..l t.o and persuade

otb.rs

1.1.1.2,1.3.

8,11

1 ,1.5.1.6

37. Gatbers information from primary .nd second.ry sources;

writes reports uains r.s.arch; quote p.raphr

and summarize ccur.tely; cite. source. properly

8,9,10,11,12

1.1 tbrouab 5.. 7.8.9.10.116

38. Use. tbe tool. and re.ourc.s of writers <e.a. dictionaries, thesauri, style . .nu.ls, us.ae handbooks)
8

39. Is precise in punctu.tion. capit.liz.tion, spellin, and oth.r elements of manu.cript fora 5.1,5.2,5.3,5.. 7

~o. Anal"z. . an issue t.o determine tbe topic, subtopics. amount

and currency of information for. aiven purpose

1.1,1.2,1.3.

28

1 ,1.5,1.6

.1. orsanizes, select. and rel.tes id... and develops them into coherent, multip.raar.ph compo.itions

551~c

QUALITr CORE CUUlCULUH

P.se 5

PROGIAH AREA: EnSlish Lansu.se Arts: 9-12 Collese Preparatory

OBJECTIVES (State Curriculum)

Dere a" no correl.tions with mathematics objectives

of 9

~2. a.cosniz. . that writina is a procs involvins a number of .lements. includins collectins information and formul.tins id determinina th.ir "lationships. draftins. arr.nsins parasraphs in an appropriate order and buildins transitions between them and avisins what has been written 1.1 th~ou&h 5.~' 8.9.10.11.~4
.3. Writ Standard American !n&li.h .entences with correct .entence .tructure; . v.rb forms: punctuation. c.pitalization. po.sessives. plural forms. and other mechanics: word choice and spellins ~.1.4.2.~.3.4.~. 7 5.1.5.2.5.3.5.4

TOPIC/COIlCEn D. UADnrG

.~. aecosnize. that readlns is a vehicle for .elf-improvement



39.~O.41.42

.5. Learns that a.dins i. a pleasurable activity as vell as a .-ana to acquire knovledse

.6. Reads actively and imasinatively

.7. Use. literal comprehension .kills (e.s equencins. explicitly .tat.d main id.a>
.8. Uses inferential comprehension skills (e.s. predictions. comparisons. conclusions. implicitly stated main idea. proposanda techniques>
.9. Approach.. readiD& .. a .earch for meanins .O.~1.~2

so. Identifi. . and comprehends the main and subordinate ide.. in

a written work and SUllllD8rizes idea. in own words

2.~.9

25.28.61

551"c

QUALITY CORE CURRlCULtJ!!

Pale 60f 9

plOGIAH AREA: EnSlish Lansuase Arts: 9-12 Collese PreparatorY

OBJECTIVES (State Curriculum)

there are no correlations with mathematics objectives

51. a.colnizes different purposes -.nd methods of writins;

identifi.. a writer's point of viev and tone

...5.6.7.9

1.2 .... 6.28.30

52. Interprets a writer'. meanins inferentially a. vell as literally

53. Comprehend. a variety of written materials 3.2.1

5". Us the features of print materials appropriately, e.I table of contents. preface. introduction. titles and subtitles. index. slo.sary. appendix. bibliosraphy 5.28

55. Identifi personal opinions and assumptions in a writer

1.9

".29.30."0

56. Vari.. r.adinl sp.ed and methods accordins to the type of material and purpose of readins

57. Define. unfamiliar words by usins appropriate word

recosnition skills

3

3.5.28.38.

58. Develops habits of readins that carry over into personal life 39."0."1."2

59. aeads critically; asks pertinent que.tions; recolnizes

aS8Ullptions and implications; evaluat.. ideas

1

29.30.6."0

60. Develop. an interest in and a sense of inquiry about written works

1'OPIC/COllCEPT E. LI'fDATUU
61. aealize. the importance of literature as a mirror of human experience 39."2
62. Identifie. with fictional characters in human situations as a mean. of relatins to others 39."0."2

S51~c
QUALITr CORE CUUICULUH
Pase 7 PROGIAH AREA: Enslish Lan,uase Arts: 9-12 Colle,e Preparatory OBJ'ECTIVES (State CUrriculum) %bere are no correlation. with mathematics objective.

of 9

63. Gains in.ishts into human behavior from the .tudy of lit.rature

6~. Is awar. of important writer. representins div.r backsrounds and traditions

65. Is familiar with mytholou, especially Greek and aoman
39,U,.2
66. Is familiar with the structural .lements of lit.ratur., e.s., plot, charact.rization and so on
39.~0
67 ads and compar.s world lit.ratur.

68. Develop ffective ways of.telliD& and vritina about lit.ratur. 1.1 tbroush 5.~ .0
69. 3udS.s lit.ratur. critically on the basis of p.rsonal re.pons. and lit.rary quality

70. ads, di.cu and int.rpret. book-lencth works of fiction
and nonfiction

71. S.l.cts and u... a vari.ty of print and nonprint re.ourc.s

to become familiar with and compare lit.ratur.

8,12

5,28

72. 1. familiar with the similariti and differences of various literary Senre&

73. .ead. a litera17 text analytically

7 Sees relationships between form and content

75. Dev.lops an undent&ndiDs of the chronoloSY of .American literature

5S1.tc
QUALIn CORE CUUICULUH
Pase 8 of 9
PKOGBAK AREA: EnSlisb Lansuase Arts: 9-12 Collese Preparatory OBJECTIVES eState Curriculum)
Th're are no correlations witb mathematics obiective.

76. Dev.lop. an und.rstandins of the effect of hi.tory on American.lit.rature s lit.rary movements and periods

71. a.ad. and di.cu.ses representative works of American literature and American authors

78. Dev.lop. an understandins of the chronoloSY of EnSlish -literature

79. aeads. di.cu and analyz cla.sics of EnSlish literature and their authors

80. Reads. discusses and analyzes classics of world literature and their authors

81. Recosniz and applies various approaches to lit.rary interpr.tation

82. Int.rpret insl. literatt works u.ins various criticaf approaches

TOPIC/CORCEPT F. CRITICAL 'fHIIIKIIlG

83. Distinsuishes b.tween fact and opinion

1

29

84. Comprehends. d.velops and uses concepts and seneralizations

9

4.30

85. Creat.s hypoth.... and predicts outcomes

9.10

4.30 (26)

86. Draws r.asonable conclusions from information found in

various sourc.. - -

8.9

4.5.28.30.61

87. Defends conclu.ions rationally

88. Tuts th. validity of an assertion by examinins the evidence

8.9

4.5.28.30.61

89. Understands losical relationships 9

4.30

SSUc

QUALITY CORE CUUICULUH

Pase 9
PROGRAM AREA: Inslish Lan&uase Art': 9-12 Collese PreparatorY

OBJECTIVES (State CUrriculum)

the! are no correlation' with mathematic. objective.

of 9

90. construct. lOlical .equence. end under.tend, the conclusions

to which they lead

9

~.30

91. Detect. fallacies in reuoniJ1&

29.30

91. .Invent. .olutiOll! to problems udns non linear thinkins techniques. e.I . cr.atinl metaphor cOn'tructins analolies end model brainstormins. role-playin& 26.27.28.29.30

92. Recolni:es that l!2!! U !h.i:!lk is different from !!h!i U !h!.!:lk

55Uc
QUALITY CORE CUUICULUH
Pase 1 PROCKAK AREA: EnSlish Lanzuaze Arts: 9-12 General/Vocational OBJECTIVES (State CUrriculum) the! are no correlations with mathematics objectives

of 8

'1'OPIC/COIlCEPT A. SPEAXIIlG/LISTEIlIIlG 1. Speaks clearly and expressively

2. Adapts word. and .tratesie. t.o vamns .ituation. and audiences 15.17

3. bcosniz.. the intention of a speaker and is aware of the

t.echniqu a speaker u.es t.o affect an audience

2.3,5.6.7.8.9.

25.6.28.30,3

10.11.12.U

. bcosnize. an4 analyzes persuasive technique.

S. Ensase. in discu.aion as bot.h speaker and li.tener - -

interpr.t.ins. analyzins and summarizins

9

~.30.15.16.17.13

6. Cont.ribut. to claroom di.cuions in lanauas. t.hat. i. readily und.rstood by li.ten.r.. i e.. succinct. and t.o t.he point. 15.16.17

7. U.e. lansuase appropriate t.o the .ituation and t.he audience

2 ~..

17

8. Pres.nt. rsuments in orderly and convincins vays

1.1.1.2.1.3.

16

11.5.1.6

9. Recosnize nd take. notes on important points in lectures

and di.cussions

1.2.3 7

1.1.1.2.1.3.

2.3.~.S.28.30

1.~.1.S.1.6

10. U... appropri.te criteria t.o .valuate the .....s.. and t.he

effect.. of .... communic.t.ion

7

6.3.1~

the ..sic Skill. Te.ts objectives for readins CBST-a). writ.ins CBST-V). mat.hematics CBST-II) and t.he 76 Quality Ba.ic Educat.ion Act comp.tencies CQBE) have been corral.ted with the Qu.lity Core Curriculum object.ives. The correlat.ions .ppear immediat.ely below each objective in line with the correspondin& column headinss.

5SUc

QUALIn CORE CUUICULUH

Pase 2

Paoc:uH AREA: Ens,lish Lans,uas.e Arts: 9-12 General/Vocational

n.! OBJECTIVES (State Curriculum) at! no cOrTelaUons with mathemaUcs obj.cUv.s

of 8

11. &1WV8rs .nd uo quU0ft8 coh.rently and concily and

follows spoken instructions

3

3.28.12.13

12. Interpreu and various kind. of cOllllllUnic.tions 13.U

13. Ensas critically and constructiv.ly in the exchanse of id.... p.rticul.rly durin& cl.ss discu.sions and conf.rences with instructors

1 Identifies .nd comprehends the main and subordinate ideas in

l.ctures .nd discussions .nd reports accurately What others

have said

2.~

2.28 13.16

15. Conceives and d.v.lops id... about a topic for the purpo.e of sp..kins to croup; choos.s and oraanb.s relatad id... ;
presats them cl.arl,. in Standard American In&lish; .valuat.s .imil.r pr.sentations b,. others

B. ~PIC/CO.CEPT LAHGUAGE
16. Learns how th. En&lish laneuase has d.velop.d. chansed and survived 33
17. Learns that En&lish is influenced b,. other lansuaS.s ncient and mod.m 33
18. Und.rstands that words chanS. in fot"lll and lleanins .cross time C.t7llOloCies)

19. Und.rstands that EnsUsh us.se is shaped b,. soci.l. cultural aDd c.ocraphical diff.rences 34
20. Learns that Enslisb bas veral diff.rent lev.ls of usase and
that lancuas. .ppropri.te in .ome situaUons 111&" not be
.ppropri.te ill others ~.l.4.2.~.3 4 34.36.37

SSUC
QUALITY CORE C'UlRICULUK
Pase 3 paOCRAH AREA: En,lish Lan,ua,e Arts: 9-12 General/Vocational OB.1EC"1'IVES (State Curriculum) Dere are no correlation. with 1II&thematics objecti.e.

of 8

21. Learns that !nSli.b operate. accordins to srammatical

.ystems and patterns of usase

~.l.~.2.~.3.

36

~.~.S.1.S.2.

S.3.S.~

22. Becomes aware of how srammar achieve. tbe orderlines of lansuase and make. meaninsful comaamication poible
36.37

23. Learns and us.. appropriate terminolosy to de.cribe the Enslish lansuase 36

2~. Learns that words sather . .anins from their context and carry connotation 38

25. aecoSnize. how content (topic. purpo.e. audience) influence. the .tructure and u.. of lansuase
37.38

26. aecosni:es that lansuase i powerful tool for thinkins and

leamins

S.6.7

1.6.35

TOPIC/COHan C. WRITIIIG

27. Communicates id... clearly in writins 1.1 throusb S.~ 7.8.9.10.11

28. Participates in the writins process: prewritins. draftins. revisins. editins. proofreadins and publi.hins
1.1 tbroush S.~ 7.8.9.10

29. writ.s for. variety of purposes includins. but not limited to. per.onal (joumals. diaries tories) oci.l (friendly
letter thank-you notes. invitations) c.demic (tbemes.
y., repo~. .. analyses, critiques) and busins (letters
of .pplication or complaint)
1.1 tbrouSb S.~ 7,8,9,11

QUAI-In cou CUiJUCULUII
Pase ~ PIOGIAK AREA: !nSlish Lansuase Arts: 9-12 General/Vocational OBJEC'l'IVES eState Curriculum) there are no correlations with mathematic. objective.

of 8

30. U.e. a variety of writins modes such as describins.

imasinins, tellins, explainins. persuadins. interpretins or

re.earchins

5." 1.1 ~ouSh

7.8.9

31. Write. a. a way of seneratins. discoverins and c1arifyins

idea.

1.1 throush 5." 8

32. Select. and arranse. ideas: find. appropriate way. for

expre.sins

ideas:

evaluates and revi
1.1 throuSh 5."

s

es 7.

what is 8.9.10,1

writt 1

en

33. Improves personal writins by restructurins. correctins

errors

and

rewritins 1.1

throuSh

5."

7.10

3". Adapta writ1n& style to various audience.

2."

7.8

35.

Develop.

creative

an2d." i m a s i n a t i v e

expression 8.9 .....

in

writins

36. Learns the techniques of writins to appeal to and persuade

others

1.1.1.2.1.3.

8.11

1....1.5.1.6

37. Gathers infonution from primary and secondary sources:

writ.s reporta usins re.earch: quotes. paraphrases. and

summarize. accurately: cites source. properly

8.9.10.11.12

1.1 throuSh 5." 7.8.9.10,11.'"

38. U.e. the tool. and resources of writers (e.s. dictionaries. th..auri. style JDlUWa1s. usase handbooks)
8

"39. I. preci.e in punctuation. capitalization. spellins and other elements of manuscript form 5.1.5.2.5.3.5." 7

'1'OPICICOIfCEn D. BEADDIG

"0. .ecosnizes that readins is vehicle for .elf-improvement 39."0."1."2

QUALITY COIlE CUIlUC'ULUK Pase 5
PIOGIAH AREA: In&lish Lan&ua&e Arts: 9-12 GenerallVocational OB.1ECTIVES (State Curriculum)
thera are no cOr!latiOftf vjth mathematics ob1ectives

of 8

.1. Laanul t.hat raacUns is a pleasurable activity a. well as a
..-ns to acquire knowledse

.2. ..ads act.ively and imasinat.ivelY

.3. u... lit.aral comprahension .kilt. (a.I., .aquenc1ns, explicit.ly .tated main idea)

.~. U.a. inferential comprehension skills (a.l. predict.ion., comparisons, conclusions, implicitly st.ated main idea, propolanda t.echniques)

.5. Approache. readins as a .earch for meanins
~O,.l,~2

.6. Ident.ifies and comprehends t.he main and subordinat.e idea. in

a writ.t.en work and SUlllll&rize. id... in own words

2,.,9

2,~,5,28,6l

.7 ecolnize. differant purposes and met.hods of writ.ins.

ident.ifies a writer's point of view and t.one

.,5,6,7,9

l,2,~,6,28,30

.8. Int.erprets a writ.er's .-.nine inferent.ially as well as literally

.9. Comprehends a variet.y of writ.ten matarials 3,2,1

50. Uses t.he features of print material. appropriat.ely, (a.l.table of content.., preface, introduction, t.it.les and
.ubtitles, index, Ilossary, appendix, bibliolraphy) 5,28

51. Identifies panonal opinions and a.sumptions in a writ.er

1,9

.,29,30,.0

52. Vari.. readins speed and methods accordin& to t.ha t.ype of . .t.erial and purpose of raadin&

551~c
QUALITr CORE CURRICULUK
Pace 6 PROCHAH AREA: EnSlisb Lansuase Arts: 9-12 General/Vocational OB3ECTlYES (State CUrriculum)
thert are no correlation. with . .thematic. objective.

of 8

53. Define. unfamiliar word. by u.ine appropriate word

recocnition .kills

3

3,5,28,38,

5... Develop. habits of readine that ca'rr7 over into personal l" ~""
39,~O,"l,"2

'1'OPIC/COBCEP1' J:. LI'rEIA'l'UU

55. aealize. the importance of literature as a mirror of human experience
39,"2

56. Identifie. with fictional characters in human situations a. a means of relatine to others

57. GaiM insiahts into human ~bavior from the study of literature

58. Is avare of important writers representine diverse bacqrounds and traditions

59. Is familiar with 1Il7tholo&y, espee1ally Greek and JioIIan 39,"1,"2
60. Is familiar with the structural elements of literature, (e.a., plot, characterization, and so on)
39,~0
61. aeads and compares world literature

62. Develops effective va,.. of tellina and writina about literature 1.1 throuah 5." ..0
63 .Judae. literature critically on the basis of personal resPonSe and literafT quality ..0

5SUc

QUALITY COlE CUlUUCULUII

Pal. 7 of 8

plOClAH AREA: EnSlish Lansuase Arts: 9-12 General/Vocational

OBJECTIVES eState CUrriculum)

Deroe aroe po correlations with mathematic. objective.

6.. "ad., di.cu and int.rpr.t. boo1c-len&th work. of fiction and nonfiction

6S. Select. and u.e. a vari.ty of print and nonprint re.ourc

to become familiar with and comparoe literature

8,12

5,28

66. I. familiar with the .imilariti.. and diff.renc of various literary cenr..

67. "ads a lit.rary t.ext analytically

68. See. relat.ionships betwe.n f orill and content

69. Develops an understandin, of the chronoloCY of American literature

70. Develop. an underatandiq 9f t.b. effect. of hi.t.ory on American literature, e.c., lit.erary mov~ts aad p.riod.

71. . . .d. and discu repre.entativ. works of American lit.rature and American authors

'1'OPIC/COIfCEPT F. CRITICAL THIHDlG

72. D1atinpaisbes between fact and opinion

1

n

73. Comprehend., d.v.lop. and u... concepts and cen.ralizations

9

.,30

7 Creates bypoths and pr.dicts outcome.

9,10

.,30 (26)

75. Draws rea.onabl. conclu.ions from information found in

various soure.. - -

8,9

.,5,28,30,61

76. Defend. conclu.ions rationally

77. Teats the validit7 of an ....rtion by exadnin& the evidence

8,9

.,5,28,30,61

SSl.tc

QUALI'1'Y CORE CUUICULUH

Pase 8 of 8

paOGlAH AREA: Enslish Lansuase Arts: 9-12 General/Vocational

OB.1EC'1'IVES eState CUrriculum>

.

there are po correlations with mathematics objective.

78. Undef"stands losical f"elaUonships 9

79. Constf"Ucts 10Sical sequences and undef"stands the conclusions

to Which they lead

9

30

80. Detects fallaci.. ill f"Mson!.n&

29,30

81. Invents solutions to pf"oblems usins nonlineaf" thinkinc techniques, s.. cf".atinc metaphof"s. constf"Uctins analosies and models, bf"ainstorminc. f"ole-playinc 26.27,28,29,30

82 ecosniz.s that h2!! !2. llink is diffef"ent ff"OlD !!!b.!1 !2 ~

The Quality Core Curriculum (QCC) in
Foreign Languages
The foreign languages portion of the Quality Core Curriculum is divided into two sections: modern languages and Latin. The modern language section contains four subsections representing the four years of instruction available to high school students. Latin is specified for first and second year and advanced study.
While the foreign languages QCC sets forth the topics, concepts and objectives for foreign language study, the Foreign Lang~age Companion delves into much greater detail and should be consulted by readers of the QCC for a better understanding of the curriculum.

S70Sc

QUALITY CORE CURRICULUM

PROGR~ AREA: Mode~ Languages (First year) OBJECTIVES (State Curriculum)

Page 1 of 3

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS ~ENT. THE READER SHOULD CONSULT THE Quality Core Curriculum
Foreign Language Companion

TOPIC/CONCEPT A. UNDERSTANDS AND PRODUCES ~EMORIZED UTTERANCES AND SEQUENCES IN ORAL AND WRITTEN FOR~

1. Responds to basic questions about general well-being.

weather. time

2.3

1,2.3

72.73

2. Repeats basic questions. asking them of another student
73

3. Recites sequences. such as the alphabet. days of the week. months. seasons. numbers
73

4. Responds to visual cues for colors. time. members of the

family. rooms of the housr. body parts

1.2.3

73

TOPIC/CONCEPT B. DEVELOPS LISTENING. SPEAKING. READING AND WRITING SKILLS TO COMMUNICATE IN THE CLASSROOM ABOUT RECURRING EVENTS AND FUNCTIONS

S. Seeks basic information

1.2.3

73

6. Expresses confusion or lack of understanding

1.2.3

73

7. Follows directions
72

8. ~kes excuses

1.2.3

73

9. Asks permission

1,2.3

73

10. Expresses emotions

1,2.3

73

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R). mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

570Sc

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (First year)

OB3ECTIVES (State Curriculum)

SST-R

SST-t1

~

Page 2 of 3 9SE

TOPIC/CONCEPT C. REACTS APPROPRIATELY IN UNCOMPLICATED SOCIAL SITUATIONS

11. Understands and uses appropriate greetings and leave-takings 72,73

12. Understands and pronounces typical male and female names

2,3

;~,.~

13. Understands and gives personal information in a two- or

three-sentence sequence (such as time, age, family members)

2.3

1,2.3

72.73

TOPIC/CONCEPT D. RESPONDS IN ORAL OR WRITTEN FORM TO STRUCTURED QUESTIONS (YES/NO. EITHER/OR) PRESENT~D ORALLY OR IN WRITING ABOUT REAL, PERSONAL EXPERIENCES

14. Accomplishes the above in the present 1.2.3

72.73

15. Accomplishes the above in the future 1.2.3

72.73

TOPIC/CONCEPT E. DEMONSTRATES. IN ORAL AND WRITTEN FORM. SOME SPONTANEITY AND CREATIVE LANGUAGE USE IN RESPONSE TO AN ORAL OR WRITTEN QUESTION, A SITUATION OR A VISUAL

16. Responds realistically to basic questions using topical

vocabulary

1.2.3

72.73

17. Manipulates memorized materials to fit the situation

1,2.3

73

18. Gives sentence descriptions using appropriate adjectives

(color. size. personality)

3.6.9. 10

1, 2.3

73

19. Gives answers to factual questions based on cultural

information from countries where the language is spoken

(e.g . major holidays. school life and daily living patterns

of the principal target culture; location of countries where

the language is spoken; capitals of these countries)

1.2.3

72.73

20. Expresses likes and dislikes in single sentences using concrete vocabulary on topics, such as food, clothing, colors. classes in school

21. Expresses agreement and disagreement with other students' likes and dislikes

S70Sc

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (First year)

OB3ECTIVES (State Curriculum)

BST-R

~

aST-W

Page 3 of 3 oaE

TOPIC/CONCEPT F. GIVES WRITTEN AND ORAL DESCRIPTIONS OF TWO TO FOUR SENTENCES OF THE KNOWN AND CONCRETE ENVIRONMENT, GIVEN A TOPIC OR VISUAL AID

(No objectives at this time)

5705c

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Second year) OB3ECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF

THIS DOCUMENT, THE READER SHOULD CONSULT THE Quality Core Curriculum

Foreign Language Companion

~

BST~

~

QBE

TOPIC/CONCEPT A. GETS INTO, THROUGH AND OUT OF TYPICAL CULTURAL SITUATIONS

1. Makes simple inquiric: .. ~l~ '"\. Slek information
73

2. Gathers information by reading and by listening

1,2,3,8,9

72

3. Gets people to restate things more simply or more slowly by using polite commands, trying to paraphrase, repeating
statements with interrogative intonation or making polite interjection

4. Complains or refuses politely

1,2,3

73

5. Gives more extended personal information in oral and written form
1,2,3

TOPIC/CONCEPT B. TENDS TO STUDENT WELFARE IN THE TARGET CULTURE

6. Expresses physical discomfort and needs

3,9

1, 2, 3

73

7. Describes medical and physical needs in very simple terms

1,2,3

73

8. Requests help in attending to needs and/or uncertainties

1,2,3

73

9. Uses terminology for buying basic items in street markets or

various stores

3,6,8,9,10

72,73

10. Uses terminology for cashing a check and changing money

8,10

72,73

11. Completes, in writing, appropriate sample forms (hotel

registration, customs, bank and postal forms, etc.)

3,8,9,10

2

73

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

S70Sc

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Second year)

OB~ECTIVES (State Curriculum)

BST-R

~

BST-W

Page 2 of 2 9BE

TOPIC/CONCEPT C. INTERACTS SOCIALLY IN AN APPROPRIATE MANNER

12. Uses a variety of appropriate greetings. leave-takings and social formulas (expressing politeness. apologizing. excusing oneself) 73

13. Issues and reacts to simple invitations

2,3

1.2.3

72.73

14. Arranges a meeting with someone at a specific time. place

and date

1.2,3

72.73

15. Uses common and appropriate telephone phrases 73

16. Relays simple messages in writing

1,3

73

5707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Third year) OB3ECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT, THE READER SHOULD CONSULT THE Quality Core Curriculum
Foreign Language Companion

TOPIC/CONCEPT A. PARTICIPATES ACTIVELY USING ORAL AND WRITTEN FORMS

1. U,~C',.,'tc;..i.as-"c;uestions about self

2,3

72

2. Gives detailed and extended information about self to others

1,2.3

73

3. Asks others for information about theirselves

1.2,3

73

4. Understands extended answers to his questions 72

TOPIC/CONCEPT B. GOES BEYOND I"",EDIATE EVENTS TO INQUIRE, NARRATE AND DESCRIBE IN-THE PRESENT, PAST AND FUTURE IN ORAL AND WRITTEN FORMS

5. Recounts a sequence of events that happened to him or

someone else

1,2,3

73

6. Summarizes and reacts to a movie, TV program, book,

magazine/newspaper article. etc., experienced in either the

target or nati ve language

1.2,3

72,73

7. Discusses current events and aspects of the target language

culture and expresses a reaction to them in simple terms

1,2,3

72,73

8. Discusses plans for a future event (picnic. holiday, trip,

etc. )

3,6,8,9.10

1.2.3

72,73

9. Seeks information related to the above topics

3.6,8.9.10

1.2,3

73

10. Understands others' accounts of all of the above

3.6.8,9,10

72

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

~707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Third year)

OBJECTIVES (State Curriculum)

BST-R

~

BST-M

Page 2 of 2 9BE

TOPIC/CONCEPT C. EXPLORES OPTIONS IN A SITUATION AND HANDLE DIFFICULTIES AND UNEXPECTED EVENTS

11. Suggests alternatives, rather than accepting the option

offered (sends back unacceptable food, changes a departure

time, etc.)

3,6,8,9,10

73

12. Influences or encourages someone to do something (changes

places on a train, returns a purchase, etc.)

1,2,3

73

13. Seeks explanations for the unexpected

1.2,3

73

TOPIC/CONCEPT D. LISTENS TO AND DEMONSTRATES COMPREHENSION OF A VARIETY OF SPOKEN TEXTS

14. Understands and participates in simple conversations (e.g., face-to-face, telephone, etc.)
72,73

1~. Understands and reacts to extended passages of connected

discourse

1,2,3,8,9

72,73

16. Understands gist, main ideas, and some supporting details of

with authentic materials

1,2,3,8,9

72

TOPIC/CONCEPT E. READS AND D~STRATES COMPREHENSION OF A VARIETY OF TEXTS

(No objectives at this time)

S707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Fourth year) OBjECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT, THE READER MUST CONSULT THE Quality Core Curriculum
Foreign Language Companion

TOPIC/CONCEPT A. PARTICIPATES ACTIVELY IN DISCUSSIONS USING ORAL AND WRITTEN FORMS

1. Understands questions about self

2,3

72

2. Gives detailed and extended personal information about self

to others

1.2,3

73

3. Asks others for information about themselves

1.2,3

73

4. Understands extended answers to his or her questions 72

TOPIC/CONCEPT B. GOES BEYOND If'I"IEDIATE EVENTS TO INQUIRE, NARRATE AND DESCRIBE IN THE PRESENT, PAST AND FUTURE TENSES IN ORAL AND WRITTEN FORMS

S. Recounts a sequence of events that happened to him or

someone else

1.2,3

73

6. Summarizes and reacts to a mov ie, TV program, book,

magazine/newspaper article, etc., experienced in either the

target or native language

1,2,3

72,73

7. Discusses current events and aspects of the target language

culture and expresses a reaction to them in simple terms

1,2,3

72,73

8. Discusses plans for a future event (picnic, holiday,

trip,etc.)

3,6,8,9,10

1,2,3

72,73

9. Seeks information related to the above topics

3,6,8,9,10

1.2,3

73

10. Understands others' accounts of all of the above

3,6,8,9,10

72

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Modern Languages (Fourth year)

OB3ECTIVES (State Curriculum)

BST-R

BST-M

.I:!!

Page 2 of 2 9BE

TOPIC/CONCEPT C. EXPLORES OPTIONS IN A SITUATION AND HANDLE DIFFICULTIES AND UNEXPECTED EVENTS

11. Suggests-alternatives, rather than accepting the option

offered (sends back unacceptable food, changes a departure

time, etc.)

3,6,8,9,10

73

12. Influences or encourages someone to do something (changes

places on a train, returns a purchase,. etc. )

1,2,3

73

13. Seeks explanations for the unexpected

1,2,3

73

TOPIC/CONCEPT D. LISTENS TO AND DEMONSTRATES COMPREHENSION OF A VARIETY OF SPOKEN TEXTS

14. Understands and participates in simple conversations (e.g. face-to-face, telephone, etc.) 72,73

IS. Understands and reacts to extended passages of connected

discourse

1,2,3,8,9

72,73

16. Understands gist, main ideas, and some supporting details

with authentic materials

1,2,3,8.9

72

TOPIC/CONCEPT E. READS AND DEMONSTRATES COMPREHENSION OF A VARIETY OF TEXTS

(No objectives at this time)

5707c

QUALITY CORE CURRICULUM

PROGR~ AREA: Latin (First year) OS3ECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT. THE READER SHOULD CONSULT THE Quality Core Curriculum
FOREIGN LANGUAGE COMPANION

TOPIC/CONCEPT A. AURALLY COMPREHENDS SIMPLE LATIN UTTERANCES AND READS ALOUD WITH COMPREHENSION SHORT LATIN PASSAGES USING ACCEPTABLE PRONUNCIATION AND PHRASING AT A NORMAL UNBROKEN PACE

1. Discriminates among and imitates Latin vowel sounds. consonant sounds. diphthong sounds. stressed and unstressed syllables and the phrasing of continuous Latin passages
72.73

2. Reads orally simple Latin passages compatible with

first-year texts using proper intonation pattern

2.3

73

TOPIC/CONCEPT B. READS LATIN

3. Demonstrates comprehension after silent reading of familiar

words and phrases

2.3

72

4. Demonstrates comprehension of a simple Latin reading

selection

2.3

72

5. Expresses an accurate English interpretation of simple translation passages
72.73

TOPIC/CONCEPT C. WRITES IN LATIN

6. Writes familiar words and phrases from dictation with correct spelling
73

7. MQnipulates simple and familiar structural patterns 1,2.3.4.S 73

8. Writes controlled phrases and/or sentences with given vocabulary using correct structure
1.~.3.4.S 73

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R). mathematics (BST-M) and the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5101c

QUALITY CORE CURRICULUM

PROGRAM AREA: Latin (First year) OBjECTIVES (State Curriculum)

Page 2 of 2

TOPIC/CONCEPT D. DEMONSTRATES AN UNDERSTANDING OF THE INFLUENCE OF THE ANCIENT ROMAN CIVILIZATION
UPON WESTERN CIVILIZATION

9. Identifies important towns and cities and major topographical features of Italy
63

10. Identifies aspects of Roman family life and customs,

religious practices, education, architecture and

entertainment habits and, where appropriate, their

contributions to modern Western civilization

1,2,3,4,8,9,10

1,2,3,4,5 63

11. Identifies the 14 major Roman deities and their Greek counterparts
63

TOPIC/CONCEPT E. DEMONSTRATES KNOWLEDGE OF THE INFLUENCE
. OF LATIN UPON ENGLISH
12. Identifies the basis for the literal meaning of some English words derived from basic Latin roots and prefixes
33

13. Recognizes the meaning of simple Latin mottoes, abbreviations and quotations commonly used in English
12

5707c

QUALITY CORE CURRICULUM

PROGRAM AREA: .:L;:a..;t.:.;in;,,;,..-.......(...S.._e.;;;.c_ond ....y.~e_a;.;.r~)

Page 1 of 2

OBJECTIVES (State Curriculum)

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT, THE READER SHOULD CONSULT THE Quality Core Curriculum
Foreign Language Companion

TOPIC/CONCEPT A. READS IN LATIN USING AC~UIRED VOCABULARY

1. Demonstrates comprehension after silent reading of longer

word sequences and more complex structures

2,3

72

2. Demonstrates comprehension of Latin reading selections

2,3

72

3. Expresses an accurate English interpretation of Latin translation passages 72

TOPIC/CONCEPT B. DEMONSTRATES A~ UNDERSTANDING OF THE INFLUENCE OF THE ANCIENT ROMAN CIVILIZATION UPON WESTERN CIVILIZATION

4. Locates places of Roman domination at the time of Julius caesar's death on a map of Europe 63

5. Identifies aspects of Roman family life and customs,

religious practices, education, architecture and

entertainment habits and, where appropriate, their

contributions to modern western civilization

1,2,3,4,8,9,10

1,2,3,4,5 63

6. Recognizes important historical events and personalities

associated with Rome from the sack of Rome by the Gauls (390

BC) to the reign of Augustus (27 BC)

1,2,3,4,8,9,10

63

7. Identifies major figures from Roman and Greek myths and legends 63

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Latin (Second year) 083ECTIVES (State Curriculum)

Page 2 of 2

-BST-R
TOPIC/CONCEPT C.

DEMONSTRATES KNOWLEDGE OF THE INFLUENCE OF THE LATIN LANGUAGE UPON ENGLISH

8. Identifies the basis for the literal meaning of some English words derived from basic Latin roots and prefixes
33

9. Recognizes the meaning of Latin mottoes, abbreviations and quotations commonly used in English
72

5707c

QUALITY CORE CURRICULUM

PROGR~ AREA: Advanced Latin: Vergil OBJECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT,'THE READER SHOULD CONSULT THE Quality Core Curriculum Foreign Language Companion
-BST-R
TOPIC/CONCEPT A. SCANS DACTYLIC HEXAMETR

1. Applies scansion markings tc . ':~"r.auge
73

2. Reads aloud in dactylic hexameter, given selected lines from the Aeneid

TOPIC/CONCEPT B. READS SELECTIONS FROM THE AENEID USING ACQUIRED VOCABULARY

3. Translates a passage from Vergil's Aeneid (Books I,II,IV,VI)

with a vocabulary assistance

2,3

72

4. Shows comprehension of a passage from Vergil's Aeneid (Books

I,II,IV,VI) with vocabula~y assistance by answering content

questions

2,3,5

72,73

TOPIC/CONCEPT C. IDENTIFIES THE POLITICAL, SOCIAL AND
ECONOMIC CHARACTERISTICS OF ROME IN VERGIL 's
TIME, PARTICULARLY AS THEY RELATE TO THE AENEID

S. Identifies major historical events and personalities of the

Augustan Age

1,2,3,4,8,9,10

63

6. Compares and contrasts the literary styles of the Augustan

Age

1,2,3,4,8,9,10

1,2,3,4,5 40,41,63

7. Explains Vergil'l purpose in writing the Aeneid in the context of the Augustan Age
1,2,3,4,5 40,41,63

The Basic Skills Tests objectives for writing (BST-W), reading
(SST-R), ~thematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE). have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Advance~ Latin: Vergil

OB3ECTIVES (state Currlculum)

BST-R

~

~

Page 2 of 2 98E

TOPIC/CONCEPT D. DEMONSTRATES KNOWLEDGE OF THE INFLUENCE OF THE LATIN LANGUAGE UPON ENGLISH

8. Recognizes familiar quotations from Vergil's Aeneid

2,3

72

9. Identifies the meaning of English words derived from frequently used Latin words in Vergil's Aeneid
33

TOPIC/CONCEPT E. IDENTIFIES CHARACTERISTICS OF AN EPIC POEM AS REFLECTED IN THE AENEID

10. Lists the characteristics of epic poetry as reflected in the Aeneid 41

11. Compares the Aeneid to other epic poems 1,2,3,4,5 40,63

12. Recognizes poetical device. in the Aeneid 41

5101C

QUALITY CORE CURRICULUM

PROGR~ AREA: Advance~ Latin: Cicero OB3ECTIVES (State Currlculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF

THIS DOCUMENT, THE READ~R SHOULD CONSULT THE Quality Core Curriculum

- - Foreign Language Companlon

BST-R

BST-f1

@.2!:::!!

QBE

TOPIC/CONCEPT A. READS SELECTIONS FROM CICERO'S WORKS USING ACQUIRED VOCABULARY

1. Trans',. .. :;,..- J:oi'-sage from Cicero"s "First catilinarian

Oration" with vocabulary assi stance

, 1,2,3,4,5

72

2. Shows comprehension of a passage from Cicero's First catilinarian Oration with vocabulary assistance where necessary by answering content Questions
72

TOPIC/CONCEPT B. IDENTIFIES THE POLITICAL, SOCIAL AND ECONOMIC CHARACTERISTICS OF ROME IN CICERO'S TIME

3. Identifies major historical events, personalities and

political practices of the Ciceronian Age

1,2,3,4,8,9,10

63

4. Explains Cicero's role in Roman government

1,2,3,4,5

63

TOPIC/CONCEPT C. DEMONSTRATES KNOWLEDGE OF THE INFLUENCE OF THE THE LATIN LANGUAGE UPON ENGLISH

5. Recognizes familiar quotations from Cicero 72

6. Identifies the meaning of English words derived from frequently used Latin words in Cicero's "First catilinarian Oration"
33

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-f1) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

-S707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Advanced Latin: Cicero OBJECTIVES (State Curriculum)

Page 2 of 2

TOPIC/CONCEPT D. IDENTIFIES CHARACTERISTICS OF CICERO'S STYLE OF WRITING
1. Lists the characteristics of an oration .s reflected in
Cicero I s "First Gati linarian Oration"

8. Recognizes oratorical devices in Cicero's "First Gatilinarian Oration"
12 .

5707c

QUALITY CORE CURRICULUM

PROGRAM AREA: Advanced Latin: Horace and Catullus OB3ECTIVES (State Curriculum)

Page 1 of 2

FOR A COMPLETE UNDERSTANDING OF THE FOREIGN LANGUAGE COMPONENT OF THIS DOCUMENT, THE READER SHOULD CONSULT THE Quality Core Curriculum Foreign Language Companion

TOPIC/CONCEPT A. SCANS LYRIC METERS FOLLOWING A GIVEN PATTERN

1. Marks the lyric meters of sapphic, alcaic and

hendecasyllabic poetry given the pattern

6

n

2. Reads aloud in meter poems of Horace and catullus written in sapphic. alcaic and hendecasyllabic meter
73

TOPIC/CONCEPT B. READS SELECTIONS FROM THE WORKS OF HORACE AND CATULLUS USING ACQUIRED VOCABULARY

3. Translates poems of Horace and catullus with vocabulary

assistance (see core poem-listing)

2.3.5

72

4. Shows comprehension of Horace and catullus by answering

content questions. with vocabulary assistance where

necessary (see core poem listing)

1.2.3

72

TOPIC/CONCEPT C. IDENTIFIES THE POLITICAL, SOCIAL, LITERARY AND ECONOMIC CHARACTERISTICS OF ROME IN THE TIME OF HORACE AND CATULLUS AS EXEMPLIFIED IN THEIR POEr1S

5. Identifies major historical events. personalities and social

conventions of the late Republic through the early Empire

(84 BC to 14 AD)

1.2.3.4.8.9.10

63

6. Identifies the place of Horace and catullus in respect to

the spectrum of Roman literature

1.2.3.4.8.9.10

63

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R). mathematics (BST-M) and the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

" 5707C

QUALITY CORE CURRICULUM

PROGRAM AREA: Advance~ Latin: Horace and catullus OBJECTIVES (state Currlculum)

Page 2 of 2

TOPIC/CONCEPT D. DEMONSTRATES KNOWLEDGE OF THE INFLUENCE OF THE LATIN LANGUAGE UPON ENGLISH
7. Recognizes familiar phrases and quotations from the works of Horace and catullus
72
8. Identifies the meaning of English words derived fr~m frequently used Latin words in the works of Horace and catullus
33
TOPIC/CONCEPT E. IDENTIFIES CHARACTERISTICS OF LYRIC POETRY AS EXEMPLIFIED IN THE WORKS OF HORACE AND CATULLUS
9. Lists the characteristics of lyric poetry as exemplified in the works of Horace and catullus 41
10. Compares the literary styles of Horace and Catullus 1,2,3,4,5 41
11. Recognizes poetic devices employed by Horace and Catullus 41



QUALITY CORE CURRlCUL~ HEALTH AND SAFETY
K - 12
The health and safety segment of the Quality Core Curriculum (QCC) consists of a list of student objectives for specific content areas at each grade level (K-12). It begins by addressing three content areas at the kindergarten level. The content areas expand at specific grade levels through high school. which has 11 'content areas. The 20 student objectives identified in the three kindergarten areas are expanded in a sequential manner throughout the grade levels. culminating in a list of 67 student objectives in 11 content areas in high school. The objectives are the basis of instruction for health education at each grade level. The curriculum should be expanded in individual school systems to ..et local health education needs. Many other health education programs may be used to enhance the QCC health and safety program. However. these programs cannot be used as substitutes for the QCC health and safety program.
f

8137K

QUALITY CORE CURRICULUM
Page 1 of 2 (Kindergarten)

There are no wrltlng obJectlves to correlate in this area.

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT A. SAFETY 1. Keeps foreign objects out of eyes, ears, nose and mouth
64

2. Identifies danger around the home
64

3. Recognizes and demonstrates bus safety
64

4. Demonstrates safe use of school equipment
64

5. Identifies appropriate pedestrian safety
64
6. Demonstrates correct use of playground equipment and identifies accidents that might occur on the playground
64

7. Identifies threats to personal safety; e.g., child abuse, physical abuse, neglect and emotional abuse
64
8. Recognizes possible dangers associated with strangers
64

9. Demonstrates appropriate behavior toward animals
64

10. Identifies illustrations of safe behaviors in books and magazines
5
11. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor
64

The criterion-referenced tests objectives for writing (CRT-W), Reading (CRT-R) and mathematics (CRT-H) and the 76 Quality Basic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the
corresponding column headings.

8137~

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: Health a~d Safety (Kindergarten)

OBJECTIVES (State Currlculum)

-

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT B. NUTRITION 12. Identifies various foods by narne >4
13. Recognizes the importance of food in the growth process >4

14. Classifies various foods by food group >4

15. Identifies several healthful snacks >4

1&. Selects foods that contribute to good dental health >4

17. Identifies illustrations of nutrition concepts in picture books and magazines
5,&4

TOPIC/CONCEPT C. PERSONAL HEALTH 18. Identifies certain parts of the body >4
19. Demonstrates habits of cleanliness >4
20. Recognizes that germs can cause sickness >4
21. Recognizes how germs are passed >4
22. Describes how personal health decisions can affect others
b4
23. Identifies ways to care for the eyes, ears and teeth >4
24. Identifies substances that are harmful to the body >4
25. Identifies illustrations of personal health concepts in picture books and magazines 5,>4

8137K

QUALITY CORE CURRICULUM

Page 1 of 2

PROGRAM AREA: Health and Safety (First)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area.

CRT-W

CRT-R

CRT-H

QBE

TOPIC/CONCEPT A. SAFETY 1. Describes the danger of fire 64

2. Gains basic knowledge of fire prevention 64

3. Recognizes proper handling of medicines 64

4. Demonstrates safety rules that protect pedestrians and bicycle riders
64

5. Demonstrates ways to prevent dangerous situations in the home 64

6. Identifies materials that are poisonous or harmful if swallowed 64

7. Identifies certain traffic signs and demonstrates the meaning of each 64

B. Reports all emergencies to an adult 64

9. Demonstrates proper behavior in using playground equipment
64

10. Identifies passenger safety rules 64

11. Identifies correct emergency procedures in case of tornadoes and fires
64

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: Health a~d Safety (First)

OBJECTIVES (State Currlculum)

12. Identifies threats to personal safety; e.g . child abuse. physical abuse. neglect and emotional abuse &4

13. Identifies local support system concerning personal safety; e.g . family. teacher. religious advisor. friend. counselor &4

14. Uses picture books. magazines and nonprint materials as sources of illustrations of safety concepts
5,&4

TOPIC/CONCEPT B. NUTRITION 15. Recognizes reasons people need food &4

1&. Recognizes the importance of a good breakfast &4

17. Identifies various foods by name &4

lB. Organizes foods into the basic groups (meats. dairy products. cereals and fruits/vegetables) &4

TOPIC/CONCEPT C. PERSONAL HEALTH 19. Recognizes and practices proper dental hygiene &4

20. Describes the importance of rest and sleep &4

21. Identifies reasons for keeping clean and well-groomed &4

22. Recognizes that there are different kinds of genms that

cause different sicknesses

&4

23. Recognizes that some sicknesses are passed from one person

to another

&4

24. Generalizes that living things grow and change during the 1He cycle &4,75

25. Uses picture books. magazines and nonprint materials as sources of illustrations and information about personal
health
5.&4

8137K

QUALITY CORE CURRICULUM

Page 1 of

PROGRAM AREA: Health a~d Safety (Second)

OBJECTIVES (State Currlculum)

There are no writing objectives to correlate in this area.

CRT-W

CRT-R

CRT-H

3 !mI.

TOPIC/CONCEPT A. SAFETY 1. Identifies procedures to follow in case of an accident or sudden illness >4

2. Identifies dangerous situations in the home >4

3. Distinguishes between safe and unsafe places to play in the
neighborhood >4

4. Demonstrates school safety rules >4

5. Demonstrates a knowledge of the skills of safe bicycle riding >4

6. Identifies threats to personal safety; e.g., child abuse, physical abuse, neglect and emotional abuse >4

7. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor
>4

8. Identifies precautions taken to protect consumers >4

9. Identifies weather conditions associated with given safety precautions
>4

TOPIC/CONCEPT B. NUTRITION 10. Identifies food groups and a variety of foods from each group >4

11. Explains the importance of eating foods from each food group daily
>4

12. Identifies the source of a common food >4

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-H) and the 7> Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 3

PROGRAM AREA: Health a~d Safety (Second)

OBJECTIVES (State Currlculum)

-

CRT-W

CRT-R

TOPIC/CONCEPT B. NUTRITION 13. Recognizes foods that constitute a balanced meal &4

14. Uses books, primary encyclopedias, magazines and nonprint sources for information about foods and food groups 5,&4

TOPIC/CONCEPT C. PERSONAL HEALTH 15. Recognizes ways to prevent disease by keeping the home, school and community clean &4

16. Defines germs and communicable diseases &4

11. Uses an abridged dictionary to identify meanings or proper spellings of germs and diseases
l,5,>4

18. Demonstrates procedures for good personal grooming &4

19. States health practices that prevent the spread of germs >4

20. Distinguishes between foods that a re good for teeth and those that are detrimental &4

21. Identifies things that are potentially harmful to the eyes and describes ways to safeguard the eyes >4

22. Identifies poison symbols >4

23. Identifies objects or substances that are dangerous if put in mouth
&4

24. Discusses the importance of not eating or drinking substances supplied by strangers &4

25. Identifies things that are potentially harmful to the ears and describes ways to safeguard the ears &4

8131K

QUALITY CORE CURRICULUM

Page 3 of 3

PROGRAM AREA: Health and Safety (Second)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT C. PERSONAL HEALTH 26. Recognizes environmental factors affecting respiration &4
27. Recognizes effects of physical activity &4
28. Recognizes how muscles and bones work together &4
TOPIC/CONCEPT D. MENTAL HEALTH 29. Identifies basic emotions

30. Demonstrates positive personal attitudes &4

31. Relates the effects of emotions to behavior &4

32. Recognizes the importance of the family

&4,75

33. Analyzes outside influences that can affect personal health decisions; e.g., TV, peer pressure
&4

34. Identifies the right to differ from others in many ways (Note: does not include discussion about sexual orientation)
&4

35. Demonstrates ways to show respect for others (Note: does not include discussion about sexual orientation) &4

36. Use illustrations in books and nonprint materials to identify emotions and other mental health concepts
5,&4

8131K

QUALITY CORE CURRICULUM

Page 3 of 3

PROGRAM AREA: Health and Safety (Second)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT C. PERSONAL HEALTH 26. Recognizes environmental factors affecting respiration &4
21. Recognizes effects of physical activity &4
28. Recognizes how muscles and bones work together &4
TOPIC/CONCEPT D. MENTAL HEALTH 29. Identifies basic emotions

30. Demonstrates positive personal attitudes &4

31. Relates the effects of emotions to behavior &4

32. Recognizes the importance of the family

&4,15

33. Analyzes outside influences that can affect personal health decisions; e.g., TV, peer pressure &4

34. Identifies the right to differ from others in many ways (Note: does not include discussion about sexual orientation)
&4

35. Demonstrates ways to show respect for others (Note: does not include discussion about sexual orientation) &4

36. Use illustrations in books and nonprint materials to identify emotions and other mental health concepts
5,&4

8137K

QUALITY CORE CURRICULUM

Page 1 of 3

PROGRAM AREA: Health a~d Safety (Thi rd)

OBJECTIVES (Sta~e.currl~ulu~)

There are no wrltlng obJectlves to correlate in this area.

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT.~. SAFETY 1. Identlfles safety risKs in the immediate environment 64

2. Identifies threats to personal safety; e.g., child abuse, sexual and physical abuse, neglect and emotional abuse
64,75

3. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor
64

4. Describes the correct procedure for reporting an emergency 64

5. Recognizes the potential danger of electricity and the

importance of electrical safety

64.

6. Demonstrates knowledge of bicycle safety 64

7. Identifies appropriate first-aid procedures for common

injuries

64

B. Demonstrates playground safety

64

9. Identifies correct bus safety rules 64

10. Describes safety guides to be used when near fi rearms or

explosives

64

11. Identifies rules for safety in or on water 64

12. Identifies safety rules intended to prevent poisoning
64

13. Identifies the basis for a given safety procedure
64

14. Identifies the basis for a given safety rule
64

The criterion-referenced tests objectives for writing (CRT-W), ~ading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 3

PROGRAM AREA: Health a~d Safety (Third)

QJECTIVES (State Curr1cu1um)

CRT-W

CRT-R

TOPIC/CONCEPT B. NUTRITION 15. Plans a balanced meal &4

1&. States the relationship between the process of eating and digestion &4

11. Identifies the number of daily servings that he or she needs from each of the four food groups

18. Distinguishes between' nutritionally sound snaCKS and I'junk food&4
19. Identifies the proper storage of common foods &4
20. Recognizes the value of nutrients &4
21. Identifies a good source of a given dietary requirement &4
22. Recognizes food that constitutes a balanced meal &4
23. Recalls foods in a given food group &4
TOPIC/CONCEPT C. PERSONAL HEALTH 24. Demonstrates correct brushing and flossing of teeth &4
25. Recognizes the importance of exercise and health &4
26. Recognizes the function and location of different types of teeth
64
27. Identifies the proper procedures for caring for the teeth &4

SU7K

QUALITY CORE CURRICULUM Page 3 of 3

TOPIC/CONCEPT C. PERSONAL HEALTH 2B. Identifies ways to prevent the spread of germs &4
29. States why going to the doctor is important &4
30. Recalls the basis for a given hygienic practice &4
TOPIC/CONCEPT D. MENTAL HEALTH 31. Understands that accepting responsibility and making wise choices helps develop a positive self-concept >4
32. Discusses the importance of saying no assertively >4
33. Recognizes non-verbal communication >4
34. Identifies causes of basic emotions &4
35. Describes responsible ways to handle emotions >4
TOPIC/CONCEPT E. SUBSTANCE ABUSE (No objectives at this grade level)
TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT 3>. Recognizes individual growth patterns >4
37. Distinguishes between primary and permanent teeth >4
38. Identifies stages of digestion >4

8137K

QUALITY CORE CURRICULUM Page 1 of 2
(Fourth)

There are no wrltlng obJectlves to correlate in this area.

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT A. SAFETY 1. Recognizes the importance of safety rules 64

2. Describes the relationship between .safety and personal

responsibility

64

3. Identifies threats to personal safety; e.g., child abuse, sexual and physical abuse, neglect and emotional abuse
64,75

4. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor
64

TOPIC/CONCEPT B. NUTRITION 5. Recognizes the need for foods that contain nutritive value 64

6. Evaluates a personal diet

64

7. Identifies the role of a given food in the diet 64

TOPIC/CONCEPT C. PERSONAL HEALTH B. Recognizes symptoms of illness that may indicate a more
serious disease 64

9. Identifies the term plaque 64

10. Identifies the term periodontal disease 64

11. Identifies the term caries 64

12. Identifies means of preventing plaque build-up. caries and
periodontal disease 64

13. Identifies the person who treats dental problems 64

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Bas ic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

8131K

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: Health a~d Safety (Fourth)

OBJECTIVES (State Currlculum)

-

CRT-W

CRT-R

TOPIC/CONCEPT D. MENTAL HEALTH
14. Identifies that there are positive and negative peer pressures
64

15. Explains how to deal with negative peer pressure and to be assertive
64

TOPIC/CONCEPT E. SUBSTANCE ABUSE 16. Identifies the structure of the tissue in the lungs
64

17. Identifies the effects of smoking on the lungs
64

18. Identifies the relationship between smoking and lung cancer
64

19. Explains that the use of tobacco may cause health problems
64

20. States that lung cancer and other chronic diseases are found

more frequently among smokers

64

.\-

21. Explains that alcohol affects the body in many ways
64

22. States that drugs affect individuals in different ways
64

23. Names some drugs that can be dangerous if misused
64

24. Uses table of contents and index in books to locate

infonmation on drugs

5.28,

64

25. Uses books, vertical files. periodicals and nonprint sources to obtain information on drugs 5.28

TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT 26. Discusses the digestive and skeletal system
64

27. Discusses the importance of water to the human body
64

8137K

QUALITY CORE CURRICULUM Page 1 of 3
(Fifth)

to correlate in this area.

CRT-R

CRT-M

TOPIC/CONCEPT A. SAFETY 1. Identifies threats to personal safety; e.g., child abuse, sexual and physical abuse, neglect and emotional abuse &4,75

2. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor
&4

3. Describes how safe behavior can reduce the risk of accidents &4

4. Demonstrates basic first-aid measures &4

TOPIC/CONCEPT B. NUTRITION

5. Describes an adequate diet as being made up of essential-

nutrients

&4

&. Determines the presence of protein in a variety of foods &4

7. Determines the presence of starch in a variety of foods &4

8. Determines the presence of sugar in a variety of foods &4

9. Determines the presence of fats in a variety of foods &4

10. Determines the presence of vitamins in a variety of foods &4

11. Determines the presence of minerals in a variety of foods &4

12. Identifies deficiency disorders associated with malnutrition &4

13. Researches the nutritive value of selected foods to determine the ones that most nearly meet the daily
recommended nutrient requirements &4

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-H) and the 16 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear i-mediately below each objective in line with the corresponding
column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 3

PROGRAM AREA: Health a~d Safety (Fifth)

gJECTIVES (state Currlculurn)

TOPIC/CONCEPT B. NUTRITION 14. Uses vertical files, periodicals and newspapers to obtain information about nutrition 5,28,
64
15. Distinguishes between fact and opinion about nutrition 29
16. States that all processed foods available to the consumer are federally inspected
64
17. States the relationship between bacterial growth and temperature in foods
64
18. Identifies processes of food preservation and storage in the home
64
19. Plans a balanced diet for one day using the four basic food groups and suggested numbers of servings
64
TOPIC/CONCEPT C. PERSONAL HEALTH 20. Identifies methods of preventing illness
64
21. Counts heart rate during exercise
64
TOPIC/CONCEPT D. MENTAL HEALTH 22. Demonstrates an awareness and acceptance of self and others
64
23. Develops beginning skills in interpersonal relationships
64
TOPIC/CONCEPT E. SUBSTANCE ABUSE 24. Recognizes that alcohol causes harmful changes in the body
64
25. Describes alternatives to drug use and abuse (i.e., hobbies, interests and other leisure activities)
64
26. Recognizes that the use of tobacco or marijuana is harmful to the body
64
27. Distinguishes between fact and opinion about drug abuse 29,&4

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QUALITY CORE CURRICULUM

Page 3 of 3

PROGRAM AREA: Health a~d Safety (Fifth)

OBJECTIVES (State Currlculum)

TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT

28. Identifies differences in physical characteristics found

among his or her peers

64

29. Identifies the role of the endocrine glands in puberty 64,75

30. Describes the physiological and psychological changes that

occur during puberty

64,75

TOPIC/CONCEPT G. DISEASE PREVENTION

31. Recognizes the difference between communicable and

noncommunicable diseases

64

32. Identifies some of the ways to prevent the spread of communicable diseases; e.g . inoculation, quarantine 64

33. Recognizes the basic concept of how our immune system works 64

TOPIC/CONCEPT H. ENVIRONMENTAL HEALTH (No objectives at this grade level)

TOPIC/CONCEPT I. FAMILY LIVING 34. Describes physical and emotional changes related to maturity
64

35. Understands that the most important change of puberty is that young people become capable of childbearing
64,75

36. Explains roles and responsibilities of family members 64,75

37. Describes the range of family characteristics to include one-parent homes, foster care and protective custody 64

38. Recognizes the importance of the role that mothers plan in the nurturing, guidance, care and support of a child
64,75

39. Recognizes the importance of the role that fathers plan in the nurturing. guidance, care and support of a child 64,75

40. Recognizes that having a child involves a commitment on the part of both mother and father to nurturing, guidance, care and support of the child 64,75

8137K

QUALITY CORE CURRICULUM

Page 1 of

PROGRAM AREA: Health and Safety (Sixth)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area.

CRT-W

CRT-R

CRT-M

5 QBE

TOPIC/CONCEPT A. SAFETY 1. Identifies threats to personal safety, e.g., child abuse, sexual and physical abuse, neglect and emotional abuse
64,75

2. Identifies local support system concerning personal safety, e.g., family, teacher, religious advisor, friend, counselor
64

3. Describes the basic safety rules for passengers in an automobile
64

4. Lists the basic fire safety rules 64

5. Demonstrates an understanding of perspiration and its implications for heat-related illnesses
64

6. Identifies some causes of burns 64

7. Distinguishes first-, second- and third-degree burns 64

8. Identifies first-aid treatment for first-, second- and third-degree burns 64

TOPIC/CONCEPT B. NUTRITION

9. Classifies commonly eaten foods into the four basic food

groups

64

10. Plans a balanced diet using the four basic food groups and the suggested number of daily servings
64

11. Explains the importance of nutritious breakfasts and snacks 64

12. Identifies beneficial effects of good nutrition 64

13. Identifies the relationship between improper diet and dental disease 64
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (OBE) have been correlated with the
Quality tore Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
~olumn headings.

8137';

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: Health and Safety (Sixth)

~JECTIVES (State Curriculum)

TOPIC/CONCEPT C. PERSONAL HEALTH 14. Relates pressure and constriction of blood vessels to circulation and high blood pressure 64
15. Identifies the parts of the stethoscope, its proper maintenance and the technique for taKing a radial pulse; distinguishes two blood pressure sounds and records them 64
16. Applies the blood pressure cuff and reads the gauge
64
17. Identifies how corrective lenses worK
64
lB. Identifies the riSK factors for high blood pressure and identifies techniques for controlling high blood pressure
64
19. Identifies appropriate organizations and individuals to contact for information on high blood pressure using community resource files. the telephone book and other directories 46.64
TOPIC/CONCEPT D. MENTAL HEALTH 20. Identifies factors that contribute to mental disabil ity and illness
64
21. Identifies factors that promote mental health 64
22. Recognizes the effects of stress
64
TOPIC/CONCEPT E. SUBSTANCE ABUSE 23. Describes how drugs can be valuable when used correctly and safely 64
24. Demonstrates Knowledge of the most commonly misused drugs
64
25. States the effects of caffeine on the body 64
26. States the health hazards associated with drinKing alcoholic beverages
64

8137K

QUALITY CORE CURRICULUM

Page 3 of 5

PROGRAM AREA: Health and Safety (Sixth)

OBJECTIVES (State Curriculum)

-

CRT-W

CRT-R

TOPIC/CONCEPT E. SUBSTANCE ABUSE

27. Identifies how technology has added to the substances in the air that are harmful to living things
>4

28. Describes the dangers involved in sidestream smoke >4

29. Understands that the majority of adults and teenagers are not tobacco users
>4

30. Identifies the realities of what tobacco and marijuana can and cannot do >4

31. Identifies how tobacco use is becoming less socially acceptable
>4

32. Identifies the reasons for elevated heart rates after smoking a cigarette >4

33. Explains the immediate and long-range effects of tobacco and marijuana on the body
>4

34. Recognizes that alcohol is a drug that slows the functioning of the brain and nervous systems
>4

35. Indicates the realities of what alcohol can and cannot do >4

3>. Understands that drinking alcohol is not an effective way to cope with problems
>4

37. Obtains and summarizes infonmation about drug abuse and its effects from multiple sources (e.g., encyclopedias, vertical files, newspapers, organizations, people, periodicals,
nonprint) 5,28,
39,>4

38. Demonstrates how decisions are influenced by group pressure 29

81371'

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: Health and Safety (Sixth)

OBJECTIVES (State Curriculum)

--

CRT -W

CRT-R

TOPIC/CONCEPT E. SUBSTANCE ABUSE

39. Identifies ways of resisting persuasive tactics (e.g .

saying no)

64

40. Distinguishes between fact and opinion about drug abuse 29.64

41. Identifies and analyzes cigarette and alcohol advertisement 64

42. Recognizes and analyzes persuasion techniques (e.g . media

advertisements, peer pressure)

6.14.

64

TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT 43. Identifies basic anatomy of the male and female reproductive systems

44. Demonstrates an understanding of the role heredity plays in determining patterns of growth and development 64,75

45. Demonstrates knowledge of the patterns of growth and development that occur during adolescence
64,75

TOPIC/CONCEPT G. DISEASE PREVENTION

46. Identifies methods to prevent the spread of communicable diseases (i.e., mononucleosis. TB. etc.) and risk factors of noncommunicable diseases (i.e . heart disease, cancer. etc.)
64

47. Identifies methods to prevent sexually transmitted diseases and the degree of their effectiveness or lack thereof, (including methods that do not involve sexual activity) (Note: does not require demonstrations of contraceptive
devices)
&4.75

48. Recognizes that HIV/AIDS and STDs are communicable diseases 64.75

49. Recognizes that HIV/AIDS is a serious health problem caused

by a vi rus

64, 75

50. Recognizes that AIDS is currently incurable and fatal &4,15

81311'

QUALITY CORE CURRICULUM Page 5 of 5

TOPIC/CONCEPT .G. DISEASE PREVENTION 51. Rec.ognlzes that abstinence from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS 64,75

52. Recognizes abstinence from sexual activity as the only effective method of preventing STDs
64,75

53. Identifies the benefits of setting personal goals for maintaining a healthy body free from disease 64,75

54. Summarizes information from organizations, government agencies, nonprint and other sources about disease prevention 5,28,
46,64

TOPIC/CONCEPT H. ENVIRONMENTAL HEALTH

55. Recognizes the environmental factors in the community that

affect health

64

56. States the consequences of air pollution 64

51. Uses periodicals, newspapers and vertical files to obtain

current information on environmental health

8

5,28,

64

TOPIC/CONCEPT I. FAMILY LIVING

58. 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

64

59. Recognizes how sexual decisions are influenced by group

pressures; e.g., community, media, peer

&4

&0. Identifies ways of resisting persuasive tactics regarding sexual involvement; e.g., saying -no,- negotiation, using refusal and decision-ma~ing skills &4

61. Recognizes abstinence from sexual activities as the most effective method of preventing HIV/AIDS and the only sure
method of preventing pregnancies and STDs 64,75

62. Recognizes that having children is best undertaken in marriage

81371(

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: Health and Safety (Seventh)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT A. SAFETY 1. Identifies threats to personal safety; e.g., child abuse, sexual and physical abuse, neglect and emotional abuse &4,75

2. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor &4

3. Demonstrates knowledge and understanding that fatigue, emotions and drugs can cause accidents
&4

4. Identifies factors contributing to accidents &4

5. Identifies at least four common causes of choking &4
&. Identifies the signs and symptoms of choking
&4

7. Demonstrates proper methods of first aid for choking &4

TOPIC/CONCEPT B. NUTRITION B. Describes the factors that influence food selection &4

9. Identifies the function of the six nutrients in the body &4

10. Identifies various means of weight control &4

11. Identifies common practices that decrease food value &4

TOPIC/CONCEPT C. PERSONAL HEALTH (No objectives at this grade level)

TOPIC/CONCEPT D. MENTAL HEALTH 12. Describes effective strategies for coping with physical, social and mental stress &4
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 7& Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: Health and Safety (Seventh)

WJECTIVES (.State Curriculum)

TOPIC/CONCEPT E. SUBSTANCE ABUSE 13. Describes the relationship between tobacco use and the development of serious health problems &4
14. Identifies the physical effects of alcohol on the body &4
15. Identifies the harmful substances found in tobacco that contribute to disease &4
1&. Distinguishes between use. misuse and abuse of a substance &4
17. Identifies treatment and rehabilitation programs available to the drug abuser &4
18. Uses the telephone book and community resource files to identify resource persons and organizations for information about substance abuse. misuse and programs 5.28. 46.64
TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT 19. lists the parts of the male and female reproductive systems and describes their functions 64.75
TOPIC/CONCEPT G. DISEASE PREVENTION 20. Demonstrates knowledge of diseases. their causes and methods of prevention &4
21. Identifies a relationship between diet. obesity. exercise. and disease &4
22. Defines factors that contribute to heart attack &4
23. Identifies the most frequent symptoms of heart attack and demonstrates proper first-aid procedures 64

8l31K

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Health and Safety (Seventh)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area

CRT-W

CRT -R

CRT-M .

TOPIC/CONCEPT G. DISEASE PREVENTION

24. Defines the most frequent symptoms of stroke and

demonstrates proper first-aid procedures

64

25. Recognizes that HIV/AIDS and STDs are communicable diseases 64,15

26. Recognizes that HIV/AIDS is a serious health problem caused by a virus 64,15

27. Recognizes that AIDS is currently incurable and fatal 64,15

28. Identifies HIV/AIDS is a sexually transmitted disease and explains the ways HIV disease is transmitted
64.,15

29. Describes the effects of the HIV virus on the immune system 64

30. Recognizes abstinence from sexual activity and refraining from intravenous drug use as the most effective methods of preventing HIV/AIDS
64,75

31. Recognizes abstinence from sexual activity as the only effective method of preventing STDs
64,75

32. Identifies methods of preventing pregnancy and sexually transmitted diseases and their degrees of effectiveness or lack thereof (Abstinence is the only sure way to prevent pregnancy and sexually transmitted diseased)
64,75

8137K

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: Health and Safety (Seventh)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in thi s area

CRT-W

CRT -R

CRT-M

TOPIC/CONCEPT G. DISEASE PREVENTION 33. Identifies methods to prevent sexually transmitted diseases
and the degree of their effectiveness or lack thereof,
(including methods that do not involve sexual activity) (Note: does not require demonstrations of contraceptive devices)
64,75

34. Identifies the benefits of setting personal goals for maintaining a healthy body free from disease
64

TOPIC/CONCEPT I. FAMILY LIVING 35. Identifies factors that promote a positive self image; e.g., accepting responsibility; respect for self, authority and
others; self-discipline, self-control, the right to be assertive
64

36. Recognizes how sexual decisions are influenced by group pressure; e.g., community, media, peer 64,75

37. Identifies ways of resisting persuasive tactics regarding
sexual involvement; e.g., saying "no ,11 negotiation and using refusal and decision-making skills
64,75

38. Identifies quality of genuine friendship that enhances the good of the individual 64

39. Identifies roles and responsibilities of individual family

members

64

40. Identifies parental roles and responsibilities 64

41. Recognizes abstinence from sexual activity as the most effective method of preventing HIV/AIOS and the only sure method of preventing pregnancies and STOs 64,75

42. Recognizes that having children is best undertaken in

marriage

64,75

43. Identifies how sex is used in the mass media to sell products 64,75

44. Recognizes and analyzes persuasion techniques in advertising 6,14

8137~

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: Health and Safety (Eighth)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area.

CRT-W

CRT-R

CRT-M

TOPIC/CONCEPT A. Safety

1. Identifies safety factors in the home, automobile, school

and lab, as well as rules for bicycling, motorcycling and

water recreation

64

2. Identifies threats to personal safety; e.g., incest, rape, date rape 64,75

3. Identifies local support system concerning personal safety; e.g., family, teacher, religious advisor, friend, counselor 64

TOPIC/CONCEPT B. NUTRITION (No objectives at this grade level)

TOPIC/CONCEPT C. PERSONAL HEALTH

4. Demonstrates skills needed in stress management

64

5. Identifies health problems associated with obesity 64

TOPIC/CONCEPT D. MENTAL HEALTH (No objectives at this grade level)

TOPIC/CONCEPT E. SUBSTANCE ABUSE 6. Identifies the effects of alcohol, tobacco and other drugs on the unborn child
64

1. Evaluates techniques used in advertisements as powerful influences to persuade people to develop a smoking habit 6,64

TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT

8. Identifies physical, social and emotional changes that occur during the process of maturing
64,15

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

8137K

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: Health and Safety (Eighth)

. OBJECTIVES (State Curricul urn)

TOPIC/CONCEPT G. DISEASE PREVENTION 9. Identifies diseases that result from malfunctions of body systems
64
10. Describes causes, effects and prevention of contagious diseases
64

11. Recognizes that HIV/AIDS and STDs are communicable diseases 64

12. Recognizes that HIV/AIDS is a serious health problem caused by a virus
64,75

13. Recognizes that AIDS is currently incurable and fatal 64

14. Identifies and explains the wyas in which HIV/AIDS is transmitted 64,75

15. Identifies behaviors that increase the risk of getting

HIV/AIDS

64,75

16. Lists misconceptions about the virus that causes HIV/AIDS and its transmission 64,75

17. Recognizes the importance of abstaining from premarital sex and intravenous drug use as an individual responsibility in preventing the spread of HIV/AIDS and other sexually
transmitted diseases 64,75

18. Identifies methods of preventing pregnancy and sexually transmitted diseases and their degrees of effectiveness or lack thereof (Abstinence is the only sure way to prevent
pregnancy and sexually transmitted diseases) 64,75

19. Identifies methods to prevent sexually transmitted diseases and the degree of their effectiveness or lack thereof, (including methods that do not involve sexual activity) (Note: does not require demonstrations of contraceptive
devices) 64,75

B137K

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Health and Safety (Eighth)

OBJECTIVES (State Curriculum)

CRT-W

CRT-R

TOPIC/CONCEPT G. DISEASE PREVENTION 20. Recognizes that abstinence from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS
>4,15

21. Recognizes abstinence from sexual activity as the only effective method of preventing STDs
>4

22. Identifies the benefits of setting personal goals for maintaining a healthy body free from disease >4,15
TOPIC/CONCEPT H. ENVIRONMENTAL HEALTH 23. Identifies major sources of air pollution >4

24. Identifies major compounds that contribute to air pollution >4
25. Identifies the components of a temperature inversion >4
2>. Describes the effects of excessive sunlight exposure on the skin cell >4

27. Describes the effects of limited exposure to sunlight on human health >4

28. Describes the effects of radioactivity on human health >4

29. Identifies the health hazards associated with noise pollution . >4

30. Identifies health hazards associated with water pollution >4

31. Uses newspapers, periodicals and vertical files to obtain

current information about environmental health

8

5,28,

>4

81371(

QUALITY CORE CURRICULUM

Page 4 of 4

PROGRAM AREA: Health and Safety (Eighth)

OBJECTIVES (State Curriculum)

CRT-W

CRT-R

TOPIC/CONCEPT I. FAMILY LIVING 32. 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

33. Demonstrates the importance of personal values and individual responsibility to self and others
>4

34. Identifies how the rights of individuals are protected >4

35. Recognizes how sexual decisions are influenced by group pressures; e.g., community, media, peer >4

36. Identifies ways of resisting persuasive tactics regarding sexual involvement; e.g., saying -no,- negotiation, using refusal and decision-making skills)
>4

37. Identifies social, emotional, intellectual and economic aspects of dating
>4,75

38. Recognizes abstinence from sexual activity as the most effective method of preventing HIV/AIDS and the only sure methods of preventing pregnancies and STDs
>4,75

39. Recognizes that having children is best undertaken in marriage >4,75

TOPIC/CONCEPT J. HEALTH CAREERS 40. Describes opportunities in the health field
>4

41. Obtains information about health careers from multiple

sources (e.g., newspapers, periodicals, books, vertical

files, organizations, directories, people, nonprint

materials)

8

5,28,

4>,>4

8137K

General

Vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 1 of

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

There are no writing objectives to correlate in this area.

BST-W

BST-R

BST-M

8 QBE

TOPIC/CONCEPT A. SAFETY 1. Identifies the symptoms and treatment of shock 64

2. Demonstrates how to administer cardiopulmonary resuscitation 64

3. Identifies the techniques for treating severe bleeding 64

4. Identifies different types of wounds and states the procedures for treating them
64

5. Identifies several types of muscle and skeletal injuries and situations in which they might occur 64

6. Describes proper transport of individuals in various emergency situations 64

7. Demonstrates proper methods of first aid for choking 64

8. Identifies threats to personal safety; e.g., incest, rape, date rape 64,75

9. Identifies local support system concerning personal safety; e.g., family, teacher, religious advior, friend, counselor 64

TOPIC/CONCEPT B. NUTRITION 10. Identifies factors that influence the caloric needs of individuals 64

11. Identifies fallacies that underlie common dietary fads 64

12. Distinguishes between fact and opinion about nutrition 29,64

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R) and mathematics (BST-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

8137K General Vocational College Preparatory
QUALITY CORE CURRICULUM Page 2 of 8
PROGRAM AREA: Health and Safety (9 - 12) OBJECTIVES (State Curriculum)
TOPIC/CONCEPT B. NUTRITION 13. Identifies special diets prescribed for people with health problems 64
14. Identifies ways advertisers influence consumer decisions on nutrition and analyzes the persuasion techniques 6.64
15. Identifies the ingredients listed on labels and makes decisions about their nutritional value 64
16. Identifies why some common food additives are used 64
17. Plans nutritionally balanced meals within a family budget 64
18. Identifies the problems of community and world nutrition 64
19. Obtains current information about nutrition problems using periodicals. newspapers. vertical files and computer databases (where available) 5.28. 64
20. Identifies the advantages of maintaining normal body weight 64
TOPIC/CONCEPT C. PERSONAL HEALTH (No objectives at this grade level)
TOPIC/CONCEPT D. MENTAL HEALTH 21. Describes the characteristics of an emotionally healthy person 64
22. Describes the influence of personality on emotional health 64
23. Identifies the basic human needs 64
24. Describes stress as it relates to emotional. physical. social and spiritual well-being 64

8137K

Genera 1 vocational college Preparatory

QUALITY CORE CURRICULUM

Page 3 of 8

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT D. MENTAL HEALTH 25. Describes stress as it relates to emotional health 64

26. Locates facilities and identifies personnel used to handle

or treat mental disorders through the community resource

files, telephone book and other directories

5,28,

64

27. Describes the influence of environment on personality and

emotional health

64

28. Demonstrates knowledge of the effects of unrelieved stress

on the human body

64

29. Demonstrates basic principles of coping with stress 64

TOPIC/CONCEPT E. SUBSTANCE ABUSE

30. Identifies the results of using alcohol, tobacco and other

drugs

64

31. Identifies the laws concerning the use, misuse and abuse of

potentially harmful substances

64

32. Identifies the various treatment and rehabilitation programs available to the drug abuser
64

33. States the economic impact of drugs on our society 64

34. Obtains and summarizes information about drug abuse and treatment, drug laws and the economic impact of drugs by
using multiple sources (e.g., community resource files, government agencies, vertical files, newspapers, periodicals, people, nonprint materials)
5,28 46,64 TOPIC/CONCEPT F. GROWTH AND DEVELOPMENT
35. Identifies and describes the relationship between the glands and hormones that control the secondary sex characteristics 64

36. Understands how conception occurs and describes human fetal development from conception through birth
64.75

37. Lists ways heredity and environment affect human growth and
development 64

8137K

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 4 of 8

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

-

SST-W

SST-R

TOPIC/CONCEPT G. DISEASE PREVENTION 38. Identifies disease prevention as a better alternative than disease treatment
&4

39. Defines cancer &4

40. Identifies three possible causes of cancer &4

41. Identifies the major body tissues or organs in which cancer develops &4

42. Identifies current cancer treatments and ways to prevent it &4

43. Uses periodical indexes, vertical files and computer databases (where available) to locate current information on cancer
5,28

44. Explains the basic processes of breathing and circulation &4

45. Identifies factors that contribute to the risk of heart

attack

&4

4&. Identifies the warning symptoms and signs of heart attack &4

47. Identifies the common diseases and causes or factors that

contribute to them (e.g., colds, measles, mononucleosis and

flu)

&4

48. Recognizes that HIV/AIDS and STDs are communicable diseases &4,75

49. Recognizes that HIV/AIDS is a serious health problem caused by a virus &4,75

50. Recognizes that AIDS is currently incurable and fatal &4,75

51. States transmission methods for sexually transmitted diseases &4,75

8131K General vocational College Preparatory
QUALITY CORE CURRICULUM Page 5 of 8
PROGRAM AREA: Health and Safety (9 - 12) OBJECTIVES (State Curriculum)

TOPIC/CONCEPT G. DISEASE PREVENTION 52. Lists early symptoms and long-term consequences of syphilis. gonorrhea. herpes simplex genital is. chlamydia. genital warts (HPV). HIV/AIDS and other sexually transmitted diseases
64.75

53. Describes diagnostic tests and available treatments for gonorrhea and syphilis and identifies places a person can go to obtain such testing and treatment
64.75

54. Recognizes the importance of abstaining from premarital and extramarital sex and intravenous drug use as an individual responsibility in preventing the spread of HIV/AIDS and other sexually transmitted diseases
64.75

55. Identifies methods of prevention of pregnancy and sexually transmitted diseases and their degrees of effectiveness or lack thereof (Abstinence is the only sure way to prevent pregnancy and sexually transmitted diseases)
64,75

56. Identifies methods to prevent sexually transmitted diseases

and the degree of their effectiveness or lack thereof.

(including methods that do not involve sexual activity)

(Note: does not require demonstrations of contraceptive

devices)

64,75

51. Recognizes that abstinence from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS 64,75

58. Recognizes abstinence from sexual activity as the only effective method of preventing STDs
64,75

59. Identifies the benefits of setting personal goals for maintaining a healthy body free from disease 64

60. Identifies the purpose of premarital blood tests, prenatal blood tests and placing silver nitrate drops in the eyes of
newborns 64,75

61. Describes several public efforts to reduce sexually

transmitted diseases

64,75

S137K

General vocational college Preparatory

QUALITY CORE CURRICULUM

Page 6 of 8

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT G. DISEASE PREVENTION 62. Obtains infonmation on concepts related to disease prevention through organizations. government agencies. newspapers. periodicals and nonprint sources
5,28

63. Identifies how organ donations contribute to community health 64

TOPIC/CONCEPT G.1 AIDS specific objectives 64. Defines acronym of AIDS 64

65. Identifies the history and prevalence of AIDS in the United States
64.75

66. Demonstrates an awareness of current statistics related to STDs. including HIV/AIDS
64,75

67. Recognizes known ways HIV/AIDS is transmitted

64,75

68. Identifies behaviors that increase the risk of getting HIV/AIDS 64,75

69. Describes clinical course of HIV/AIDS

64,75

70. Recognizes that AIDS is currently incurable and fatal 64

71. Identifies methods to reduce risks of contracting STDs.

including HIV/AIDS, and their degrees of effectiveness or

lack thereof

64,75

72. Recognizes that returning to abstinence is a positive alternative to previous sexual behavior 64,75

73. Recognizes that an uninfected. mutually faithful sexual relationship within marriage does not put a person at risk
for AIDS through sexual activity 64,75

81371(

General Vocational College Preparatory

QUALITY CORE CURRICULUM

Page 7 of 8

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT H. ENVIRONMENTAL HEALTH 74. lists air pollutants and water pollutants harmful to health 64
75. Describes how the government tries to ensure that food is safe to eat

76. Demonstrates knowledge of the environment's positive and

potentially adverse effects on health

64

TOPIC/CONCEPT I. FAMILY LIVING

77. Identifies factors that promote a positive self image; e.g.,

accepting responsbility; respect for self, authority and

others, self-discipline, self-control and the right to be

assertive

64

78. Identifies ways of resisting persuasive tactics regarding sexual involvement; e.g., saying -no,- negotiation and using refusal and decision-making skills
64,75

79. Recognizes how sexual decisions are influenced by group pressures; e.g., community, media, peer
64,75

80. Identifies social, emotional, intellectual and economic aspects of dating 64

81. Recognizes abstinence from sexual activity as the most effective method of preventing HIV/AIDS and the only sure method of preventing pregnancies and STOs 64,75

82. Identifies roles and responsibilities of different family

members

65,75

83. Recognizes that having children is best undertaken in marriage 64,75

84. Compares and contrasts various methods of contraception and the degrees of effectiveness or lack thereof
64,75

81371(

General

vocational

College Preparatory

QUALITY CORE CURRICULUM

Page 8 of 8

PROGRAM AREA: Health and Safety (9 - 12)

OBJECTIVES (State Curriculum)

--

BST-W

BST-R

TOPIC/CONCEPT I. FAMILY LIVING

85. Identifies changes in the prospective parents' lifestyle

before the birth of a baby

64.75

86. Uses print and nonprint sources for information about family life education concepts
5,28 TOPIC/CONCEPT J. HEALTH CAREERS
87. Develops a list of health career opportunities 64

88. Consults directories. handbooks. community resource files. organizations and computer databases (where available) to locate and obtain information about health careers
5.28

TOPIC/CONCEPT K. CONSUMER HEALTH B9. Identifies situations in which health -quackery- may be involved. using newspapers. periodicals, reports of health-related or consumer organizations as sources
64

90. Selects the appropriate course of action for health care 64

TOPIC/CONCEPT L. COMMUNITY HEALTH

91. Matches the various health needs and problems that might affect him or her with the associated local health service agencies, clinics and other advisory services 64
92. Uses the telephone book and community resource files to identify persons and organizations associated with community health 46

5527c
SUBJECT AREA - JROTC (9-12) In the spring of 1987, the Georgia Board of Education included Junior Reserve Officers' Training Core (JROTC) among the core courses to meet the IHF High School Graduation Policy. Students may choose JROTC for one Carnegie Unit of credit during their high school career. JROTC instructors worked with Georgia Department of Education Staff to identify six topics appropriate for all JROTC programs. The objectives are written in broad tenms and serve as core curriculum guidelines. This core curriculum allows local school systems to write specific objectives or competencies that will meet the goals of each individual program. Four major branches of service--Anmy, Navy, Air Force and Marines--are represented in Georgia'S high schools.

5527c

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: JROTC (9-12) OBJECTIVES (State Curriculum)
-BST-W
TOPIC/CONCEPT A. CITIZENSHIP

(One year)

1. Explains the role of the citizen soldier

1,2,3,4

2, 7,9

53

2. Examines the responsibilities 01 ,..,,:: ~i1.._~ in the defense

of the United States

1, 2, 3,4

2, 7, 9

62

3. Differentiates between individual rights and the need for

unity for defense

1,2,3,4

7,9

58,62

4. Describes the relationship of the military services to the

civilian government of the United States

1,2,3,4

2,7,9

58,62

5. Identifies the historical role of the military in the defense

of the United States

1,2,3,4

2, 7,9

54, 57

6. Demonstrates problem-solving skills necessary to fulfill

citizenship responsibilities

1,2,3,4

2,7 ,9

13, 14

26,27 , 28

7. Identifies basic beliefs and values of our democratic

heritage

1,2,3,4

4,6

53,60,62

TOPIC/CONCEPT 8. LEADERSHIP

8. Identifies the character of different styles of leadership

1,2,3,4

2,9

54,57,58

9. Illustrates dynamics of group interactions

1,2,3,4

2,5

13,16

10. Demonstrates ability to lead and wort cooperatively with

others

1,2,3,4

2,5

12,13

The Basic Skills Test objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Oua1ity Basic Education Act
competencies (OBE) have been correlated with the Oua1ity Core Curriculum (OCC) objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5527c

QUALITY CORE CURRICULUM

PROGRAM AREA: JROTC (9-12) OBJECTIVES (State Curriculum)

Page 2 of 4

11. Illustrates how the organizational structure contributes to

accomplishing group goals

1.2.3.4

2.9

12. Explains methods to improve leadership skills

1.2.3.4

2.9

TOPIC/CONCEPT C. COMMUNICATIONS

16. Demonstrates the ability to think logically and communicate

effectively

1.2.3.4

2.4.7.9

15.16.35

17. Speaks clearly and expressively

12.15.16.17

18. Writes effectively to communicate ideas

- 1.2.3.4

7.9.10.11

19. Identifies nonverbal fOMmS of communication

20. Uses language appropriate to both the situation and audience

1.2.3.4

2.4

3.11.17.35.37

21. Uses specialized vocabularies and communication forms with

various groups and organizations

1.2.3.4

2.4

2.11.17

22. Identifies consequences of imprecise communications

1.2.. 3.4

2.4

37

TOPIC/CONCEPT D. HEALTH. PERSONAL HYGIENE. FIRST AID. HUMAN PHYSIOLOGY

23. Explains the personal health consequences of using alcohol.

tobacco and other drugs

1.2.3.4

2.4,9,10.11 14

64

24. Identifies the consequences of substance abuse on future

employment and career options

1,2.3.4

2,4.9,10.11

64

25. Explains the need for personal hygiene

1.2.3.4.

2.4

64

26. Identifies the relationship between individual health.

physical fitness and group activities

1.2,3.4

2.4,9,10

64.65

5527c

Quality Core Curriculum

PROGRAM AREA: ::=.JR?-l0~T-=C"";(1o.:9:...:--~12~)f-~ OBJECTIVES (State Curriculum)

Page 3 of 4 _

27. Analyzes the value of physical and conditioning activities

related to military procedure (drill)

2,4,9,10

65

2B. Identifies various types of injuries and illnesses and

states procedures .or first aid treatment

2,4,9,10

64

29. Identifies the characteristics of human physiology in

maintaining physical fitness and good health

1,2,3,4

2,4,9,10

64,65

TOPIC/CONCEPT E. MAP READING, MILITARY GEOGRAPHY

30. Differentiates among various types of maps and charts

9,10,11,12 13,14

61

31. Uses a grid system for determining location, distance and direction on maps and charts 9,10,11,12 7,13,14 61

32. Identifies land, water and cultural features on maps and

charts

9,10,11,12

61

33. Explains how various geographic and cultural features affect

military operations

1,2,3,4

9,10,11,12 13,14

61

34. Interprets the key/legend of maps including marginal

information

9,10,11,12

61

35. Uses a variety of maps and charts to obtain information 9,10,11,12 7,13,14 61

TOPIC/CONCEPT F. VOCATIONAL/CAREER

36. Identifies various vocational options within military

services

1,2.3,4

3,7,12

67,76

37. Uses available information to develop educational,

employment and career goals

1,2,3,4

3,7,12

68,76

5527c

Oua1ity Core Curriculum

PROGRAM AREA: :.J:.:.RO=...T~C_(~9:...-~' 2l:o.1)~ OBJECTIVES (State Curriculum)

Page 4 of 4 _

38. Demonstrates attitudes and conduct consistent and appropriate to career goals

1.2.3.4

3. 712

67. 68

39. Explains that career options depend on Th~ ~~v~'npment of

personal abilities and accomplishments

1.2 3.4

3 7 12

67 68

40. Demonstrates knowledge of the impact of technological

advances on military careers

3.7.12

68.76

41. Identifies military job skills that are applicable in

civilian life

1.2.3.4

3.7.12

7.13.14 67.68

Mathematics K-12
The mathematics section of the Quality Core Curriculum consists of objectives relating to concepts. process skills and problem solving at each grade level. kindergarten through eighth. In grades 9-12. objectives are given for each mathematics course. Every effort has been made to identify the growth that occurs in objectives from grade to grade or course to course. These objectives w)ll be the basis of instruction for mathematics in grades K-12. The curriculum may be expanded and enhanced in individual school systems to meet local needs; however. other objectives may not be substituted for those included in the Quality Core Curriculum.
Mathematics began and continues to be a way of organizing one's world, through the study of quantity and space. their properties and the relationships within and between these concepts. Mathematics is first experienced as a language created to describe the world. accompanied by rules that govern its use. Exploring mathematics results in generalizations and abstractions which are. in turn. investigated as abstract systems. The investigative methods and processes become a part of mathematics. Mathematics today includes much more than comprehension of concepts and proficiency in skills; mathematics has become a dynamic process. involving exploration, conjecture, logical reasoning. critical and creative thinking. communication and problem solving.
Mathe-atics is a dynamic subject. At least half of all mathematics has been invented or discovered since 1945. Therefore. the study of mathematics must be a dynamic process that guides and encourages students to think. reason and solve problems. To do this successfully and effectively. students must listen to. speak. read and write the language of mathematics.
Just as mathematics began as the study of concrete objects. concrete objects (manipulatives) and visual models must be used in understanding concepts and exploring processes. Although particularly important in elementary school. appropriate use of such aids should be made at all grade levels. Knowledge requires a transition from concrete to pictorial to abstract. for all students at all ages.
Technology has changed our lives. Technology has changed not only the way mathematics is taught. but also what mathematics is taught. Calculators and computers are valuable and appropriate tools for learning mathematics at all grade levels. For example. calculators reinforce concepts. such as numeration and pattern. and allow students to explore freely problem solving. Scientific and graphing calculators enhance modeling. visualizing and demonstrating algebraic and geometric concepts and processes. Computers make investigation. visualization and data analysis much easier. Estimation becomes increasingly important in this technological society; effective use of calculators requires number sense. Enabling students to select and use appropriate tools such as calculators. estimation. mental computation. computers and paper and pencil provides the flexibility and power students need to compute. analyze data and solve problems effectively and efficiently.
Throughout the QCC. careful consideration has been given to the recommendations proposed by the National Council of Teachers of Mathematics in Curriculum and Evaluation Standards for School Mathematics (October 1987).

QUALITY CORE CURRICULUM Page 1 of 2
PROGRAM AREA: Mathematics (Kindergarten)
OBJECTIVES (State Curriculum)
CRT-M

Topic/Concept A. Concepts
1. Compares, sorts or arranges objects by similarities and differences in size, shape or color H-l, H-2
2. Uses teMms: all #-~. ~~~e
3. Places objects in order according to size
H-2

4. Counts number of elements in a set (1 to 10)
H-S

5. Recognizes and selects the numerals 1 - 10 to name the number of elements in a set up to 10
H-4, H-7

6. DeteMmines equivalence by establishing one-to-one correspondence between two sets (same, fewer, more)
N-3

7. Uses ordinal numbers to, indicate position first through fifth
8. Recognizes one-half of a whole 20

9. Combines and separates sets of objects by a given

characteristic (size, shape, color, quantity), as readiness

for the operations of addition and subtraction

H-6

lB, 21

10. Uses words indicating relationships of self and objects in

space, such as above, below, on, under, in, behind, in front

of. out of, between, top, bottom

5-4

6-1

11. Identifies basic geometric shapes (circle, square, triangle,

rectangle)

6-2

21

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-H) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

QUALITY CORE CURRICULUM Page 2 of 2
PROGRAM AREA: Mathematics (Kindergarten)
OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

12. Explores capacities of containers by pouring and describes

capacity in terms of more than, less than, most, least

M-l

19

13. Speaks in terms of time periods such as yesterday, today,

tomorrow, morning, afternoon, takes less or more time than

M-l

19

14. Recognizes coins and bills as representing a system of

exchange

Mo-l

19

15. Names coins (penny, nickel, dime and quarter) and one dollar

bill

Mo-2

19

Topic/Concept B. Process Skills

16. Sorts geometric shapes

6-2

21

17. Compares two geometric shapes to determine relationship

(larger. smaller, same shape)

6-2

21

18. Compares and describes length (longer, longest, shorter,

shortest, same length)

M-1

19

19. Compares and describes distance (nearer, farther, close to)

M-1

19

20. Measures length by counting nonstandard units

M-2

19

21. Orders length

M-l

19

Topic/Concept c. Problem Solving

22. Continues simple patterns (color, shape, size, sound, texture)

23. Constructs and interprets graphs, using actual objects or pictorial representations
25

24. Models. acts out or uses a picture to solve simple problems 23,24,26,21,28,30

)/~UC
QUALITY CORE CURRICULUM Page 1 of 4
PROGRAM AREA: Mathematics (First)
OBJECTIVES (State Curriculum)
CRT-R
Topic/Concept A. Concept
1. Selects elements (concrete objects) belonging or not belonging to a given set
5
~ Rer~qni7.es equivalent and nonequivalent sets 2
3. Models whole numbers through 99 using groups of tens and ones and orally names numbers (e.g., 3 tens, 2 ones or thi rty-two)
1
4. Selects the numeral that names a group of objects and matches a group of objects with the appropriate numeral
6
5. Recognizes. writes and orally names numerals 0-99
6
6. Translates words to numerals and numerals to words (O through 10)
1
7. Identifies number of tens and ones in a given number
1
8. Identifies place value through tens
1
9. Identifies a specified positional relationship between objects (before. after, between, near, close to)
10. Identifies numerical relations (greater than, less than. equal to) of numbers 0-99 and sequences numbers in ascending order
2
11. Uses ordinal numbers first through ninth to indicate position 2
12. Uses appropriate mathematical symbols: +, -,
7
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Ouality Basic Education Act competencies (OBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5780c

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: Mathematics (First)

OBJECTIVES (State Curriculum)

names CRT-R

CRT-M

OBE

13. Recognizes different

for whole numbers through 20

1

14. Recognizes different ways of representing fractions using

concrete and pictorial models and words for one half, one

th1 rd and one fourth

1

20

15. Detenmines the cardinal number for a given set (0-100)
6

16. Identifies circles, squares, triangles and rectangles of

various types and in various orientations

3

21

17. Identifies balls, cubes and cones

3

21

18. Identifies geometric relations (larger, largest, smaller,

smallest, same size, same shape, inside, outside, on, left,

right)

3

21

19. Compares weight of two real objects (heavier, lighter) and capacity of two real containers (more, less) 19

20. Selects appropriate units (minutes, hours, days, weeks,

months) and appropriate instruments (clocks) to measure time

4

19

21. Identifies days, weeks and months on a calendar 19

22. Identifies number of minutes in an hour and number of days

in a week

9

19

23. Detenmines figures that, when folded, have matching parts

3

21

24. Identifies coins and bills (penny, nickel, dime, quarter,

one dollar and five dollars)

8

19

25. Explores addition and subtraction with words, pictures and

concrete models, particularly sums to 1B and related

differences, and multiples of ten

10,11

18

5780c
QUALITY CORE CURRICULUM Page 3 of 4
PROGRAM AREA: Mathematics (First) OBJECTIVES (State Curriculum)

Topic/Concept B. Process Skills

26. Detennines addition facts (sums to 18) and related

subtraction facts using strategies such as counting all of a

set. part/part/whole, counting on, counting back. counting

uP. doubles, property of zero. and commutativity of addition

10.11

18

27. Recalls addition facts (sums to 10) and related subtraction

facts

10.11

18

28. Deleted

29. Deleted

30. Uses concrete objects to explore the commutative property of

addition

10

18

31. Explores the special property of zero in addition and subtraction 18

32. Compares or orders shapes using terms (same, larger, smaller. largest, smallest) 21

33. Detennines the value of a set of coins up to 25t using

nickels. pennies and dimes

8

19

34. Detennines equivalent values of coins up to 25t

8

35. Tells time to half hour and hour

9

19

36. Describes and orders length and measures length with

nonstandard units

9

19

37. Measures length using inch and centimeter 19

38. Counts by ones, fives and tens to 100. and by twos to 20, and counts back from 12 14

39. Continues simple patterns such as those involving numbers. shapes. colors and so forth
14

5780c
QUALITY CORE CURRICULUM Page 4 of 4
PROGRAM AREA: Mathematics (First)

OBJECTIVES (State Curriculum)

CRT-R

Topic/Concept C. Problem Solving

40. Organizes elements of sets according to characteristics such

as use. size and shape

13

21

41 Determi nes sequenci ng of numbers and J."; ..~ or. number 1i ne by ones to 20 14

42. Explores estimation of quantities of less than 100 by guessing

43. Constructs simple graphs using concrete objects. blocks or squares
25

44. Interprets data by reading bar graphs and pictographs using

whole unit data

15

25

45. States a sentence or sentences for a given story problem or situation. and solves using models if necessary 23.26.27.28,30

46. Writes a number sentence that describes a given story

problem or problem situation

12

26,28

47. Selects appropriate operation (addition or sUbtraction) for

a given problem situation

12

24

48. Solves simple problems including those involving addition,

sUbtraction. value or equivalent value of coins

10.11

23.24.26.27.28,30

49. Deleted

5780c
QUALITY CORE CURRICULUM Page 1 of 4
PROGRAM AREA: Mathematics (Second) OBJECTIVES (State Curriculum)

Topic/Concept A. Concepts

1. Relates whole numbers to 999 to concrete and pictorial

models. relates models to numbers and orally names numbers

(e.g 3 hundreds, 2 tens, lone or three hundred twenty-one)

1

20

2. Identifies place value through hundreds and identifies the

number of hundreds. tens, and ones in a given numeral

1

20

3. Recognizes equivalent sets and nonequivalent sets

2

20

4. Translates words to numerals through 999 and numerals to

words. both orally and in writing

1

20

s. Recognizes different names for whole numbers to 100

1

20

6. Identifies numerical relations (greater than. less than and

equal to)

2

20

7. Detenmines ordinal numbers through tenth

2

20

8. Relates fractions (halves. thirds, fourths) to concrete and pictorial models. and models to fractions
20

9. Identifies circles. squares, triangles, rectangles. spheres,

cubes. cylinders. cones

3

21

10. Identifies two-dimensional shapes that are symmetrical with

respect to a specified line

3

21

11. Identifies geometric relations (larger. largest. smaller,

smallest. same size. and same shape)

3

21

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

57SC

QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: Mathematics (Second)

OBJECTIVES (State Curriculum)

CRT-R

CRT-H

aBE

12. Completes patterns such as those involving numbers, shapes,

colors and so forth

11

13. Selects appropriate units of measurement: minute, hour, day,

week, month, inch. foot. centimeter. meter. cUP. quart.

liter, pound. kilogram

~

19

14. Uses nonstandard units to compare weight of real objects and capacity of real containers 19

15. Recognizes the thermometer as an instrument for measuring temperature 19

16 Selects number before and after a number and between two given numbers to 100
2
- 17. Uses concrete objects to explore combining equivalent sets and uses skip counting as readiness for multiplication 18

18. Describes and compares areas of similar regions (smaller. larger. same) 21

Topic/Concept

8. Process Skills

19. Determines basic addition facts (sums to 18) and related

subtraction facts by using strategies such as near doubles,

making ten. and using known facts to determine unknown facts

8

18

20. Uses models such as base ten blocks and pictorial

representations to explore adding and subtracting one- and

two--digit numbers (with or without regrouping)

8

18

21 Uses commutative property of addition and the property of

zero in computation

8

18

22. Determines the missing addend in a number sentence by using the concept of part of a whole 21

23. Uses appropriate symbol (+. -. -. >. < )

6

18.24

25. Detenmines amounts of money, a collection up to $1 and

change less than SOt, using pennies, nickels, dimes, quarters

5

19

26. Applies units of measuring time (minutes, hours, days,

weeks, months) and tells time to five minutes

7

19

27. Measures length using inches and centimeters

7

19

28. Orders whole numbers and locates whole numbers on a number

1ine

11

20

29. Counts by ones, twos, fives, and tens up to 100, and threes

to 30 and fours to 40; an4 counts back from 12

11

20,24

30. Determines to which multiple of 10 a given number (to 100) is closer using physical models such as a number line 20

Topic/Concept

C. Problem Solving

31. Organizes elements of sets according to given

characteristics (shading, shape, size and use)

10

21

32. Recognizes in a problem-solving situation that addition reflects combining elements or sets and that subtraction reflects taking away or comparing

8,9

24

33. Constructs simple bar graphs and pictographs with up to five

columns using whole unit data

12

25

34. Interprets simple bar graphs and pictographs with up to five

columns, using whole unit data

12

25

35. Writes a number sentence represented by a picture or an array

9

26,28

QUALITY CORE CURRICULUM Page 4 of 4 PROGRAM AREA: Mathematics (Second)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

36. Employs problem solving strategies such as draw a picture,

make a chart, guess and check

24

37. Explores estimation of quantities and length using nonstandard and standard units including inches and centimeters 19,22

3B.Solves simple problems
8

23,24,26,27,28,30

5780c
QUALITY CORE CURRICULUM Page 1 of 5
PROGRAM AREA: Mathematics (Third)
OBJECTIVES (State Curriculum)

CRT-R Topic/Concept

A. Concepts

1. Relates concrete and pictorial models to numbers through

thousands. and numbers to models; names numbers orally

1

20

2. Identifies place value th~~u~~ thn~sands and identifies the

number of thousands. hundreds. tens and ones in a given

number using models

1

20

3. Translates words to numerals and numerals to words to 9.999

1.

20

4. Recognizes different names for whole numbers through 9.999

including names involving expanded notation

1

20

5. Identifies subsets of given sets without use of set notation
2

6. Recognizes numerical relationships through 999. such as

between. before. after. equal to. nearer to. least. greatest

2

20

1. Compares and orders whole numbers through 999

2

20

8. Determines ordinal numbers through twelfth

2

20

9. Continues or completes a given number sequence including counting by ones. twos. threes. fours. fives. tens. hundreds
2

10. Determines pairs of numbers or missing element of pair given

a relation or rule

2

20.21

11. Identifies fractions that describe parts of a whole using

both regions and discrete sets (halves. thirds. fourths.

sixths. eighthS and tenths)

1

20

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-M) and the 16 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

5780c
QUALITY CORE CURRICULUM Page 2 of 5
PROGRAM AREA: Mathematics (Third) OBJECTIVES (State Curriculum)

CRT-R

ill=!:!

OBE

12. Relates models divided into ten equal parts to the language

of decimals, such as five tenths (not 0.5)

20

13. Compares fractions with like denominators and explores

comparison of fractions with unlike denominators using models

2

20

14. Identifies the rational number (~, l~, 2~, ) corresponding

to a given point on the number line

1

20

15. Relates concrete and pictorial models for multiplication and

division to the operations

9

18,24

16. Selects appropriate symbols (+, -, x,~, -, <, for use in a number sentence 2

17. Identifies even and odd numbers through 99

2

20

18. Uses physical models to determine to which multiple of 10 or

100 a given number up to 1,000 is closer

8

22

19. Recognizes distinguishing characteristics (such as sides,

angles) of geometric shapes (such as triangles, rectangles,

circles, squares) and recognizes and names solid figures

(such as cylinders, cones, spheres, cubes)

3

21

20. Visualizes, draws and compares geometric shapes in various

positions

3

21

21. Identifies geometric relations (parallel, inside, outside, same size, same shape, shorter/est, longer/est, smaller/est, larger/est), geometric transformations (same size and shape, but different position) and line symmetry
3

22. Locates points on a map or grid

3

21

23. Selects appropriate customary or metric units of measurement

4

19

QUALITY CORE CURRICULUM Page 3 of 5
PROGRAM AREA: Mathematics (Third)

OBJECTIVES (State Curriculum)

CRT-R length

CRT-M

capacity

weight/ mass

~
time

temperature

centimeter meter
kilometer inch foot yard. mile

liter pint
quart gallon ... .sp

gram kilogram pound ounce

minute hour
day week month year

degree Celsius Fahrenheit

Topic/Concept B. Process Skills

24. Adds and subtracts whole numbers (one-, two- and.

three-digit, with or without regrouping), initially using

manipu1atives and then connecting manipulations to symbolic

procedures

7

18

25. Determines basic multiplication and division facts through

9 X 9 by using strategies such as skip counting. multiplying

by zero and one. dividing by one. splitting arrays,

commutative property of multiplication, using known facts to

find unknown facts

7

18

26. Recalls basic multiplication facts through 9 X 5 (or 5 X 9)

7

18

27. Multiplies whole numbers up to two-digit by one-digit

numbers using models

7

18

28. Relates division to multiplication and uses models such as

partition and measurement to divide one- and two-digit

numbers by one-digit numbers with and without remainders

7

18

29. Uses properties of addition and multiplication (commutative.

associative. properties of zero and one)

7

18.21

30. Determines amounts of money: collections (including amount

spent and equivalent amounts) up to $5.00, change up to

$1.00. sums and differences of amounts less than $5.00

5

19

31. Applies customary and metric units of measurement (see

objective 23) including telling time to five minutes and

interpreting a calendar

6

19

QUALITY CORE CURRICULUM Page 4 of 5
PROGRAM AREA: Mathematics (Third)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

32. MeaSUres, using appropriate instruments, length, capacity,

weight/mass, and temperature

length
centimeter meter inch foot yard

capacity
liter pint quart cup

weight/
...!!!!ll
gram kilogram pound ounce

temperature degree Celsius
Fahrenheit

6

19

33. Uses concrete materials such as string to find perimeter,

squares or tiles to find area, and cubes to find volume;

detenmines perimeter by adding lengths of sides

6

19

34. Applies mental computation strategies (such as using

counting up, counting back, simple compatible numbers,

multiples of ten) .to addition and subtraction, and

strategies such as multiples of ten to simple multiplication

and division

7

18,24

Topic/Concept c. Problem Solving

35. Organizes elements of sets according to given characteristics (shading, shape, size. use. and number of sides)

3

21

36. Sorts geometric shapes according to same shape, same shape

and size (similar and congruent)

3

21

37. Organizes data into charts and tables and constructs bar

graphs using scales of one. two, five or ten units and

pictographs using scales of one. two. three. four. five or

ten units

11

25.61

38. Interprets data in charts. tables and graphs

12

25

39. Oetenmines probability of a given event through exploration

(equally likely, least likely and most likely)

12

25

40. Uses sensory information to predict measures

8

22

5780c

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA: .Mathematics CThi rd)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

QBE

41. Applies estimation strategies such as front-end estimation

and simple compatible numbers to predict computational

results

8

22

42. Identifies information needed to solve a given problem

11

28

43. Selects appropriate operation (addition. subtraction or

multiplication) for a given problem situation

9

24

44. Employs problem solving strategies (such as draw a picture;

make a chart, graph or table; guess and check; look for a

pattern; choose correct operation)

9.11

24

45. Solves simple problems 5.10

23.26.28

:l'~UC

QUALITY CORE CURRICULUM Page 1 of 4

PROGRAM AREA: Mathematics (Fourth)

OBJECTIVES (State Curriculum)

Topic/Concept A. Concepts

1. Relates models such as base ten blocks to tenths using oral

language first, then fractional and decimal notation

1

20

2. Relates models (including number lines) to who'-. frar~ion~l

and decimal numbers, and estimates the fraction represented

by the shaded portion of an unmarked bar (Fractions have

denominators of 2,3,4,5,6,8 or 10.)

1

20

3. Identifies place value for a given digit in numbers through

99,999

1

20

4. Identifies different names for numbers through 99,999

1

20

5. Compares whole numbers an~ uses models to compare fractions,

to identify equivalent fractions, and to compare decimalS

1

20,21

6. Identifies factors and multiples of a given number, and odd

and even numbers

2

20

7. Rounds two- and three-digit numbers to the nearer ten or hundred 22

8. Determines pairs of numbers or missing element of pair when

given a relation or rule

2

20,21

9. Selects appropriate sYmbol (+, -, x,~, >, <, a) to use in mathematical statements 24

10. Detenaines geometric relations such as parallel,

perpendicular, inside, outside, on, symmetrical, same size,

same shape, same size and shape but different position

3

21

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Oual~ty Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

QUALITY CORE CURRICULUM

PROGRAM AREA: Mathematics (Fourth)

Page 2 of 4

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

aBE

11. MikiS models of plane and solid figures, and through

exploration sorts and classifies these models according to

distinguishing characteristics such as sides, angles, lines

of symmetry, faces, edges (InclUde triangles,

quadrilaterals, circles, cones, cylinders and rectangular

prisms. )

21

12. Uses ordered pairs of numbers to locate points on a grid or map

3

21

13. Selects appropriate customary and metric units of measurement

4

19

length

weight/

capacity

mass

time

temperature

centimeter meter kilometer inch foot yard mile

liter pint quart gallon cup

gram kilogram pound ounce

minute hour day week month year

degree Cels i us Fahrenheit

Topic/Concept B. Process Skills

14. Recalls basic multiplication facts and their related

division facts

1

18

15. Adds and subtracts two- and three-digit whole numbers

1

18

16. Multiplies (up to three- by one-digit or two- by two-digit

numbers) and divides (up to three-digit by one-digit

numbers) initially using manipulatives, and then connecting

manipulations to symbolic procedures

1

18

11. Uses the properties of addition and multiplication

(commutative, associative and identity elements)

1

18

18. Adds and subtracts fractions with like denominators using

models and word names for denominators (e.g., 2 thirds)

1

18

5780c

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Mathematics (Fourth)

08JECTIVES (State Curriculum)

CRT-R

CRT-M

~

19. ~rmines amounts of-money up to $20 and adds and subtracts

money using decimal notation

5.7

18.19

20. Applies mental computation strategies (such as using

counting up and back. compatible numbers. compensation,

multiples of ten and hundred) to addition, subtraction,

multiplication and divi~~~

7

18

21. Measures. using appropriate instruments. length. capacity,

weight/mass. time and temperature (Include measuring to

nearer half inch and nearer centimeter.)

6

19

length

weight/

capacity

mass

time

temperature

centimeter meter inch foot yard

liter pint quart gallon cup

gram kilogram pound ounce

minute hour

degree Celsius Fahrenheit

22. Determines. through concrete experiences. perimeter by

adding lengths of sides. area by counting squares. and

volume by counting cubes

6

19

23. Applies customary and metric units of measurement (see list

in objective 13). including telling time to the minute

6

19

Topi c/Concept C. Problem Solving

24. Uses estimation strategies such as front-end. rounding and

compatible numbers to predict computational results;

predicts measures

8

22.27

25. Organizes data in charts and tables. and constructs bar

graphs or pictographs using appropriate scales of one. two,

three, four. five or ten

11

26.28.61

26. Interprets data from charts, tables and graphs using a

variety of scales

12

25

QUALITY CORE CURRICULUM Page 4 of 4
PROGRAM AREA: Mathematics (Fourth)

OBJECTIVES (State Curriculum)

CRT-R

~

~

27. ~rmines probability of a given event through exploration

(equally likely, least likely, most likely, likely, not

likely)

12

25

28. Selects the appropriate operation for a given problem

situation

9

24,26,27

29. Employs problem-solving strategies (e.g., make a chart,

graph or table; make an organized list; guess and check;

make a simple problem; look for a pattern; draw a picture)

23,24,26,27,28

30. Solves simple problems (including those involving addition,

subtraction, multiplication and division of whole numbers

and money)

10

23,26,27,28

QUALITY CORE CURRICULUM Page 1 of 4
PROGRAM AREA: Mathematics (Fifth)
OBJECTIVES (State Curriculum)
Topic/Concept A. Concepts
1. Relates a fraction to a part of a whole, a part of a set, and a point on a number line; uses models to determine equivalent fractions (Fractions have denominators of 2.3.4 c 6.8.10.16 or 100.)
21
2. Relates decimals (through hundredths) to models using base ten blocks and grid paper
19
3. Identifies different names for numbers including number words (whole numbers, fractions and decimals) and relates models to such numbers
20
4. Identifies place value for whole numbers through million and decimals through hundredths
20
5. Compares and orders whole numbers, fractions and decimals through hundredths
21
6. Rounds whole numbers to nearer ten. hundred or thousand; decimals to the nearer tenth or whole number; and fractions to the nearer whole number
22
7. Detennines which fractions are close to the reference points zero. one half or one 22
8. Expresses an ordered pair of numbers occurring naturally in a problem situation as a ratio
21
9. Identifies factors and multiples for a given number. and even and odd numbers
20
The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear jmmediately below each objective in line with the corresponding column headings.

5780c

QUALITY CORE CURRICULUM Page 2 of4

PROGRAM AREA: Mathematics (Fifth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

10. ~nDineslines of symmetry and identifies geometric

relations (such as parallel. perpendicular. intersecting,

horizontal. vertical. same shape. congruent)

21

11. Makes models of plane and solid figures. and through exploration sorts and classifies "..u': 1Ik. .. _ls according to properties such as sides. angles. vertices. fa~es. edges, lines of symmetry. congruence (Include triangles. quadrilaterals. circles. cones. cylinders. rectangular prisms. pyramids. angles. right angles.)

12. Selects appropriate customary and metric units of measure for length (including perimeter), capacity, weight/mass, time, temperature, area and volume (Include second and mi 11 imet.er.)
19

13. Oetennines amounts of money

14. OetenDines pairs of numbers given a relation or rule and detennines the relation or rule of given pairs of numbers
20

15. Identifies the number that makes a given number sentence true
21

Topic/Concept B. Process Skills

16. Adds, subtracts. multiplies and divides whole numbers (Uses ca1culat.ors for more laborious computations than these: four-digit addition and subt.raction; multiplication and division of three- by two-digit numbers) 18

17. Adds and subtract.s fractions and mixed numbers with like and unlike denominators using models and word names for denominators (e.g., 2 thirds) 18

18. Multiplies simple fractions using models 18

19.- Adds and subtracts decimals t.hrough hundredths using models 18
20. Uses t.he properties of addit.ion and multiplicat.ion 18

:tJtiUC

QUALITY CORE CURRICULUM Page 3 of 4

PROGRAM AREA: Mathematics (Fifth)

OBJECTIVES (State Curriculum)

CRT-R

~

m.

21. Uses mental computation strategies such as counting up

. counting back. compensation. compatible numbers and

multiples of ten. hundred or thousand. with whole numbers.

fractions. decimals and money

1B

22. Uses customary and metric units to measure length. capacity. weight/mass. elapsed time and temperature (Include measuring length to nearer quarter inch and millimeter.)
19
23. Develops procedures to detenmine perimeter. area and volume of various geometric figures through concrete experiences with covering. filling and counting

Topic/Concept C. Problem Solving

24. Uses estimation strategies (such as front-end. clustering. rounding or reference point) to predict computations with
whole numbers. fractions. mixed numbers and decimals 22

25. Distinguishes situations appropriate for and uses mental computation. paper and pencil. or calculator 1B

26. Predicts measures using strategies such as walking off and rough comparison 22

27. Explores what happens when two shapes are combined to form a new shape. when shapes are rotated. and when changes are made in the dimensions or the number of sides of geometric shapes (Appropriate instructional tools include computer.) 21
2B. Collects and organizes data into charts, tables and tallies; determines appropriate scale and constructs bar graphs and pictographs 25

29. Interprets and draws conclusions from charts, tables and graphs 26

30. Uses clustering to explore the concept of the average of a set of data 25

5780c

QUALITY CORE CURRICULUM Page 4 of 4

PROGRAM AREA: Mathematics (Fifth)

08JECTIVES (State Curriculum)

CRT-R

CRT-M

QBE

31. ~rmines probability of a given event through exploration

(more likely, less likely, equally likely, likely, not

likely)

25

32. Selects and uses appropriate strategies for solving problems

(e.g., look for a pattern, guess and check, make an

organized ~;_., 1~ ;t an appropriate operation, simplify

the problem, work backwards)

33. Solves simple problems

:I/I)UC

QUALITY CORE CURRICULUM Page 1 of 4

PROGRAM AREA: Mathematics (Sixth)

OBJECTIVES (State Curriculum)

CRT-R Topic/Concept

~
A. Concepts

1. Relates concrete and pictorial models using the part/whole

relationship to percent and uses different models to relate

fractions. decimals and percents

1

20

2. Expresses quantities that occur naturally in problem situations (such as those representing direction. loss or gain) as integers
20

3. Identifies different names for numbers. including number

words. whole numbers. fractions. decimals and percents

(include fractions to decimals. decimals to percents.

percents to decimals. decimals to fractions and fractions to

fractions). and relates models to such numbers

1

20

4. Identifies place value for whole numbers and decimals through hundred thousandths
20

5. Compares and orders whole numbers. integers. fractions and

decimals

2

20

6. Rounds whole numbers and decimals to nearer hundredth

20

7. Expresses an ordered pair of numbers occurring naturally in a problem situation as a ratio and forms a proportion of two equal ratios
20

8. Recognizes uses of properties of operations with whole

numbers. fractions and decimals. including inverse

operations, identity elements and distributive property

2

18,20

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear innediately below each objective in line with the corresponding column headings. The Mathematics QCC does not directly correlate to the writing (CRT-W) objectives.

5780c
PROGRAM AREA:

QUALITY CORE CURRICULUM Page 2 of 4
Mathematics (Sixth)

OBJECTIVES (state Curriculum)

CRT-R

~

~

9. Identifies factors, the prime factors and multiples of a

given number, and even and odd numbers

2

20

10. Dete~ines pairs of numbers when given relations, determines

relations when given pairs of numbers and locates

corresponding points on a grid or map

2,4

20

11. Identifies geometric relations (parallel, perpendicular,

horizontal, vertical, intersecting, congruent and similar),

lines of symmetry, and explores rotating, sliding and

flipping geometric figures

4

21

12. Explores relationships of parts of geometric regions (e.g.,

face, edge, side, angle, vertex, ray, segment, line, point,

circumference, radius, diameter, diagonal) and contrasts and

classifies simple plane aDd solid figures by their properties

4

21

13. Selects appropriate customary and metric units of measure:

length (including perimeter), area, volume, capacity, time,

temperature, weight/mass, and angle measure (InclUde ton,

fluid ounce, milligram and milliliter.)

3

19

14. Detenmines number that makes a given number sentence true
21

15. Recognizes the power, elegance and economy of mathematical notation through such experiences as attaching mathematical symbols to the concepts they represent and developing simple measurement formulas 23

16. Adds, subtracts, multiplies and divides whole numbers,

fractions (using models to divide simple fractions), and

decimals to hundredths first using models (Uses calculators

to perform laborious computations, such as adding and

subtracting more than four-digit numbers, or multiplying or

dividing more than three- by two-digit numbers.)

2,7

1B

17. Uses properties of addition and multiplication (Include

associative, commutative, distributive, identity elements,

inverses, and properties of zero.)

2

1B

5780c
PROGRAM AREA:

QUALITY CORE CURRICULUM Page 3 of 4
Mathematics (Sixth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

Topic/Concept B. Process Skills

18. Computes percent of a number

7

20

19. Develops efficient procedures for determining .perim,"~",;,

area and volume, and uses those procedures to develop the

fOMmulas in objective 20

6

19,26

20. Applies formulas for area of parallelograms and triangles,

and volume of a rectangular prism

6

19,26

21. Uses customary and metric units to determine length, area,

volume, capacity, weight/mass, elapsed time, temperature,

angle measure and money

7

19,26

22. Converts from one metric unit to another and from one

customary unit to another (length, capacity, weight/mass)

6

19,26

Topic/Concept C. Problem Solving

23. Uses-mental computation strategies such as multiples of ten,

powers of ten, front-end approach, compensation or

compatible numbers

7

19,26

24. Uses estimation strategies (such as front-end estimation,

clustering, rounding or reference point) to predict

computational results and evaluates reasonableness of results

8

22,27

25. Estimates measures using strategies such as walking off,

rough comparison, and reference point for length or

capacity, and evaluates reasonableness of results

8

19,22

26. Distinguishes situations appropriate for and uses

estimation, mental computation, paper and pencil, or

calculator

7

18,24

27. Collects and organizes data, and determines appropriate

method and scale to display data

11

25

)/tsUC

QUALITY CORE CURRICULUM Page 4 of 4

PROGRAM AREA: Mathematics (Sixth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

~

2B. Constructs tallies, tables, charts, pictographs and bar,

circle and simple line graphs

11

25

29. Reads and interprets data in tallies, charts, tables, pictographs and bar, circle and simple line graphs; makes

predictions based on data

12

25

30. Finds median, mean and range of a given set of data and uses these measures to describe the set of data

11,12

25

31. Identifies possible outcomes of a simple experim~nt and predicts or describes probability of a given event

5

25

32. Selects and uses appropriate problem-solving strategies

(e.g., look for a pattern, guess and check, make an .

organized list, select an-appropriate operation, simplify

the problem, work backwards, identify necessary information)

11

9

23,24,27,28,30

33. Solves problems including those involving one or two operations
10

5780c

QUALITY CORE CURRICULUM Page 1 of 4

PROGRAM AREA: Mathematics (Seventh)

OBJECTIVES (State Curriculum)

CRT-R Topic/Concept

~
A. Concepts

1. Explores ratio as a comparison of two quantities, including the ratio pi, and builds proportions 20

2. Identifies different names for numbers including number words (whole numbers, integers, fractions, decimals, ratios and percents) and relates models and real-life uses to such numbers 20

3. Identifies place value for whole numbers and decimals 20

4. Compares and orders whole numbers, integers, fractions, decimals and percents 20
s. Recognizes the power, elegance and econo~ of mathematical
notation using examples such as symbols, formulas and graphs
23

6. Determines the number that makes a given number sentence true
21

7. Identifies factors and multiples, primes and composites and uses divisibility rules for 2, 3, 5 and 10 20

8. Graphs ordered pairs of integers in a four-quadrant coordinate system
21

9. Determines pairs of numbers when given relations, determines a relation when given pairs of numbers and matches a rule with its graphical representation

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Quality 8asic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5819c

QUALITY CORE CURRICULUM Page 2 of 4

PROGRAM AREA: Mathematics (Seventh)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

10. Classifies plane and solid geometric figures (e.g

pentagon.- hexagon. octagon. polygon; prism. pyramid. cone.

cylinder; acute. right. obtuse angles) based on given

necessary and/or sufficient conditions

21

11. Explores symmetry. congruence and similarity through matching (by flipping. rotating or sliding). reducing or enlarging geometric figures 21

12. Selects appropriate customary and metric units of measure: length (including perimeter and circumference). area. volume. capacity. weight/mass. time. temperature and angle measure 19

Topic/Concept

. B. Process Skills

13; Uses models to compute with integers

18

14. Computes with whole numbers. fractions and decimals (Uses calculators for laborious computations.) 18

15. Applies properties of addition and multiplication to facilitate computation. particularly mental computation 18

16. Performs computations mentally using strategies such as multiples of ten. powers of ten. compensation. breaking apart numbers. or compatible numbers 18

17. Solves for the missing tenm in a proportion 21

18. Uses the part/whole relationship of percent to find percent of a number. rate and base

19. Applies developed formulas for area. volume and circumference 19

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QUALITY CORE CURRICULUM Page 3 of 4

PROGRAM AREA: Mathematics (Seventh)

OBJECTIVES (State Curriculum)

CRT-R

~

~

2O:--Uses customary and metric units to determine length. area.

weight/mass. volume. capacity. elapsed time. temperature.

angle measure and money; converts from one metric unit to

another and from one customary unit to another (Include

units of length. capacity. weight/mass. and time.)

19

Topic/Concept

'". r,'OI.. 11 Sol vi ng

21. Estimates results of computation (with whole numbers. integers, fractions. decimals. ratios and percents) using strategies such as rounding, front-end approach. clustering, compensation, reference point and adjusting. and evaluates reasonableness of results
21

22. Distinguishes situations appropriate for and uses estimation. mental computation. paper and pencil. or
calculator 24

23. Estimates measures using strategies such as comparison or reference point for length. capacity. weight or temperature; evaluates reasonableness of results and recognizes possible error in measurement
22

24. Collects and organizes data, determines appropriate method and scale to display data and constructs frequency distributions. bar graphs. line graphs, circle graphs, tables, charts 25

25. Reads and interprets data in frequency distributions, diagrams, charts, tables and graphs, and makes predictions based on this data 25

26. Finds mean, median, mode and range of a given set of data and describes the set of data using these measures 25

21. Identifies all possible outcomes of a simple experiment or simulation, or of a given sample space, and determines the probability of a given independent event expressed as a rational number from 0 through 1 25

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QUALITY CORE CURRICULUM Page 4 of 4

PROGRAH AREA: Mathematics (Seventh)

~JECTIVES (State Curriculum)

CRT-R

CRT-M

ill.

28. Selects situations where proportion is appropriate and uses

proportion to represent constant rate

20

29. Translates a given situation into a mathematical sentence 23

30. Selects and uses appropriate problem-solving .strategies (e.g., look for a pattern, guess and check, simplify the problem, identify necessary information, work backwards, draw a diagram or picture, write a mathematical sentence,
use proportional reasoning) 23,24,26,27,28,30

31. Solves multistep problems 23

5780c

QUALITY CORE CURRICULUM

PROGRAM AREA: Mathematics (Eighth)

Page 1 of 4

OBJECTIVES (State Curriculum)

Topic/Concept A. Concepts

1. Translates different names for numbers (whole numbers,

integers. fractions, decimals. ratios and percents) and

relates models and real-life uses to these numbers

1

20

2. Identifies the use of variable as a place holder in a

sentence

4

21

3. Appreciates the power, elegance and economy of ~thematical notation in uses such as symbols, formulas, graphs and variables
23

4. Identifies place value for whole numbers and decimals .
20

5. Compares and orders whole numbers, integers. fractions,

decimals and percents

2

20

6. Identifies powers of numbers. absolute value, square root,

and numbers in scientific notation (use of calculators

appropriate)

4

20

7. Identifies and uses properties of operations and

characteristics of numbers (e.g . divisibility, factors,

prime factors, greatest common factor. lowest common

multiple. multiples, inverses)

2

20

8. Classifies plane and solid geometric figures (e.g quadrilateral. trapezoid. parallelogram. rectangle. rhombus, square; equilateral. isosceles. scalene or right triangles) based on given necessary and/or sufficient conditions
21

9. Detenmines relation of ordered pairs and represents the

relation grap~ical1y on a four-quadrant coordinate system

. 2.4

21

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R) and mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (08) have been correlated with the Ouality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings. The Mathematics QCC does not directly correlate to the writing (CR1-W) objectives.

5780c .

QUALITY CORE CURRICULUM Page 20f 4

PROGRAM AREA: Mathematics (Eighth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

OBE

l0:-:5elects customary and-metric units of measure (length, area,

volume, capacity, weight/mass, time, temperature, angle

measure)

3

19

11. Explores relation~~~-- ~f 1Angth, area and volume by investigating effects of cnanging dimensions of geometric figures 19,21

12. Detenmines the number that makes a given number sentence true using the properties of equations 21

Topic/Concept 8. Process Skills

13. Computes with whole numbers, integers, fractions, decimals

and percents (Uses calcul~tors to perform laborious .

computations. )

6

19

14. Sets up a proportion and solves for missing term in a

proportion

7

20,21

15. Performs computations mentally using strategies such as

multiples and powers of ten, compensation, compatible

numbers, breaking apart numbers

6

18

16. Writes a given positive integer as the product of a unique set of prime factors (The Fundamental Theorem of Arithmetic) 20

17. Applies formulas, including Pythagorean Theorem and surface

area formulas

7

19

18. Uses customary and metric units to determine length, area,

weight/mass, volume, capacity, elapsed time, temperature,

angle measure, money; converts from one metric unit to

another and from one customary unit to another (length,

capacity, weight/mass, time); determines greatest possible

error in measurement

7

19

5780c

QUALITY CORE CURRICULUM Page 3 of 4

. PROGRAM AREA: Mathematics (Eighth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

Topic/Concept C. Problem Solving

19. Estimates results of computations (with whole numbers,

integers, fractions, decimals, ratios and percent) using

strategies, such as rounding, clustering, compensation,

compatible numbers, adjusting and reference point, and

evaluates the reasonableness of results

12

22

20. Distinguishes situations appropriate for and uses

estimation, mental computation, paper and pencil, or

calculator

6,8

24

21. Estimates measures using strategies such as comparison and reference point, evaluates the reasonableness of results and recognizes possible error in measurement
19,22

22. Collects data, determines appropriate method and scale for

displaying data, and constructs frequency distributions,

tables, charts, diagrams and bar, line and circle graphs

10

25

23. Reads and interprets data presented in tables, charts,

graphs and diagrams, and makes predictions based on the data

3

11

25

24. Finds mean, median, mode and range of a given set of data

and uses these measures to make predictions

11

25

25. Detenmines the probability of the occurrence of an event

from a given sample space, determines the experimental

probability of an event by direct experiment or simulation,

and compares these probabilities

5

25

26. Selects and uses appropriate strategies for solving problems

(e.g., look for a pattern, make an organized list or

diagram, guess and check, identify necessary information,

simplify the problem, work backwards, use logical and

proportional reasoning)

9,10,11

8,9

23,22,27,28,30

)/dUC

QUALITY CORE CURRICULUM Page 4 of 4

PROGRAM AREA: Mathematics (Eighth)

OBJECTIVES (State Curriculum)

CRT-R

CRT-M

m

2~ranslates a given situation into a mathematical sentence

and finds solution

9

23,26,28,30

28. Solves problems involving ratio, proportion and percent

9

20,21

29. Solves multistep problems

9

23

30. Applies geometric properties to geometric figures in order

to draw conclusions regarding standard regions and shapes,

including transfonmations, similarity, angle measure and

number of sides, sYmmetry, congruence and the Pythagorean

relationship

4,7

21,23,26,27,28,30

5797

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Page 1 of 5

PROGRAM AREA: ,General Mathematics I (9-12)

6eneral/Vocat10nal

OBJECTIVES (State Curriculum)

General Mathematics I, II and III emphasize real-life and real-world problem solving. Practical skills, such as estimating in both computation and measurement; mentally computing results; and selecting and using appropriate aids such as calculators, computers, paper-and-pencil techniques or mental computation, are stressed throughout these courses. This approach was chosen for three important reasons: students must have this level of understanding of mathematics to function effectively in this society; many students must see mathematics applied to appreciate fully its importance; and many students are unable to apply mathematics concepts and skills without extensive instruction and experience in this transfer
process itself.

Some repetition of objectives from General Mathematics I to General Mathematics II occurs. Some objectives in Mathematics I are extended and applied differently in General Mathematics II. Many ninth grade students may be appropriately placed in General Mathematics II. This repetition and/or extension of objectives occurs to ensure that students completing General Mathematics II successfully will have mastered aJl these objectives and will be adequately prepared to continue the study of mathematics. General
Mathematics III emphasizes the complex process of applying mathematical skills and concepts in problem solving. Special emphasis is placed on identifying, formulating and solving practical
problems drawn from consumer, career or leisure applications of
mathematics.

General Mathematics I places primary emphasis on real-life applications of number and number operations to topics such as
measurement; estimation; and uses of ratio. proportion and percent. Secondary emphasis is placed on geometry and simple probability and statistical concepts. General Mathematics II places primary emphasis .on applications of estimation, geometry. probability and statistics. Secondary emphasis is placed on measurement and basic algebraic concepts and skills.

General Mathematics III places primary emphasis on problem solVing as a process. This process approach to identifying. fonmulating and solving problems involves higher level thinking skills of analysis, synthesis and evaluation applied to real-life
situations. The purpose of General Mathematics III is to model the application of mathematics and to give students experience and Success in applying mathematics in problem-solving situations. not to teach every application possible or even desirable.

5797

QUALITY CORE CURRICULUM

Page 2 of 5

PROGRAM AREA: ,General Mathematics I (9-12)

6eneral/vocat10nal

OBJECTIVES (State Curriculum)

Hence, applications must be chosen carefully, using criteria such as student interest and the usefulness of an application in modeling, as well as its usefulness in real life now (and estimated usefulness in ~he future). Practical problem solving is the focus of all ~hree courses; the nature and complexity of the problems fonmu1ated and solved increases from General Mathematics I to III. Mathematics concepts and skills are always taught through and with real-life applications to interest students in learning and applying
mathematics. The power of calculators and computers is used to help students learn math concepts and skills, and ~o help students select and use appropriate tools in solving problems.

Topic/Concept A. Problem Solving/Reasoning/Estimation' *
1. Solves problems (including selecting appropriate approaches and tools and judging reasonableness of results), reasons and es~imates throughout mathematics 6,10,11,12 22,23,24,26, 27,28,30
2. Relates concepts and skill ~o real-life and real~or1d applica~ions, using tools such as calculators and computers
Topics should be reordered where appropriate so that real-life applications and concepts being applied are taught together. to provide students with greater understanding of mathematics and motivation for learning mathematics. (For example, measurement, number and operations may be effectively combined. Geometry occurs early in this sequence because many students enjoy and are successful in learning this topic.)
24,31,32
* These objectives should be stressed throughout General
Mathematics I.
TopiC/Concept 8. Number 3. Recognizes the many differen~ uses of numbers: names, counts. measures. codes, locators (such as telephone, house, bank. credit card, social security numbers, pricing codes or zip codes) 20
The Basic Skills Test objectives for writing (BST-W), rea~ing (BST-R) and ma~hematics (BST-M) and ~he 16 Quality Basic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objec~ives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797 QUALITY CORE 5
Mathematics I

OBJECTIVES (State Curriculum)

BST-W

eST-R

eST-H

OBE

~ecognizes the need for different sets of numbers, such as

counting numbers, rational numbers, negative numbers and

percents, and associates these different sets of numbers

with physical world situations

20

5. Interprets formulas as ways of expressing numeric relationships

6. Determines situations appropriate for the use of exact or approximate numbers

7. Uses place value to name whole and decimal numbers and to recognize numeric magnitude

8. Translates whole numbers, fractions, decimals and percents into equivalent and appropriate approximate fonms
1

9. Compares and orders whole-numbers, fractions, decimals, percents
2

10. Rounds whole and decimal numbers to an indicated place value and rounds fractions to the nearest whole number 10

Topic/Concept C. Geometry

11. Identifies and differentiates among common geometric plane

and solid figures (includes lines, line segments, polygons,

angles, circles and their parts, solids)

4

21

12. Identifies and differentiates relations such as parallel and

perpendicular, vertical and horizontal, opposite and

adjacent among common geometric plane and solid figures such

as angles and sides of polygons

5

21

13. Differentiates among perimeter, area and volume; recognizes

the relations between square regions or numbers and area,

and cubic spaces or numbers and volume

3

19,21

5797

QUALITY CORE CURRICULUM

Page 4 of 5

PROGRAM AREA: General Mathematics I (9-12)

General/vocational

OBJECTIVES (State Curriculum)

BST-W

~

Topic/Concept D. Number Operations

14. Associat~s arithmetic operations and their properties with

physical world and problem-solving situations, such as

addition with putting together and shifting; subtraction

with taking apart, comparison. shifting; multiplication with

putting together equal-sized sets, ratio com~5-;so~~.

identifying factors of products

11

23,26,27

15. Uses estimation strategies such as rounding, front-end

estimation. clustering, grouping, adjusting, compensation

and reference point to predict computational results

10

22

16. Uses mental arithmetic strategies to solve simple

computations

.

17. Selects and uses appropriate and efficient methods of

computing (such as mental computation, calculator. computer)

with decimals, fractions and percent

7

18,24.31

18. Uses estimation and approximation to check the

reasonableness of computational results

10

22

19. Selects and uses appropriate approaches and tools in solving

problems involving number and number operations (includes

approaches such as drawing diagrams, making an easier

problem. estimating, deciding whether there is too little or

too much information given; includes tools such as

calculators, computers and mental computation)

9,10,11

11,12

24,26,27.28,30

20. Evaluates the reasonableness of results obtained in solving problems 10
Topic/Concept E. Measurement 21. Uses nonstandard units of measure to illustrate length, area. volume/capacity and weight/mass

22. Selects appropriate units to measure length, area.

volume/capacity. weight/mass. time. temperature in both

customary and metric systems

3

19

23. Estimates measure in both customary and metric systems

10

19,22

24. Selects appropriate measuring instruments and measures

accurately length. weight/mass. capacity and temperature

9

19

5797

QUALITY CORE CURRICULUM

Page 5 of 5

PROGRAM AREA:.General Mathematics I (9-12)

6eneral/Vocatl0nal

OBJECTIVES (State Curriculum)

SST-W

SST-R

SST-H

gg

25. Changes from one unit of measurement to another within the

same measurement system

9

19

26. Finds the perimeter and area of triangles and rectangles,

including squares; the circumference and area of circles;

and volume and surface area of cubes and other rectangular

prisms

9

19

27. Estimates and solves problems involving measurement 9,10,12 19,22,23.24, 26,27.28.30

Topic/Concept F. Probability and Statistics

28. Dete~ines the probability of a given event through

experiments using aids such as spinners. dice. coins. cards

14

25

29. Collects and organizes info~tion or data by classifying or

identifying pattern. and organizes data into tables. charts,

graphs

13

25.61

30. Reads and interprets tables. charts. graphs and diagrams

such as circle. bar, picture. broken line and multiple line

graphs

14

25.61

31. Dete~ines the mean. median. mode and range of data and uses

these measures to describe the set of data

14

25

Topic/Concept 6. Ratio. Proportion and Percent 32. Identifies ratios. proportions and percents. particularly those appearing in real-life and problem-solving situations 20

33. Solves proportions 20

34. Uses proportion to find a percent of a number. a percent.

and a number when a percent of it is known

7

20

35. Uses proportions to solve simple problems such as those

involving rate and percent and selects appropriate tools and

techniques to do this

6.12

20.22.23.24.

26.27.28.30

5797

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: General Mathematics II (9-12)

General/vocational

OBJECTIVES (State Curriculum)

Topic/Concept A. Problem Solving/Reasoning/Eestimation** 1. Solves problems (including selecting appropriate approaches and tools and judging reasonableness of results), reasons and estimates throughout mathematics ~.~O,ll,12 22,23,24,26,
27,28,30

2. Relates concepts and skills to real-life and real-world applications, using tools such as calculators and computers

Topics should be reordered where appropriate so that real-life applications and concepts being applied are taught together, to provide students with greater understanding of
mathematics and motivation for learning mathematics. (For example, measurement, number, and operations may be effectively taught by using problems taken from career,
. consumer, and leisure applications.)
** These objectives should be stressed throughout General
Mathematics II.

Topic/Concept B. Humber and Computation
* 3. Recognizes and differentiates different uses of numbers,
such as names, counts, measures, scales, codes, locators

4. Expresses numbers in equivalent and approximate forms and

orders these forms using appropriate tools such as

calculators (includes fractions, decimals, percent;

scientific notation; square and cube roots and second and

third powers of whole numbers; approximations of fractions,

decimals and percents)

1,2

22

* 5. Associates arithmetic operations and their properties with
real-world situations

* 6. Uses estimation strategies such as rounding, front-end

estimation, clustering, grouping, adjusting, compensation

and reference point to predict computational results

10

22

* These objectives from General Mathematics I should be reviewed

here as necessary.

The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education
Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797

QUALITY CORE CURRICULUM

Page 2 of 4

Mathematics II 9-12

OBJECTIVES (State Curriculum)

8ST-W

SST-R

SST-M

~

7. Selects and uses appropriate and efficient methods of

computing with decimals, fractions, integers and percent,

and of solving proportions (includes mental computation,

calculator, computer)

6,7

18,20,24,31

8. Uses estimation and approximation to check the

reasonableness of computational results

10

22

9. Determines amounts of money including price amounts, amounts

of change, discounts, sales prices, sales tax, interest and

best buy

6,8

23,24,26,27,

28,29,30,22

10. Selects and uses problem-solving strategies and

computational tools (mental computation, calculator,

estimation, paper and pencil) to solve simple problems

involving career, consumer and leisure applications, and

evaluates reasonableness of results

9,10,11

6,8,12

23,24,26,27,

28,29,30,22

Topic/Concept C. Probability and Statistics 11. Determines sample spaces and constructs and uses tree diagrams in finding probabilities

12. Uses probabilities correctly to predict outcomes of given

events. determines the probability of an event through

experiments, and differentiates odds from probability

14

25

13.
* 14.

Collects (through surveys and experiments) and organizes

data into tables, charts, graphs and diagrams

13

25.61

Reads and interprets tables. charts. graphs and diagrams

14

25.61

* 15. Determines mean. median. mode and range of data and uses

these measures to describe the set of data

14

25

16. Identifies certain standard frequency distribution such as normal. bimodal, skewed
25
* These objectives from General Mathematics I should be reviewed
here as necessary.

5797 QUALITY CORE CURRICULUM Page 3 of 4
Mathematics II 9-12

OBJECTIVES (State Curriculum)

BST-W

BST-R

eST-H

!2I

l~dentifies misuses of statistical techniques (includes

mislabeling graphs. confusing correlation and causality,

using poor sampling techniques)

30.61

18. -.;. -: '~s ':l1lple statistical techniques to problem-solving situations
22.23.24.26, 27,2B.30,61

Topic/Concept D. Geometry

19. Identifies and differentiates between similar and congruent

figures and identifies figures that have been transformed by

rotation, reflection and translation

5

21

20. Uses proportions to find missing lengths of sides of similar

figures and to enlarge or reduce figures

6

20

21. Solves problems involving similar figures and scale drawings

6

20

22. Graphs points in the coordinate plane; identifies the

coordinates; and uses concept of coordinates in problem

situations, as in reading maps

4

21

23. Finds the perimeter and area of plane figures (such as

polygons, circles. composite figures) and surface area and

volume of simple solids (such as rectangular prisms.

pyramids, cylinders, cones, spheres)

9

19

24. Recognizes relations among common geometric figures

(inclUdes points, planes. angles and lines)

5

21

25. Draws and measures angles; determines the number of degrees

in the interior angles of geometric figures such as right

and straight angles, circles, triangles. quadrilaterals; and

classifies angles (right, acute, obtuse. complementary.

supplementary) and triangles (right. acute. obtuse. scalene,

isosceles, equilateral)

5

21

QUALITY CORE CURRICULUM Page 4 of 4
PROGRAM AREA: General Mathematics II (9-l2) General/vocational

OBJECTIVES (State Curriculum)

eST-w

BST-R

eST-M

QBE

26. Uses the Pythagorean Theorem to solve problems (includes

selecting appropriate tools such as a calculator)

23.24.26.21.

28.30.22

21. Simplifies expressions with and without groupinQ ~ymbols 21

28. Evaluates simple algebraic expressions 21

29. Translates words into simple algebraic expressions and equations 21

30. Substitutes known values in formulas and solves problems

with formulas

6

23.24.26.21.

28.30.22

31 Solves simple equations. including addition. subtraction. multiplication. division. proportions and two-step equations 21

Topic/Concept F. Measurement

* 32. Estimates measures in both customary and metric systems

10

22.19

33. Applies customary or metric units of measure to determine

length. area. volume/capacity. weight/mass. time and

temperature (includes evaluating reasonableness and

precision of results and reading different scales)

9.10

19.22

* 34.

Estimates and solves problems involving measurement. including selecting appropriate tools such as calculator or mental computation
9.10.12 19.23,24.26. 21,28.30,22

* These objectives from General Mathematics I should be reviewed
here as necessary.

5797 QUALITY CORE CURRICULUM Page 1 of 5
Mathematics III 9-12
OBJECTIVES (State Curriculum)
The primary emphasis in General Mathematics III is developing problem-solving skills by viewing problem solving as a process. as described in objective 8 below. Other objectives necessary to the process approach to problem solving appear in objectives 1-7. Each unit in this course should begin with a problem-solving situation. carefully chosen (from consumer. career or leisure applications of mathematics) on the basis of its usefulness in modeling the process of problem solving in real-life situations and of its interest to students. These problem-solving units should apply and. if possible. extend, the list of other essential math concepts and skills described in objectives 10-30. The objectives applied in each unit should be specified.
Problem-solving situations in the real world tend to be somewhat nebulous. Mathematics enters the picture as a problem is identified and defined from the real-world situation. Sometimes the problem must be simplified or modified to describe the problem mathematically (model the problem). The mathematical model is then analyzed and solved. The solutions obtained are then interpreted in tenms of the original real-world~ituation. to be sure that these solutions are reasonable and valid. Because of the complexity of this process. care must be taken to construct lessons that provide students with enough structure to progress in skill without becoming so rigid that problem solving becomes merely a series of written word problems or' worksheets. In this course. books become reference books instead of textbooks.
How students are taught is at least as important as the specific applications taught in this course. Appropriate instructional strategies include cooperative learning; problem solving in pairs or teams; class discussions in which students evolve. explain and evaluate solutions; and direct teaching of large groups of students involving thorough and careful lesson presentation. Access to a mathematics laboratory is extremely helpful in many applications. Calculators (and computers when appropriate) should be used throughout this course.
The list of problem-solving situations suitable for use here is extensive. Some examples follow: getting a job (why. what. and how). planning a budget (spending and saving). getting to school or work. spending money (furnishing a room on a budget. buying a wardrobe. etc.), buying a car (public transportation vs. a car. new vs. old. etc.). designing a print for a fabric. designing a musical instrument. posing a Question and collecting and analyzing data necessary to answer the Question. designing or evaluating games of chance. scheduling a tournament for sports teams, predicting which team will win. designing a house, designing a personal physical fitness progra~ that includes nutrition and exercise.
L

5797

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Page 2 of 5

PROGRAM AREA: General Mathematics III (9-12)

General/Vocational

OBJECTIVES (State Curriculum)

Problem solving viewed as a process takes time and requires a mind-set that tolerates, understands and deals effectively with open-endedness in mathematics, expecting and rewarding many possible solutions. This course requires active and thoughtful participation of students, and considerable skill in classroom management on the
teacher'S part.

BST-W

Topic/concept A. Problem Solving/Reasoning/Estimation

1. Recognizes a problem-solving situation as opposed to a

situation which requires immediate use of a known fact or

algorithm

12

26

2. Identifies extra or needed information in problem-solving

situations

11

12

2B

3. Uses specific problem-solving strategies such as

guess-and-eheck techniques; drawing a diagram or building

models or representations; using tables, charts, graphs;

working backwards; using problem reduction (converting to an

easier related problem); using inductive reasoning

(including finding patterns); using deductive reasoning

9, 10

11 , 12

24

4. Selects an appropriate problem-solving strategy to solve a

problem

11

24

The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST--M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective 1n line ~ith the corresponding column headings.

5797 QUALITY CORE CURRICULUM Page 3 of 5
Mathematics III 9-12

OBJECTIVES (State Curriculum)

BST-W

BST-R

~

m

s:-;$elects and uses appropriate tools in problem solving, such

as calculators, mental computation, computers,

paper-and~penc11 techniques

24

6. Solves nonroutine problems and sets of problems requiring a variety of strategies 24

7. Makes estimates and approximations and judges the

reasonableness of results

10

22

8. Recognizes and applies the problem-solving process by (a) identifying and formulating problems (b) proposing and evaluating information needed to solve a problem (c) reaching a valid and supportable conclusion
26,27,28,30,22

9. Applies the problem solving process to problems that involve the application of a variety of mathematical concepts and skills, problems taken from consumer, career and leisure applications of mathematics 26,27,28,30.32
Topic/Concept 8. Other Essential Mathematics Objectives 10. Recognizes and differentiates many different uses of number

11. Associates arithmetic operations and properties with real~orld situations 11

12. Expresses and orders real numbers in equivalent and approximate forms, using calculators when appropriate 1,2

13. Uses mental arithmetic strategies to solve simple calculations

14. Uses strategies to estimate results of computation with

whole numbers, fractions, decimals, percent and integers;

uses estimation to check the reasonableness of computational

results

10

22

5797
6eneral/Vocat10nal

QUALITY CORE CURRICULUM Page 4 of 5
(9-12)

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

QI

ls:--5elects and uses appropriate and efficient methods of

computing with whole numbers, decimal, fractions, integers

and percent, and of solving proportions (includes mental

computation, calculator, computer, paper-and-pencil

techniques)

7

1B.24

16. Recognizes and names. and identifies and applies properties

of, common geometric figures and shapes

4,5

21

17. Recognizes and applies relations (including congruent.

similar, parallel, perpendicular. symmetric) among common

geometric figures. including relations involving reflection.

translation and rotation in the coordinate plane; and

relations involving sides of a right triangle (simple

trigonometric ratios)

5

21

18. Estimates measures and uses measuring instruments (customary

and metric) to find length, weight/mass. capacity,

temperature and angle measure

9.10

19.22

19. Finds perimeter and area of geometric figures (including

circles and composite figures)

9

19

20. Finds surface area and volume of common geometric solids (inclUding composite solids)

9

19

21. Uses concepts of significant digits and precision in measurement and computation, including computation with calculators
19.22

22. Applies the Pythagorean Theorem

23. Collects and organizes data into tables, charts, scatter

plots, frequency distributions, graphs. and diagrams; reads

and interprets such data displays; and presents data in a

clear form to others

13,14

25

24. Uses probabilities correctly to predict outcome of given

events

14

25

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Mathematics III 9-12

OBJECTIVES (State Curriculum)

eST-w

~

BST-M

Qg

25:---Oete~ines mean, median, mode, range and standard deviation

of data and uses these measures to describe the set of data

14

25

26. Applies simple statistical techniques correctly and identifies misuses of these techniques 25

27. Uses variables and language of algebra to (a) translate between words and simple algebraic expressions and equations (b) simplify simple algebraic expressions (c) evaluate simple algebraic expressions (d) graph linear equations and explore concept of slope 21

28. Uses and evaluates fonmu1as

6

25

29. Solves simple equations 25

30. Dete~ines valid arguments by identifying what is necessary and sufficient in an argument, and by recognizing and explaining flaws in invalid arguments 29,30

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OBJECTIVES (State Curriculum)

Algebra I is the beginning course in the high school college preparatory sequence for mathematics for most students. As a gateway course. Algebra I provides students with the tools to deal with quantitative aspects of their environment. Throughout this course. algebraic concepts and skills must be applied to solving
problems. Problem solving must involve selecting appropriate approaches and tools such as calculators and computers. estimating and judging the reasonableness of results. and relating concepts to each other and to appropriate real~orld applications. The fundamental idea of algebra. variable. is explored in theory and application. Generalizations of number lead to successively inclusive number systems. which themselves possess fundamental properties. Algebra and geometry merge in the visual expression of algebraic concepts in graphing. The conceptual base for dealing with polynomials and other rational expressions. and with radical expressions. is carefully developed. Linear equations and inequalities are studied extensively. Algebra I culminates with the study of radical expressions. and their applications to the solution of quadratic equations using the quadratic fonnula and to prob.lems involving the Pythagorean Theorem.

If Algebra I is taught in the middle school. appropriate evaluation of prospective students must be conducted to ensure that these students are ready for and likely to be successful in
Algebra 1.

BST-W

Topic/Concept A. Problem Solving/Reasoning 1. Solves problems involving selecting appropriate approaches and tools. estimating and judging the reasonableness of results throughout elementary algebra 22.23.24,26. 27,28,30

2. Solves problems that relate concepts to other concepts and to real-world applications, using tools such as calculators and computers
24.31.32

Topic/Concept B. Language of Algebra: Numbers and Variables

3. Simplifies numerical expressions with or without grouping

symbols

7

21

The Basic Sid ns Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curri"culum objecti ves. The correlations appear inmediately below each objective in line with the corresponding column headings.

5797
QUALITY CORE CURRICULUM Page 2 of 4
PROGRAM AREA: Algebra I (9-12) College Preparatory/Vocational

OBJECTIVES (State Curriculum)

BST-w

eST-R

BST-M

OBE

~va1uates simple algebraic expressions and formulas

6

21

5. Translates words into algebraic expressions and equations 21

6. Represents problem situations by algebraic expressions and equations 21

Topic/Concept C. Real Number System 7. Identifies subsets of the real numbers, such as whole numbers. integers, rational and irrational numbers

8. Graphs real numbers on a number line

9. Adds. subtracts. multiplies and divides integers and other rational numbers, and finds their absolute value

10. Identifies and applies properties of the real number system, including simplifying numerical and algebraic expressions, and determining equivalent expressions
7

Topic/Concept D. Solving Equations 11. Solves linear equations by using a variety of methods

12. Solves problems involving linear equations 22.23,24.26.21, 2B.30

Topic/Concept E. Polynomials 13. Identifies polynomial expressions

14. Adds and subtracts polynomials

15. Uses laws of exponents necessary to perform polynomial operations

16. Multiplies polynomials (two monomials. a monomial and a polynomial. two binomials, two polynomials)

11. Finds powers and quotients of monomials

Topic/Concept F. Factorization 18. Factors composite whole numbers

QUALITY CORE CURRICULUM Page 3 of 4
PROGRAM AREA: Al ebra I 9-12 o ege PreparatorylVocatlona

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

2I

19:--Finds monomial factors of polynomials and divides a

polynomial by a monomial

20. Factors simple quadratic expressions such as x2 + bx + c. x2 + bx. and x2 - d2 by looking at patterns

Topic/Concept G. Linear Equations in Two Variables.

21. Graphs points (ordered pairs of numbers) in the coordinate

plane and identifies the coordinates of given points in the

plane

4

21

22. Identifies the slope and intercepts of a linear equation

23. Sketches the graph of a linear equation in two variables given appropriate information. such as slope. x-intercept. y-intercept, two points and so forth

24. Graphs linear equations fn two variables and identifies graphs of lines, including special cases such as vertical. horizontal, parallel and perpendicular lines

25. Writes the equation of a line given appropriate information such as slope, intercept and so forth

26. Solves a system of two linear equations in two variables by a variety of methods including graphing

27. Solves problems using systems of such equations 23,24.26,27, 28,30.22

Topic/Concept H. Linear Inequalities 28. Solves linear inequalities in one variable and graphs the solution set on the number line

29. Graphs linear inequalities in two variables

30. Solves problems involving such inequalities 23,24,25.27, 28,30,22

Topic/Concept I. Rational Expressions (Algebraic Fractions) 31. Recognizes and simplifies simple algebraic fractions

32. Multiplies, divides, adds and subtracts simple algebraic fractions of form ax + b cx + d

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PROGRAM AREA: Al ebra I 9-12

o ege Preparatory/Vocatlona

OBJECTIVES (State Curriculum)

SST-W

BST-R

SST-M

OBE

33. Solves simple rational equations. including fractional

equations and equations with fractional coefficients

34. Solves problems involving ratios. proportions and percents

6.7

20,21.22.23,24,

26,27,28,30

Topic/Concept J. Rational and Irrational Numbers and Radical Expressions
35. Expresses rational numbers as decimals or fractions, and expresses terminating or repeating decimals as fractions
1

36. Finds the square roots of rational numbers and decimal approximations of irrational numbers. by simplifying radicals and by using a calculator
22

37. Simplifies, multiplies. divides, adds and subtracts square root radicals

38. Applies the Pythagorean Theorem and its converse

39. Solves simple radical equations

40. Solves problems involving simple radical equations 23,24.26,27,
28,30.22

41. Solves quadratic equations using a variety of methods inclUding the quadratic formula, calculator and computer

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PROGRAM AREA: Calculus

allege Preparatory

OBJECTIVES (State Curriculum)

The objectives for Calculus follow the AS syilabus developed by the College Board. for the Advanced Placement (AP) Calculus Examinations. BQth the Mathematical Association of America and the National Council of Teachers of Mathematics recommend that the calculus course offered in the 12th grade be treated as a college-level course and follow four years of strong mathematical preparation, beginning with Algebra I. If advanced placement is to be awarded for Calculus, current specific objectives developed by the College Board should be used. These objectives change periodically.

BST-N

Topic/Concept A. Problem Solving/Reasoning/Estimation 1. Solves problems (including selecting appropriate approaches and tools and judging the reasonableness of results) throughout calculus 22,23,24,26, 27,28,30

2. Relates concepts to real-world applications and to other concepts. using tools such as calculators and computers 24,31,32

Topic/Concept .B. Functions 3. Defines. identifies and applies concepts of function and relation with respect to domain, range, intercepts, sYmmetry asymptotes, zeros, odd, even

4. Applies the algebra of functions by finding sum, product, quotient. composition and inverse, where they exist

5. Identifies and applies properties of algebraic, trigonometric, exponential and logarithmic functions. Includes the following: polynomial (existence, number and location of zeros), trigonometric (fundamental identities, addition formulas, graphs, amplitude, periodicity), exponential and logarithmic (properties, graphs. inverse, the number e as a limit), absolute value (f(lxl), If(x)l)

The Basic Skills Test objectives for writing (BST-N), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

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PROGRAM AREA: Calculus

o ege Preparatory

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

OBE

~valuates limit~functions and applies properties of

limits

7. Indicates where a function is continuous and where it is discontinuous

Topic/Concept C. Derivatives B. Defines the derivative of a function in various ways (e.g as the slope of the tangent line. rate of change of the function, and instantaneous velocity)

9. Differentiates algebraic. trigonometric. exponential and logarithmic functions

10. Differentiates the sum. product and quotient (including tan x and cot x) of functions

11. Differentiates a composite function using the chain rule. including differentiating a rational power of a function

12. Differentiates an implicitly defined function

13. Differentiates the inverse of a function, including inverse trigonometric functions

14. Finds successive derivatives of functions

15. States and applies Rolle's Theorem and the Mean Value Theorem

16. Relates differentiability and continuity (that differentiablility implies continuity)

17. Uses L'Hopital's Rule (quotient indeterminant fOMms)

Topic/Concept D. Applications of the Derivative lB. Applies the derivative to finding slope and to finding tangent and normal lines to a curve

19. Uses derivatives to sketch graphs by showing functions increasing or decreasing. finding relative and absolute maximum and minimum points, showing concavity and finding points of inflection; includes such functions as e -x. e -x sin x, If(x)l. and f(lxl)

20. Applies extreme value to problem situations 22.23,24,26, 27,28.30

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PROGRAM AREA: Calculus (9-12)

College Preparatory

QBJECTIVES (State Curriculum)

BST-W

ill.:!

BST-M

l2B1

21. Applies definition of derivative to problem situations

involving speed, velocity and acceleration, and involving

average, instantaneous or related rates of change

22,23,24,26,

27,28,30

Topic/Concept E. Integrals 22. Defines the antiderivative and applies its properties

2~. Applies the antiderivative to problems 'such as those involving distance and velocity from acceleration with initial conditions, and growth and decay 22,23,24,26, 27,28,30

24. Relates the definite integral to the concept of the area under a curve

25. Approximates areas by using inscribed and circumscribed rectangles and other appropriate methods; includes using calculators and computers 22,24

26. Calculates areas by evaluating sums using sigma notation

27. Defines and applies the properties of the definite integral

28. Identifies and uses the Fundamental Theorem of Calculus in evaluating definite integrals

29. Integrates by substitution, by using identities, by changing variables and by parts

Topic/Concept F. Application of the Integral 30. Applies the integral to the average or mean value of a function on an interval

31. Finds the area between curves using integration fonmulas

32. Finds the volume of a solid of revolution

33. Interprets ln x as the area under the curve of f(x)-l/x

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PROGRAM AREA: Geometry or Informal Geometry (9-12)

College Preparatory/Vocational

OBJECTIVES (State Curriculum)

Geometry provides students with a way to link their perceptions of the real world with the mathematics that allows them to solve a variety of problems they will encounter not only in other disciplines but also in their lives. Geometry gives students a visual way to conceptualize or organize certain aspects of their environment, whereas algebra provides the tools for dealing with the quantitative aspects of their environment. GA~~'.~~ ~h~ul~ provide students with visual and concrete representations that help them gain insight into important areas of mathematics and their applications in the real world. The use of such tools as compass. straightedge, tracing and dot paper, mira. geoboard. calculator and computer is strongly recommended and encouraged for all geometry
courses.

High school geometry must extend beyond the traditional treatment of geometry as a deductive system and provide students with a broad view of geometry and its applications. including algebraic techniques associated with coordinates and transformations that reinforce important geometric concepts such as congruence. similarity, parallelism. sYmmetry ~nd perpendicularity. Thus, the integration of algebraic ~kills and concepts to solve geometric problems should be stressed throughout the course.

This outline details objectives for two courses: Geometry and Informal Geometry. Informal Geometry is a college preparatory
course encompassing the same basic topics as Geometry, including all competencies recommended by the College Board in preparation for the PSAT and SAT tests. Informal Geometry places less emphasis on formal deduction and the two-column proof and stresses informal deductive reasoning.

Based on current research on van Hiele levels of learning in geometry, and based on teacher experience, many students may need extensive review of classification and properties of geometric figures and of measurement (perimeter, area) before abstract concepts are presented. The teacher may prefer to reorder objectives to accommodate student needs.

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Geometr

OBJECTIVES (State Curriculum)

Topic/Concept _A. Problem Solving/Visualizing/Reasoning* 1. Solves problems and rea1-wor1d applications using appropriate approaches and tools (including calculators and computers) and jUdges the reasonableness of results 22.23.24.26, 21,28.30.31,32

2. Uses algebraic skills and concepts to solve geometric problems throughout the course 21,23.24.26.27. 28,30

3. Uses visualization skills to explore and interpret both two- and three-dimensional geometric figures using such topics as projections. cross sections and locus problems
21

4. Uses inductive and deductive reasoning to reach conclusions; identifies conjectures ana counterexamples; describes the nature of a deductive mathematical system 30

5. Recognizes valid deductive reasoning; constructs and uses if-then. converse. inverse and contrapositive statements 30

6. Uses formal and/or informal logical reasoning processes 30

* Objectives should be distributed appropriately throughout the geometry curriculum.

Topic/Concept B. Points. lines and Planes

7. Identifies. describes and contrasts points. lines. planes.

segments and rays

4

21

8. Identifies. defines. estimates measures of and measures

segments and angles (acute. obtuse. right. straight.

complementary. supplementary. adjacent, vertical. congruent.

linear pair)

5

21.19

The Basic Skills Test objectives for writing (BST-W). reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

5797 QUALITY CORE CURRICULUM Page 3 of Geometr

OBJECTIVES (State Curriculum)

eST-W

BST-R

BST-M

m

g:--Identifies and defines or describes properties associated

with points (distance, between, collinear. coplanar).

segments (midpoint, congruence, bisector), angles (bisector.

congruence. interior, exterior). lines and planes

(perpendicular, parallel. intersecting)

5

21.19

10. Classifies triangles or other polygons: triangles (acute,

right. obtuse. equilateral. isosceles, scalene); polygons

(regular, convex, congruent)

5

21.19

11. Recognizes parallel lines and planes. skew lines. and pairs of angles formed when two lines are cut by a transversal (alternate and same side. interior and exterior. corresponding)

12. Applies basic facts about points, lines and planes. and about perpendicular and parallel lines and planes

13. States and applies the triangle sum, exterior angles. and polygon angle sum theorems

Topic/Concept .C. Congruence

14. Identifies congruent figures and recognizes congruence in

rea1-world applications

5

21

15. Uses tools such as compass and straightedge. paper folding. tracing paper. mira or computer to construct congruent segments, angles. triangles, circles; angle bisector; perpendicular bisector; perpendicular from point on a line; parallel lines; proportional segments; tangents; inscribed and circumscribed polygons (This objective should be distributed appropriately throughout the geometry curriculum.)

16. Identifies congruent triangles and right triangles using basic congruence postulates and theorems

17. Uses properties of congruence to establish properties or test conjectures involving one and two triangle inequality relationships; isosceles and equilateral triangles; medians. altitudes, and bisectors of triangles; and special quadri latera 1s

18. States and applies properties of triangles and quadrilaterals such as parallelograms, rectangles. rhombi. squares and trapezoids

5797.

QUALITY CORE CURRICULUM Page 4 of
Geometr

OBJECTIVES (State Curriculum)

Topic/Concept D. Similarity 19. Uses properties of quadrilaterals to establish and test relationships involving diagonals. angles and lines of synmetry

20. Identifies similar figures in real-world applications;

identifies similar triangles and other similar polygons by

using their properties

5

21

21. Recognizes and applies properties of similar polygons using

ratio and proportion

5.6

20.21

22. Applies properties dealing with parallel lines and proportion

23. Solves problems involving similar polygons
22.23.26.27. 28,30.21

Topic/Concept E. Right Triangles 24. States and applies the Pythagorean Theorem and its converse
23.24,26.27.28. 30,22

25. States and applies properties of special right triangles. such as 45-45-90 and 30-60-90 triangles 23.24.26.27,2'8, 30.22

26. Identifies and evaluates tangent. sine and cosine ratios for an acute angle of a right triangle; uses a table. calculator or computer to find the ratio for a given angle or find the angle for a given ratio
22

27. Uses the tangent. sine and cosine ratios for right triangles to solve application problems such as indirect-measurement problems
23,24.26.27,28, 30,22

Topic/Concept F.' Circles 28. Identifies and defines circles and their parts (center, arc. interior. exterior); segments and lines associated with circles (chord. diameter, radius, tangent. secant); properties of circles (congruent, concentric, tangent); relationship of polygons and circles (inscribed. circumscribed); angles (central. inscribed, fonmed by
tangents. chords and secants)

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PROGRAM AREA: Geometry or Informal Geometry (9-12)

College Preparatory/Vocational

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

.Qg

2g:--Applies relationships between lines and segments associated

with circles, the angles they form and the arcs they cut

off, and the measures of these arcs, angles and segments to

solving problems

23,24,26,21,28,

30,22

Topic/Concept 6. Perimeter, Area and Volume

30. Defines and differentiates among perimeter, area, volume,

and the appropriate units for each

9

19

31. Finds the perimeter of polygons, the circumference of circles and arc lengths

9

19

32. Finds the area of triangles, parallelograms, rectangles, squares, trapezoids, regular polygons, circles, sectors

9

19

33. Identifies polyhedrons, including prisms, pyramids, cubes and tetrahedrons; cylinders; cones; spheres; faces; edges;

vertices; bases; lateral edges

4

21

34. Finds the lateral and total areas of right prisms, regular pyramids, right circular cylinder and cones; and surface area of spheres

35. Finds the volume of solids composed of prisms, pyramidS, cylinders, cones or spheres

36. Compares the areas of similar polygons and the volumes of simi lar solids

31. Solves problems involving perimeter, area and volume 23,24,26,27, 28,30,22

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Geometr

OBJECTIVES (State Curriculum)

Topic/Concept H. Transformational Geometry*

38. Finds the images of geometric figures under

distance-preserving transformations such as line

reflections. translations and rotations

5

"1

39. finds the image of figures under dilations

5

21

40. Examines and applies basic properties of line reflections. translations. rotations. dilations and their compositions

41. Uses transformations to examine sYmmetry. similarity and congruence of geometric figures

Topic/Concept I. Coordinate Geometry*

42. Identifies and graphs ordered pairs of numbers in the

coordinate plane**

4

21

43. Applies the distance and midpoint forumlas

44. Finds the slope of a line; writes an equation of a line; and graphs equations of lines**

45. Finds the coordinates of the point of intersection of two lines. using algebra. graphing. calculator or computer** 24

46. Uses coordinate methods to explore. make conjectures or prove properties of geometric figures. using appropriate tools such as algebra. graph paper or a computer 21.23.24.26.27. 28.30
* These objectives may be distributed appropriately throughout the
geometry curriculum.
** This Algebra I objective should be reviewed and extended as done
in objective 46.

5797
OBJECTIVES (State Curriculum)
Prealgebra readies the student who is not yet able to enter the high school college preparatory sequence in mathematics. Prealgebra is designed to bri'dge the gap from concrete to abstract that some students experience when they enter high school - the gap between elementary/middle school mathematics and the high school college preparatory sequence. Prealgebra helps these students bridge the ~ap by integrating topics from arithmetic. geometry. algebra, measurement and statistics. This allows students to visualize and understand the interrelatedness of the mathematics they have already learned and extend that mathematics in the context of applications and problem solving to new concepts and skills. Its sequencing encourages students to travel from the concrete to the abstract. from arithmetic to algebra. from the visual world to geometry.
Prealgebra relys heavily on identifying and utilizing patterns in mathematics. thus modeling such big picture concepts of mathematics as number. variable. graph. addition. subtraction. multiplication and division. It stressess a problem-solving process approach while guiding students to a more abstract representation of algebraic and geometric concepts~ properties and relations. Students are encouraged to use calculato.s appropriately to help them gain greater understanding of concepts and skills and the interrelatedness of mathematics. and to aid them in solving problems. Real-world applications are included whenever possible to aid in bridging the gap from concrete to abstract. This course will not satisfy any of the course requirements for the College Preparatory Seal of Endorsement or of the Board of Regents.
Topic/Concept A. Problem Solving/Reasoning/Estimation* * 1. Solves problems. reasons and estimates throughout mathematics a. Selects and uses problem-solving strategies such as reading the problem. drawing a picture or diagram. using trial and error. making a table or chart. looking for patterns. making a simpler problem and then generalizing. working backwards. etc.
*These objectives may and should be distributed appropriately throughout Prealgebra.
The Basic Skills Test objectives for writing (BST-W). reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

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PROGRAM AREA: Prea1gebra (College Prep Readiness)

General/vocational/College Preparatory

(7-12)

OBJECTIVES (State Curriculum)

aST-R

aST-M

OBE

Selects and uses-appropriate tools (such as mental

computation, calculators, manipulative materials,

paper and pencil, computer) in solving problems

c. Uses estimation to check the reasonableness of results

d. Solves nonroutine problems for which the answer

is not obvious

11

6,10,11,12 22,23,24,26,

27,28,30

* 2. Relates concepts and skills to real-life and rea1-world
applications, using tools such as calculators and computers (It is essential that real-life applications of concepts and skills appear whenever possible.)
24,31,32
* These objectives may and should be distributed appropriately
throughout Prea1gebra.

Topic/Concept 8. Special Usesof Rational Numbers

3. Selects and uses appropriate estimation str.tegies, such as

rounding (up, down or to the nearest), front-end, adjusting,

compensation, compatible numbers, clustering, and reference

point, and recognizes situations in which estimates are more

appropriate than exact numbers

10

22,24

4. Selects and uses appropriate mental computational strategies such as multiples of ten and one tenth, powers of ten 24

5. Expresses and orders rational numbers (including negative

rationals) in various fOMms, such as fractions, decimals,

percent and scientific notation, using tools such as

calculators and number lines

1,2

20,24

6. Knows decimal and percent equivalents of common simple

fractions (halves, thirds, fourths, fifths, sixes, eighths,

tenths) and uses these fonms appropriately in solving

problems

1

20,23,24,26,

27,28,30

7. Uses the appropriate equivalent fOMms of rational numbers to

solve problems involving fractions, decimals or percent

12

20,22,23,24,

26,27,28,30

5797 QUALITY CORE CURRICULUM Page 3 of 7
PROGRAM AREA: Prealgebra (College Prep Readiness)

(7-12)

OBJECTIVES (State Curriculum)

Topic/Concept - C. Measurement

8. Selects appropriate units to measure length, area.

volume/capacity, weight/mass, time, temperature in both the

customary (U.S.) and metric systems

3

19

9. Estimates measures in both customary and metric systems

10

19,22

10. Selects appropriate measuring instruments and measures

accurately length, weight/mass, time, temperature and angles

9

19

11. Classifies angles as right, acute or obtuse by their measures

5

19,21

12. Uses square units to determine the area of two-dimensional

geometric figures, without using formulas

9

19,21

13. Uses cubic units to determine the volume of

three-dimensional figures, without using formulas

9

19,21

14. Changes from one unit of measurement to another within the

same measurement system

9

19

15. Estimates and solves problems involving measurement 9,10,12 19,11,24,26, 27,28,30

Topic/Concept D. Introduction to Variables 16. Uses order of operations (with and without grouping symbols) to find the value of a numerical expression, selecting and using appropriate tools such as mental computation and calculat.ors 21

11. Translat.es words into simple numerical and algebraic expressions and equations, and translates expressions and
equations into words 21

18. Eva1uat.es expressions involving variables 21

OBJECTIVES eState Curriculum)

eST-w

eST-R

BST-M

QBE

19. Substitutes known values in formulas, with and without

grouping symbols, and solves problems involving formulas

6

22,23,24,26,

27.28.30

20. 6raphs simole and compound inequalities on a number line

Topic/Concept E. Addition Patterns

21. Identifies physical and symbolic representations of

geometric figures. such as points. lines. line segments.

polygons. vertices, angles, diagonals

4

21

22. Models the concept of addition (as putting together and

shifting or sliding) using physical materials and pictorial

and algebraic representations, including rational numbers on

the number line, angles and line segments and their

measures. and rotations of geometric figures

11

20

23. Relates rational numbers on the number line to the concept

of absolute value. the geometric addition (union) of line

segments to polygons, and the addition of measures of line

segments to finding the perimeter of a polygon

9

20.21

24. Adds all forms of rational numbers
7

18.20

25. Recognizes. describes and applies certain patterns for

addition, such as commutative. associative. identity and

inverse properties. and the addition property of equality

7

20

26. Solves equations of the fonm x + a b 21

27. Solves problems involving equations of the form x + a b 22,23,24.26. 27,28,30

Topic/Concept F. Subtraction Patterns

28. Models the concept of subtraction (as taking apart. shifting

or sliding. and comparing) using physical materials and

pictorial and algebraic representations. including rational

numbers on the number line and angles and line segments and

their measures

11

20

5797

PROGRAM AREA: eneral/vocatl0na

OBJECTIVES (state Curriculum)

SST-w

SST-R

SST-M

!JH.

29. Subtracts all fonms of rational numbers, including negative

rationa 1 numbers

7

18,20

30. Solves equations of the fonm x - a b and a - x b 21

31. Solves problems involving equations of the form x - a b and a - x b 21

32. Identifies physical and symbolic representations of vertical. supplementary, complementary and straight angles; parallel and perpendicular lines; transversals; and special quadrilaterals (parallelogram, rectangle, rhombus, square); and uses these geometric figures, properties and relations to solve problems

33. Uses the property that the sum of the measures of the angles

in a triangle is 180 to solve problems

4,5

21,22.23,24,

26,27,28,30

Topic/Concept G. Graphing Models

34. Collects and organizes information or data by classifying or

identifying patterns, and organizes data into tables, charts

and graphs

13

25,61

35. Graphs points in the coordinate plane; identifies

coordinates of points; graphs linear equations; and uses the

concept of coordinates in solving problems

4

21

36. Reads and interprets tables. charts, graphs and diagrams

including bar and coordinate graphs

14

25.61

37. Identifies congruent figures (images and preimages) formed

by translating or reflecting geometric figures

5

21

38. Identifies line and rotational symmetries 21

39. Applies concepts of congruence and transformation of geometric figures to detenmine which geometric figures (particularly regular polygons) can be used to tesselate the plane
21

5797
PROGRAM AREA: eneral/vocatlona OBJECTIVES (State Curriculum)

Topic/Concept H. Multiplication Patterns

40. Models the concept of multiplication (as area/volume, array.

size change, rate factor, repeated addition) using physical

models and pictorial and algebraic representations

11 .

20

41. Multiplies all forms of rational numbers, including negative

rationals

7

18,20

42. Recognizes, describes and applies certain patterns for

multiplication such as commutative, associative, identity

and inverse properties; property of zero; and the

multiplication property of equality

7

20

43. Uses multiplication to determine perimeter and area of .

rectangles, surface area apd volume of rectangular solids,

and expansions and contractions (similarity) of geometric

figures in a coordinate plane

5,9

20,21

44. Solves equations of the fonn ax c b and ax + b c c 21

45. Solves problems involving equations of the form ax band ax + b - c 22,23,24,26, 27,28,30

46. Recognizes, describes and applies the distributive property

of multiplication over addition, in situations such as

combining like terms of linear expressions, solving

equations of fonm ax + b cx + d and expressing repeating

decimals as simple fractions

7

20

Topic/Concept I. Division Patterns

47. Models the concept of division (as rate, ratio comparison,

missing factors) using physical models and pictorial and

algebraic representations

11

20

48. Divides all fonms of rational numbers, including negative

rationals and simplifying the quotient of two fractions

7

18,20

49. Solves proportions, including using the means-extremes property

6

20

5797 .

OBJECTIVES (State Curriculum)

SST-W

BST-R

SST-M

OBE

50:--5olves problems~lving rate, ratio and proportion, such

as situations involving corresponding sides of similar

figures, scale drawings, unit cost, distance-rate-time,

relative frequency, simple probability

6,14

20,22,23,24,

26,27,28,30

Topic/Concept J. Measurement Formulas

51. Finds the area of a right triangle, any given triangle, and

other polygons; and solves problems involving such areas

9

19,21,22,23,24,

26,27,28,30

52. Estimates and finds exact or approximate values of the

square root of a number, using calculators or mental

computation when appropriate

.

22,24

53. Applies the Pythagorean Theorem in problem-solving situations

22.23.24,26,

27,28.30

54. Finds the area and circumference of a given circle and

solves problems involving area or circumference, such as

circle graph problems

9

19,21.22,23,24,

26.27.28,30

55. Finds the volume and surface area of a sphere and solves problems involving spheres 22,23.24,26, 27,28,30

5797c

QUALITY CORE CURRICULUM

Page 1 of 2

OBJECTIVES (State Curriculum)
Computer Mathematics is a one-semester course that uses the computer as a tool to enhance mathematical knowledge. This course applies mathematical concepts, particularly those associated with repetitive processes, and the power of computers for formulating and solving mathematical problems. The goal of this course is to teach mathematics, not programming. Software or a programming language may be employed as the means by which computers are used in problem-solving applications of mathematics. This course is designed for students who have completed at least Algebra I and Geometry or Informal Geometry, and preferably Algebra II. Computer Mathematics emphasizes the development of logical thinking and problem-solving skills. The graphics capability of the computer should be used when appropriate.
BST-W
Topic/Concept A. Computer Mathematics 1. Identifies and operates major hardware components such as CRTs, printers, disk driv~s 32
2. Differentiates between system commands and program statements
3. Develops strategies for problem solving by means of a computer 32,22,23,24,26, 27,28,30
4. Uses software and/or programming methodology to solve mathematical problems
a. Fonmulates or defines the problem b. Designs a solution or algorithm c. Draws flow charts or hierarchy charts representing the
solution d. Codes the program where appropriate e. Tests and debugs the program where appropriate f. Documents the finished program
The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (OBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797c

QUALITY CORE CURRICULUM

PROGRAM AREA: Computer Mathematics (9-12) {College Preparatory)

Page 2 of 2

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

~

5. correlates mathematical concepts to computer processes

a. Scientific notation b. Estimation and approximation to rounding off. magnitude
of error. estimating answers and checking computed 'l'"esults c. Exponents and logarithms to floating point processes in programming d. Algebraic functions to program statements such as ABS.
SQR, INT. SGN. RNO

6. Solves problems. using computers. involving mathematical concepts selected from these topics
20.21.22.23.24.25. 26.27.28.29.30.31 a. Consumer. business and leisure mathematics 1. Salary. commission. benefits. deductions. taxes 2. Applications of ratio. proportion and percent . 3. Checking and saving accounts. investments 4. loans and charge accounts 5. Simple and compound interest 6. Budgets

b. Algebra 1. Integers and real numbers 2. Graphs of relations and functions 3. Factors of polynomials 4. linear equations and inequalities 5. Quadratic equations 6. Systems of equations and inequalities 7. Absolute value B. Nth roots of numbers 9. Arithmetic and geometric means

c. Number Theory

d. Geometry 1. Perimeter and area 2. Volume, surface area, lateral area 3. Angle and triangle classifications and relationships 4. Symmetry, similarity, congruence 5. Transformations 6. Collinear points. distance between points. midpoint of segment 7. Pythagorean Theorem

e. Statistics and Probability Simulations

5797c

QUALITY CORE CURRICULUM
PROGRAM AREA: Discrete Mathematics (9-12) LCollege Preparatory)

Page 1 of 6

OBJECTIVES (State Curriculum)

Discrete Mathematics, a course for students who have completed Advanced Algebra and Trigonometry, may be taken before, in place of, concurrently with or after Calculus. A one- or two-semester course in discrete mathematics may be designed by choosing an appropriate number of topics from those listed in B through II ~.;."':\~.

Discrete mathematics is defined as the study of mathematical properties of sets and systems that have only a finite number of
elements. It has become of increasing interest and importance in mathematics recently because of the advent of computer science. The use of computers requires the tools of discrete (discontinous) mathematics, just as the solution of physical world problems often
requires the use of models provided by the calculus or continuous
mathematics.

Besides their own historical and/or mathematical importance, these topics teach problem solving and the logical analysis of . statements and procedures. This .11ows students to meet some
comparatively simple mathematical topics that emphasize effective ways to analyze problems or to verify statements.

The topics and objectives in Topics B through Mare from wDiscrete Mathematics in the Secondary School,- the report of the Curriculum Committee of the Georgia Council of Teachers of Mathematics in May 19B1.

BST-W

Topic/Concept A. Problem Solving/Reasoning/Estimation

1. Solves problems involving selecting appropriate approaches

and tools, estimating and judging the reasonableness of

results throughout this course

6,10,11, 22,23,24,26,27,

12

28,30

2. Sol yes problems that relate concepts to other concepts and to real-world applications, using tools such as calculators and computers

Topic/Concept B. Sets 3. Describes sets using an appropriate notation, including set-builder notation
The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) haye been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objectiYe in line with the corresponding column headings.

5797C PROGRAM AREA: Discrete Mathematics iCollege Preparatory)

(9-12)

Page 2 of 6

OBJECTIVES (State Curriculum)

SST-W

SST-R

SST-M

j2g

~ecognizes finite and infinite-setS

5. Identifies simple relations between sets and makes proper use of such terms as subset. proper subset. superset. equality. universe and empty set. using Venn diagrams

6. Performs operations on sets: intersection. union. complement. difference and synmetric difference

7. Defines. recognizes. illustrates and applies commutative laws. associative laws. distributive laws and DeMorgan's laws

S. Determines power sets and Cartesian products of sets

9. Does simple proofs using Venn diagrams

Topic/Concept C. The Number System 10. Defines positive integers (P). natural numbers (N). integers (2). rational numbers (0).- irrational numbers. and real numbers (R)

11. Uses interval notation

12. Applies the division algorithm and divisibility properties

13~ Does simple proofs about even and odd numbers

14. Finds the prime factorization of a number

15. Determines greatest common divisor and least common multiple

16. Writes an integer given in base 10 as a numeral in base 2, and vice versa

Topic/Concept O. The Nature of Proof 17. Identifies the hypothesis and the conclusion in sentences of various English constructions

lS. Defines. recognizes and illustrates a proposition. its converse and its contrapositive

19. Illustrates the use of simple counterexamples

20. Does indirect proofs 30

21. Does direct proofs applying axioms and definitions 30

22. Applies the principle of mathematical induction 30

;J797C
PROGRAM AREA: Discrete Mathematics (9-12) ,(foll ege Preparatory)

Page 3 of 6

~JECTIVES (State Curriculum)

BST-w

SST-R

SST-M

~

23. Describes the necessity for verification of algorithms

Topic/Concept E. Formal logic 24. Does a substantial number of elementary proofs using simple examples from arithmetic

25. Writes English seni.e(I....~ f(, l09ical expressions and vice versa

26. Completes the truth tables for the standard logical connectives

27. Gives the truth values of simple propositions given in plain English

2B. States and illustrates the definitions of tautology and contradiction

29. Negates logical expressio~s

30. Sketches logic circuits with AND, OR, NOT gates

31. Identifies and applies NAND and NOR

Topic/Concept F. Functions and Relations 32. Defines function and relation

33. Defines, recognizes and illustrates properties of relations: reflexive, transitive, sYmmetric and antisynmetric

34. Identifies equivalence relations

35. Identifies order relations

36. Defines, recognizes and illustrates domain, codomain, image, range. into, onto and one-to-one

37. Composes functions and deteMmines the inverse of relations and. 1n particular. of functions

38. Recognizes recursive definitions of functions with some emphasis on recurrence relations and recursion

TopiC/Concept G. Combinatorics 39. Applies the Fundamental Principle of Counting (product rule) and basic penmutation and combination fonmulas

40. Identifies and is able to prove simple basic combinatorial identities using combinatorial reasoning

5797c . PROGRAM AREA: Discrete Mathematics (9-12) !f0llege Preparatory)

Page 4 of >

OBJECTIVES (State Curriculum)

eST-w

eST-R

eST-M

~

~pplies the binomial theorem

42. Solves simple ball-and-urn type problems

43. Applies the pigeon-hole principle

44. States and applies the inclusion-exclusion principle

45. Recognizes simple combinatorial algorithms based on recurrence relations

Topic/Concept H. Recurrence Relations 46. Is familiar with simple recursive algorithms

47. Describes sequences recursively and finds the nth term of a sequence. especially arithmetic and geometric sequences

48. Shows how difference equations can be used to model problems 26

49. Solves first-order linear recurrence relations by recursion

50. Analyzes searching and sorting algorithms by means of divide-and-conquer relations

51. (Optional) Solves second-order linear recurrence relations

Topic/Concept I. Graphs and Digraphs 52. Represents a relation (on a finite set) by a digraph and by a matrix

53. Computes the transitive closure of a relation and interprets the result in tenms of paths in a digraph

54. Applies graph theory to activity analysis (e.g PERT or CPM)

55. Applies algorithms such as those of Kruskal to find minimal spanning trees and of Dijkstra to find shortest paths in weighted graphs

5797c
PROGRAM AREA: Discrete Mathematics (9-12) lCollege Preparatory)

Page 5 of 6

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST -M

QBE

~na1yzes networks such as systems of roads. pipelines and

airline routes using graphs as models

57. Determines whether two graphs are isomorphic. in simple cases 58. ~~lves problems involving the notions of connectedness.
comp1el.eness, bipartiteness, planarity and graph colorings

59. Identifies properties of graphs having Eulerian or Hamiltonian circuits

60. Deduces information about a graph or digraph from its vertex degrees

Topic/Concept J. Trees 61. Knows several definitions of a tree

62. Finds the minimal spanning trees for a given graph

63. Applies trees to search problems and algorithms

64. Proves theorems on trees by induction

Topic/Concept K. Algebraic Structures 65. Defines and recognizes binary operations

66. Distinguishes whether sets are closed with respect to a given operation

67. Is familiar with a wide variety of operations on a variety of sets: arithmetic operations on H, P, Q. Z. R; set operations on peS); logical operations on propositions; and matrix operations on 2 x 2 matrices

68. Determines properties of an operation defined on a set via some rule or table

69. For given sets and operations, decides which of the following group properties hold: commutative, associative. existence of identity and existence of inverses

70. Is familiar with Boolean algebras through many examples

71. Interprets logic circuits in tenms of an algebraic structure

5797c

PROGRAM AREA: Discrete Mathematics !011ege Preparatory)

-OBJECTIVES (State Curriculum)

8ST-W

B.ll=R

(9-12)
eST-M

Page 6 of 6 OBE

Topic/concept t. Discrete Probability 72. Applies basic axioms to prove simple theorems of probability

73. Applies conditional probability to solve problems

74. Solves problems involving simple random va, iQY'~~

75. -Knows the meaning of expected value and variance

76. Knows how to simulate some of the probability models discussed

Topic/Concept M. Algorithmic Linear Algebra 77. Performs matrix operations (addition, subtraction, multiplication, and multiplication by a constant) and identifies and appl ies thei r properties

78. Determines whether a matrix is invertible and, if so, finds

the inverse

-

79. Recognizes the relationship of matrices to graphs

80. Reduces matrices by using row operations

81. Determines whether a system of linear equations has a solution, a unique solution, or no solution

82. Solves a system of linear equations, if a solution exists

83. Demonstrates an understanding of linear inequalities by graphing them in the two variable case

84. Evaluates the determinant of a square matrix using the recurs-i ve definition (expansion by minors)

85. Uses powers of adjacency matrices to study connectivity properties of graphs and digraphs

I

5797 to liege preparatorY

QUALITY CORE CURRICULUM Page 1 of 6
(9-12)

OBJECTIVES (State Curriculum)

Algebra I is the gateway to college preparatory mathematics; Algebra II is its watershed. Algebra I emphasizes variable; Algebra II emphasizes function. Appropriate uses of tools such as
calculators and computers must be made throughout this course. Their use greatly facilitates visualization of concepts and application of topics as varied as function and statistics. The Algebra II curriculum is both extensive and comprehensive; time is a crucial commodity and must be spent judiciously. Great care must be taken to review and extend topics from Algebra I, not reteach. Some topics such as conic sections are deemphasized at this level and emphasized in Advanced Algebra and Trigonometry. Probability, statistics, and sequences and series are appropriate topics for Algebra II, although these topics are emphasized and extended in
Advanced Algebra and Trigonometry. The College Board recommends probability objectives 42-44, statistical objectives 45-47, and sequences and series objective 51 for all college entrants. Since
some students in the college preparatory sequence go no further than
Algebra II in high school mathematics, special consideration should
be given to teaching these topics at this level.

Topic/Concept A. Problem Solving/Reasoning 1. Solves problems (including selecting appropriate approaches an~ tools, estimating and judging the reasonableness of results) throughout intermediate algebra 22,23,24,26, 27,28,30
2. Solves problems which relate concepts to other concepts and to real--world applications, using tools such as calculators and computers 24,31,32
The Basic Skills Test objectives for writing (BST~), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797

QUALITY CORE CURRICULUM

Page 2 of 6

PROGRAM AREA: Algebra II (9-12)

OBJECTIVES (State Curriculum)

SST-W

SST-R

SST-M

ill

~eviews the following algebraic topics:

a. Simplifies and evaluates algebraic expressions

20

b. Identifies subsets of the real number system and graphs rea 1 numro;:- ~. ~ '"'umt'er 1i ne

c. Identifies and applies the properties of the real number system

d. Applies the properties of the real number system to solving equations in one variable and to solving fonmulas for one variable

e. Solves and graphs inequalities in one variable

f. Solves problems by writing and solving equations and inequalities in Qne variable
23.24,26.27. 28.30.22

4. Solves and graphs absolute value equations and inequalities in one variable

Topic/Concept C. Relations. Functions and Graphs

5. Reviews the following algebraic topics:

a. Graphs and identifies ordered pairs of numbers

(points) in the coordinate plane

4

21

b. Graphs and identifies linear equations in two variables (lines), including vertical and horizontal lines

c. Identifies slope. intercepts and points on the line for a given linear equation

d. Writes equations for lines using various combinations of required information (such as slope. intercepts. points on the line)

6. Identifies, defines and graphs relations and states their domain a~d range

1. Identifies relations that are functions. defines functions.

draws their graphs and evaluates f(x) for given values of x

(includes the absolute value function and greatest integer

function)

.

8. Determines the composition of two functions. including f( f(x

5797

QUALITY CORE CURRICULUM

Page 3 of 6

PROGRAM AREA: Algebra II (9-12)

--College Preparatory

~SJECTIVES (State Curriculum)

SST4/

eST -R

SST-M . OBE

g:--Identifies inverse functions and determlnes the inverse of a

linear function

Topic/Concept D. Systems of linear Equations and Inequalities 10. Determines the existence of and the number of solutions for a system of linear equations

11. Solves systems of linear equations in two and three variables using a variety of methods, including graphing two equations in two variables

12. Graphs systems of linear inequalities in two variables and determines their solution

13. Solves problems using systems of linear equations and inequalities, including selecting appropriate approaches and
tools such as computers 23,24,26,27, 28,30,22

Topic/Concept E. Rational Expressions 14. Simplifies expressions containing integral exponents using the laws of exponents

15. Simplifies, multiplies, divides. adds and subtracts rational expressions, including dividing polynomials

16. Solves rational equations, including fractional equations and equations with fractional coefficients

17. Solves problems using rational equations, including proportions, rate, and variation (direct and inverse)
problems 23,24.26.27. 28.30.22

Topic/Concept F. Irrational and Complex Numbers 18. Identifies real nth roots of real numbers that are perfect nth powers

19. Simplifies radical expressions and their products, quotients. sums and differences. including rationalizing denominators, by using properties of radicals

20. Evaluates expressions with fractional exponents. and uses fractional exponents to simplify radical expressions

5797

QUALITY CORE CURRICULUM

Page 4 of 6

PROGRAM AREA: Al~bra II
-fOllege Preparatory

(9-l2)

-OBJECTIVES (State Curriculum)

SST-W

SST-R

SST-H

ill

2;:--5olves radical equations with one or two radical terms and

solves problems involving such radical equations

23,24,26,27,28,

29,22

22. ~~fin~_ a ~omplex number, its additive inverse, conjugate and absolute value

23. Adds. subtracts, multiplies and divides complex numbers

Topic/Concept G. Quadratic Equations and Functions 24 Solves quadratic equations by a variety of methods including completing the square

25. Analyzes the solutions (roots) of Quadratic equations by using the discriminant and the relationship between roots and coefficients

26. Graphs quadratic functions and determines their maximum or minimum values and kind and number of zeros

27. Solves problems using quadratics, such as problems involving motion and maximizations
23,24,26,27, 28,30,22

Topic/Concept H. Polynomial Functions 28. Finds quotients of polynomials using appropriate techniques and tools such as long and synthetic division and computers

29. Solves polynomial equations by using the following theorems: Remainder, Factor~ Rational Root, Fundamental Theorem of Algebra

30. Estimates real roots of polynomial equations by using calculators and computers 22,24

Topic/Concept I. Analytical Geometry 31. Applies the Pythagorean Theorem and the distance and .idpoint formulas

32. Recognizes the graphs of and the relationship among quadratic equations (parabola, circle, ellipse, hyperbola)

33. Recognizes the graph of an inverse variation as a hyperbola and solves problems involving both direct and inve'rse variation
23,24,26,27, 28,30,22

5797

QUALITY CORE CURRICULUM

Page 5 of 6

(9-12)

~JECTIVES (State Curriculum)

Topic/Concept J. Exponential and Logarithmic Functions 34. Simplifies expressions involving irrational exponents

35. Applies the definition and properties of logarithms to evaluate logarithms

36. Recognizes the inverse relationship of logarithms and exponential functions. determines the inverse of an exponential function. and graphs each function

37. Determines values of common and natural logarithms using a calculator

38. Solves exponential and logarithmic equations by selecting and using appropriate methods and tools such as calculators. mental simplification and estimation

39. Solves problems. such as those involving growth. decay and compound interest. that use exponential and logarithmic equations. using appropriate tools such as calculators or computers
23.24.26.27. 28,30.22

Topic/Concept K. Probability

40. Finds the probability of an event by determining the sample

space of all possible outcomes and the number of successful

outcomes

14

25

41. Finds the probability of mutually exclusive events occurring
25

42. Applies fundamental counting principles
25

43. Identifies and discriminates between permutations and combi nat.ions
25

44. Finds t.he number of permutations and number of combinations of n things taken r at a time
25

Topic/Concept l. Statistics

45. Gathers. organizes and interprets data, using appropriate

representations such as tables and graphs

13.14

25.61

5797

QUALITY CORE CURRICULUM

Page 6 of 6

PROGRAM AREA: Algebra II (9-12)

College Preparatory

OBJECTIVES (State Curriculum)

BST-W

BST-R

~

QBE

4~ummarizes data-rn-Yarious ways, including determining mean,

median, mode, range and standard deviation

14

25

47. Uses statistical reasoning techniques appropriately and recognizes common misuses of data in relation to objectives 45 and 46
30

Topic/Concept M. Sequences and Series 4B. Identifies arithmetic and geometric sequences, finds
specified tenms of such sequences, and detenmines the sequence given the first term and either the common difference or the common ratio

49. Finds the sum of the first n tenms of an arithmetic or

geometric series

.

50. Detenmines whether a given infinite geometric series has a

finite sum and finds that sum if it exists

51. Expands binomials using Pascal's triangle and the Binomial Theorem. and finds a specified tenm of a binomial expansion

5797
OBJECTIVES (State Curriculum)
As the course that follows Algebra II and precedes Calculus, Advanced Algebra and Trigonometry is actually a carefully synchronized combination of advanced algebra, trigonometry. elementary analysis. and analytical geometry. Its purpose is to provide a strong foundation for higher mathematics, such as calculus and discrete mathematics whether taken in high school or college. Because of the complexity of its +~J~~~ ~ft~ r~al time limits. appropriate use of tools such as calculators and computers must be made to effectively and efficiently provide for mathematics learning and its applications in solving problems. Again. in extending topics such as functions taught in Algebra II. great care must be taken to review but not to reteach. Particular emphasis is placed here on trigonometry, conic sections. sequences and series. the field of complex numbers. and vectors and matrices.
Topic/Concept A. Problem Solving/Reasoning/Estimation 1. Solves nonroutine problems (including selecting appropriate approaches and tools. estimating and judging reasonableness of results) throughout this course 22.23.24.26. 27.28.30
2. Solves problems which relate concepts to real~orld applications and to other concepts. using tools such as calculators and computers 24.31.32
Topic/Concept 8. Functions 3. Uses concepts such as domain. range, rule. symmetry. asymptotes and periodicity to graph relations and functions
4. Identifies applications of relations and functions
The 8asic Skills Test objectives for writing (BST-W). reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

OBE

s:--Finds the composite of two functions and identifies its

domain and range

6. Defines and applies the following functions: identity, constant. absolute value, step, greatest integer, polynomial including linear and quadratic, rational and square root

7. .Solves polynomial equations over the field of complex numbers using the following theorems: Remainder, Factor, Rational Root. Fundamental Theorem of Algebra and Descartes' Rule of Signs

8. Finds the inverse of a function, determines its domain and range and states whether it is a function

9. Graphs polynomial. rational and algebraic functions. using appropriate techniques and tools, such as calculators or computers

Topic/Concept C. Exponential and logarithmic Functions 10. Defines. graphs and shows the inverse relationship between logarithmic and exponential functions,.using appropriate tools such as calculators or computers in graphing

11. Solves logarithmic and exponential equations and problems involving these two functions. using a scientific calculator
23.24.25.26, 27,28.30

12. Solves problems involving application of these two functions. using appropriate techniques and tools 23.24.25,26, 27,28.30

Topic/Concept D. Trigonometry 13. Measures angles using radians and degrees

14. Defines the six trigonometric functions as both circular functions and as ratios of sides of right triangles, and shows relationships between these functions

15. Evaluates and graphs trigonometric functions using properties such as period. phase shift and amplitude. and using tools such as calculators and computers

16. Uses the following trigonometric identities to simplify expressions and solve equations: elementary identities from the definitions. sum and difference. reduction. double angle

5797

OBJECTIVES (State Curriculum)

8ST~

SST-R

SST-M

OSE

17. Uses Laws of Sines and Cosines and right triangle ratios to

solve triangles

18. Uses several formulas such as the Sine Formula or Heron's Formula to find the area of a triangle

19. EVdlu4teS 011;14 graphs inverse trigonometric functions and solves equations involving these functions

20. Applies trigonometry to problem situations, using appropriate tools such as calculators and computers 22,23,24,26, 27,28,30

Topic/Concept E. Complex Numbers 21. Defines and applies the basic operations and properties of complex numbers

22. Uses appropriate theorems-and definitions to find powers, roots and absolute values of complex numbers

23 6raphs and expresses complex numbers in both rectangular and polar forms and describes the relationship between complex numbers and vectors

Topic/Concept F. Vectors 24. Identifies and graphs vectors in a plane, as directed distances, ordered pairs of numbers, and polar forms

25. Finds sums, differences, multiples and absolute values of vectors

26. Finds the dot product of two vectors and determines whether vectors are parallel or perpendicular

27. Applies vectors to solving simple problems such as velocity and force problems 22,23,24,26, 27,28,30

Topic/Concept 6. Matrices 28. Evaluates the results of matrix operations (such as addition, multiplication and scalar operations) when defined

29. Evaluates the determinants of 2 x 2 and 3 x 3 matrices using appropriate methods

5797

OBJECTIVES (State Curriculum)

eST-R

eST-M

~

the inverse of a square matrix. if it exists. for

and 3 x 3 matrices

31. Solves systems of equations with two and three unknowns

32. Identifies uses and applications of matrices in rea '-wor1d situations. such as use of arrays to organize data 1n computer progralmling. or transfonnations

Topic/Concept H. Analytical Geometry (Conic Sections) 33. Uses formulas from coordinate geometry. such as distance. midpoint. line or circle. to prove familiar geometric theorems

34. Identifies each conic section. including the degenerates. as the intersection of a conical surface and a plane

35. Recognizes. writes and graphs equations of the conics .. using properties such as sYlmlet~y. intercepts. asymptotes and eccentricity when appropriate

36. Identifies and sketches the graphs for the parabola. circle. ellipse and hyperbola. with and without center at the origin

31. Solves systems of equations involving conics and other types of equations

38. Recognizes applications of conic sections in real-world situations. and uses this information to solve problems. using calculators and computers
22.23.24.26. 27.28.30

Topic/Concept I. Sequences and Series 39. Uses appropriate sigma notation to represent series; defines and discriminates between arithmetic and geometric series

40. Evaluates tenms of sequences. describes sequences in terms of recurrence formulas and finds sums of the first n terms of arithmetic and geometric series

41. Evaluates the limit of an infinite series. defines converging and diverging series. and finds the sum of an infinite series if it exists

42. Uses the arithmetic. geometric and harmonic means

5797

OBJECTIVES (State Curriculum)

BST-W

BST-R

BST-M

OBE

4~ses the Binomial Theorem to expand and simplify binomial

expressions

44. Uses mathematical induction to prove statements

Topic/Concept J. Probability and Statistics

45. Defines probability in tenms of sample spaces:. outcomes and events 25

46. Determines probability of independent, dependent and conditional events

47. Discriminates between and determines the number of combinations and of permutations of n things taken r at a time

48. Organizes, displays and interprets data in tables, charts and graphs 25,61

49. Analyzes data by using correctly the mean, median, mode, variance and standard deviation, and identifies common
misuses of statistics 25,61

50. Identifies common statistical distributions such as the normal distribution

51. Analyzes data and predicts results by fitting a curve to the data

5797c
QUALITY CORE CURRICULUM Page 1 of 7
PROGRAM AREA: Senior Mathematics(9-l2)
iCollege Preparatory) OBJECTIVES (State Curriculum)
Senior Mathematics is a one- or two-semester course for college bound students who have taken Algebra II but who will not take Advanced Algebra and Trigonometry. The course is designed for students who do not intend to pursue 4 car~~. that requires an extensive mathematical, scientific or technical background but who do intend to take college mathematics courses. Realistic problem solving in concrete situations is emphasized. Algebraic and geometric topics are approached using numerical methods and scientific calculators.
While students at this level have already become familiar with some aspects of the mathematical content of Topic B, Objectives 3-25, the content of these objectives may not have been taught earlier using a scientific calculator. In this course, 20 of these 23 objectives in Topic B require a calculator and should be reviewed from a new point of view. Simi1a~ly, Topics C and 0 review crucial concepts from Algebra I and Topics E, F and 6 review crucial concepts from Algebra II; however, in this course, the concepts are extended and unified by their application and by increased emphasis on problem solving using calculators and computers as tools. Topic H uses the same approach on geometric concepts; Topic I is mainly new material. The graphing capabilities of computers and certain calculators should be used to help students appreciate and utilize graphing as a visual means of communicating mathematical ideas and as a problem-solving tool.

Topic/Concept A. Problem Solving/Reasoning/Estimation

1. Solves problems involving selecting appropriate approaches

and tools, estimating and jUdging the reasonableness of

results throughout this course

6,10,11, 22,23,24,26,27,

12

28,30

2. Solves problems which relate concepts to other concepts and to real-wor1d applications, using tools such as scientific calculators and computers 24,31,32

The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (BST-M) and the 76 Quality Basic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below
each objective in line with the corresponding column headings.

5797c
PROGRAM AREA: Senior Mathematics (college Preparatory) (9-12) OBJECTIVES (State Curriculum)

Page 2 of 7

Topic/Concept B. Mathematics Reviewed via the Calculator 3. Evaluates numerical expressions, using the proper keying sequence on the scientific calculator, and reviews order of operations, the distributive property and rules for simplifying terms with and without variables
7
4. Translates phrases to mathematical expressions and uses the distributive property to simplify terms and evaluate expressions
5. Explains the mathematical function of calculator keys such as the constant, store, recall, exponent, squaring and sign-change keys
6. Factors whole numbers into the product of primes and finds the greatest common factor and the least common multiple of two whole numbers, using the calculator
7. Adds. subtracts, multiplies and divides integers. using appropriate tools such as mental computation or the calculator
18
8. Reduces fractions by factoring the numerator and denominator into products of primes using a calculator, and expresses a !. !!! fraction b as nb where n does not equal 0 and b does not equal 0
9. Translates rational numbers from fractional to decimal notation. and the reverse, including infinite repeating decimals. using the calculator
1
10. Detennines decimal approximation of a fraction or mixed number. and uses such approximations appropriately in computation involving calculators 22
11. Compares and orders fractions. mixed numbers and decimals, using calculators and processes such as cross multiplication where useful. and locates (graphs) fractions, mixed numbers and decimals on a number line 2

5797c PROGRAM AREA: Senior Mathematics 1College Preparatory) (9-12) OBJECTIVES (State Curriculum)

Page 3 of 7

BST-W 12. Adds

and

sUbtrBaS~Te-Rcimals

~

~

and fractions using

a calculator

and paper and pencil. and models these operations both on a

number line and algebraically

7

18

13. Explains the mathematical function of a reciprocal key on the c~'_~~~t~~ and uses the reciprocal and sign-change keys to evaluate and approximate rational number expressions . 22

14. Multiplies and divides fractions and decimals using a

calculator and paper and pencil. and models multiplication

using area. and multiplication and division algebraically

7

18

15. Multiplies and divides decimals by powers of ten mentally.

and performs other mental computations where appropriate

.7

18

16. Uses estimation strategies to predict computational results

10

22

17. Translates fractions and decimals to percents and percents to fractions and decimals
1

18. Solves problems involving rational numbers and expressions. and real-life applications involving measurement and money. such as linear or temperature measure. wages. discounts and so forth
8.10.12 20.23.26.24.27.28.30

19. Uses the division algorithm for whole numbers to find the quotient and remainder when one positive whole number is divided by another. using both a calcul~tor and algebraic representation
20. Uses the Euclidean algorithm to find the GCF or lCM of two whole numbers and to reduce fractions to lowest terms, using a calculator
21. Evaluates exponential expressions. using the proper keying sequence on the scientific calculator. and reviews order of operations and rules of rational exponents

5797c
.u:PROGRAM AREA: Senior Mathematics 0llege Preparatory) (9-12) ~BJECTIVES (State Curriculum)

Page 4 of 7

SST-W

SST-R

BST-H

OBE

922.----Simp1ifies algebraic expressions involving rational

exponents, using appropriate tools such as a scientific

calculator

23. Writes numbers in scientific notation, and uses both a calculator and rules of exponents to multiply and divide numbers in scientific notation

24. Uses approximate numbers appropriately in calculator computations and recognizes error introduced by the use of approximate numbers
22

25. Finds solutions to problems accurate to a given number of decimal places, and recognizes situations such as measurement where approximations are appropriate 6,10,11, 22 12

Topic/Concept C. Mathematics Reviewed via Graphing

26 Displays given data or information graphically, and graphs

points and writes coordinates of points in the coordinate

system

4,13

25,21

27. Uses graphs to solve problems involving perimeter and area

2B. Solves problems involving exponents (such as those involving compound interest, inflation, population growth, depreciation, carbon dating) using calculators, computers and graphical representations
23,24,26,27,28,30,22

29. Uses graphs and problem-solving strategies, such as guess and check, to solve problems involving percent and mixture. 23,24,26,27,28,30,22

Topic/Concept D. Linear Equations and Inequalities in one Variable 30. Writes a linear equation in one variable that describes a given problem situation by organizing given information in chart or table form, and solves such equations 21
31. Uses linear equations to solve problems involving percent, mixtures, geometric figures, coins and travel

5797c PROGRAM AREA: Senior Mathematics icollege Preparatory) (9-12) ~JECTIVES (State Curriculum)

Page 5 of 7

SST-W

SST-R

SST-M

lli.

32. Sets up a proportion involving one variable that describes a

given problem situation and solves the resulting linear

equation

23.24.26.27.28,30

33. Solves for one variable in an equation in tenms of another

34. Solves an inequality in one variable. and solves problems by .interpreting information in the graph .of an inequality 23.24.26.27,28.30

Topic/Concept E. Functions and Graphs 1
35. Uses calculator function keys such as x. square root of x, ln x, x to the yth power to evaluate expressions~ construct tables. and then graph the corresponding functions and other linear. polynomial. rational. exponential and logarithmic equations

36. Reviews concepts of relation, function. domain and range. graphically and algebraically

37. Uses the graphs from objective 35, concepts such as symmetry, intercept and asymptote, and appropriate tools
such as calculators and computers to detenmine special relationships between functions. such as inverse functions, including domain. range, and whether the inverse of a function is a function

38. Solves problems using graphs of linear, polynomial, rational. logarithmic and exponential equations. using tools such as calculators and computers 23,24,26,27,28,30

Topic/Concept F. linear and Quadratic Equations and Inequalities and Their Graphs

39. Uses the concepts of slope and intercept to graph linear equations and inequalities, and to describe and identify vertical and horizontal lines and perpendicular and parallel
lines

40. Solves problems involving linear equations and inequalities and their graphs by interpreting information in their graphs 23,24,26.27.28.30

5797c

PROGRAM AREA: Senior Mathematics !College Preparatory) (9-12) OBJECTIVES (State Curriculum)

Page 6 of 7

-BST-W
41. Identifies slope as change and uses calculators and computers to explore the effects of changes in slope and intercept on the graphs of linear equations; determines the
existence and the number of solutions for a system of linear equations

42. Solves systems of linear equations 1n tw~ wnd three variables using substitution, and systems of linear equations and inequalities in two variables using graphing

43. Solves problems involving systems of linear equations and inequalities using appropriate tools such as graphing, calculators or computers to solve, approximate and check solutions
23.24,26,27.28.30.22

44. Solves quadratic equations by using the quadratic formula and graphing. and uses calculators or computers to approximate and check solations

45. Uses concepts of symmetry and intercept to graph and interpret graphs of quadratic functions and other polynomial functions, using calculators and computers as appropriate tools

46. Uses graphs of quadratic functions in the interpretation and solution of problems

47. Uses graphing, calculators or computers to solve systems of nonlinear equations

Topic/Concept G. Variation 48. Recognizes how one specified variable may vary with respect to other variables in an equation, and identifies the constant of variation

49. Solves problems involving direct and inverse variation 23,24,26.27,28.30,22

5797c PROGRAM AREA: Senior Mathematics . lcollege Preparatory) (9-12) !BJECTIVES (State Curriculum)

Page 7 of 7

Topic/Concept H.- Measurement and Geometry 50. Solves problems involving finding or approximating the area of common geometric figures and their composites. using appropriate formulas
51. Approximates. in a coordinate plane, distances between points and areas of geometric figures
52. Solves problems involving applications of the Pythagorean Theorem and the distance formula 23.24.26.27.28.30.22
Topic/Concept I. Trigonometry 53. Defines the six trigonometric functions as ratios of sides of right triangles
54. Uses the calculator to evo1uate trigonometric ratios for a given angle and to find an angle when a trigonometric ratio is known, and illustrates the inverse nature of these relationships (Angles may be expressed in either degrees or radians. )
55. Solves problems involving applications of trigonometric ratios 22,23,24,26.27.28.30
56. Graphs trigonometric functions using calculator and concepts such as period and phase shift
57. Uses concept of rotation to define the trigonometric ratios of straight and obtuse angles and of angles measuring more than 1800 or less than 00 , and finds the trigonometric ratios for angles defined by a point (x.y) and a distance r from the origin of the coordinate axis

,

5797c

QUALITY CORE CURRICULUM

PROGRAM AREA: Analysis !f0llege Preparatory)

Page 1 of 2

-OBJECTIVES (State Curriculum) Analysis. when taught in Georgia schools. is either an advanced or honors version of Advanced Algebra and Trigonometry. Students completing Analysis should have studied all topics and objectives detailed in Advanced Algebra and Trigonometry. plus the following objectives.

BST-W

Topic/Concept A. Problem Solving/Reasoning/Estimation 1. Solves nonroutine problems (including selecting appropriate approaches and tools. estimating and judging reasonableness of results) throughout this course 22,23,24,26,
27,28,30

2. Solves problems that relate concepts to real-wor1d applications and to other concepts, using tools such as calculators and computers

Topic/Concept 8. Relations and Functions 3. Detenmines the image, preimage or inverse of a given mapping. and the composite of two mappings

4. Detenmines whether a mapping is a function and whether its inverse is a function

5. Describes geometric transformations in terms of functions

6. Discusses given functions in terms of symmetry, continuity, asymptotes, shape. rates of change, intercepts, maximum, minimum. boundedness, ultimate direction, exclusions from ~he domain and intervals in which zeros occur
7. Identifies equivalence relations
Topic/Concept B. Trigonometry 8. Solves and graphs equations written 1n polar fonm
9. Applies DeHo1vre's Theorem
The Basic Skills Test objectives for writing (BST-W), reading (BST-R) and mathematics (8ST-H) and ~he 16 Quality Basic Education Act competencies (QSE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797c

QUALITY CORE CURRICULUM

PROGRAM AREA: Analysis (College Preparatory)

Page 2 of 2

OBJECTIVES (State Curriculum)

BST-W

Topic/Concept D. Analytical Geometry 10. Represents graphically. by coordinate or vectors. the locus of points determined by given conditions

Topic/Concept E. Complex Numbers 11. Identifies characteristics of subsets of complex numbers in relation to such properties as closure, order, density and completeness

12. Determines the following, given a rule for an operation and a set on which the operation is defined: an operational
table. identity and inverse elements. existence of closure and properties such as commutative, associative and distributive

13. Applies definitions to check for algebraic constructs such as group. field and finite geometries. given an operational table. set of numbers or sets of points

Topic/Concept F. Set Theory and logic 14. Defines. uses notation of and pictorially represents set theory concepts

15. Constructs direct and indirect proofs

16. Determines equivalence between sentences involving conjunctions, disjunctions. negations and conditionals

17. Detenmine truth tables for sentences and uses Venn diagrams to illustrate the relationships represented by these truth tables

18. Represents sentences in symbolic form and uses the tools of truth tables and symbolic logic in assessing equivalence and validity

5797

QUALITY CORE CURRICULUM

Page 1 of 4

--OBJECTIVES (State Curriculum) statistics is a one-semester college preparatory course designed for students who have completed Algebra 1. Geometry or Informal Geometry, and Algebra II. In some cases students who have not yet completed Algebra 11 may successfully complete Statistics; however, statistics should not be substituted for any part of this essential and crucial three-course college preparatory sequence. This course is designed to give college preparatory students more in-depth c.....-. ~E!. .,. ir. statistical concepts and methods, mathematical topics of ever-increasing importance to all college students. Topics include data collection and exploration, both experimental and theoretical probability. probability distributions, and descriptive and inferential statistics.
The statistical emphasis is on deriving knowledge from numerical information or data. This process of exploring data and analyzing information requires the power of tools such as calculators and computers. Experiments and other activities that allow students to collect and discuss data are essential in modeling statistical methods and in allowing students to progress from concrete experience to abstract reasoning Data gathered through computer modeling simulations, surveys and experiments should be used throughout to explore statistical ,oncepts, particularly to derive probabilities and make inferences. Student projects should be encouraged. Throughout this course, applications of statistics to real life should be emphasized, using examples drawn from advertising. opinion polling, sports, medicine, law, consumer applications, with special emphasis on showing how misleading statistics should have been presented.

Topic/Concept A. Problem Solving/Reasoning 1. Solves problems (including selecting appropriate approaches and tools, estimating and judging the reasonableness of results) throughout this course 22,23,24,26, 27,28,30
2. Solves problems which relate concepts to rea1-wor1d applications and to other concepts, using tools such as calculators and computers 24,31,32
The Basic Skills Test objectives for writing (BST-W), reading (8ST-R) and mathematics (BST-M) and the 16 Quality Basic Education Act competencies (OBE) have been correlated with the Oua1ity Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5797 QUALITY CORE CURRICULUM

Page 2 of 4

PROGRAM AREA: Statistics

(9-12)

OBJECTIVES (State Curriculum)

Topic/Concept B. Descriptive Statistics 3. Uses the concepts of sampling. randomness and bias to design surveys or experiments. Includes identifying a population; defining a random sample; selecting an appropriate sampling method; recognizing possible bias in c~mple selection. questions asked and nonresponse; and recogll,zing the variability of different samples drawn from the same population
25

4. Uses such techniques of good experimental design to gather

data through simulations. surveys and experiments

13

25.31.61

5. Organizes and interprets data using appropriate

representations such as tables and graphs. including

frequency distributions. pictographs. circle graphs. .

histograms. stem-and-leaf.plots, scatterplots. frequency

polygons, cumulat~ve frequency polygons and box plots

13,14

25,61

6. Summarizes data by deteMmining measures of central tendency

(first median. then mean and mode) and spreads (first range

and dispersion, then variance and standard deviation) and by

deteMmining specific percentiles and quartiles

14

25

7. Identifies misuses of statistics. such as misleading graphs and improper selection and use of -average-, and corrects such misuses

Topic/Concept C. Probability 8. Reviews the following topics: a. Counts the number of outcomes of a simple experiment, deteMmines whether the outcomes are equally likely and estimates the probability of a gi yen event from experimental data'

b. Finds the theoretical probability of a given event, including the probability of mutually exclusive events occurring, by detenmining
the sample space of all possible outcomes and the number of successful outcomes

c. Applies fundamental counting principles

14

25

5797

QUALITY CORE CURRICULUM

Page 3 of 4

PROGRAM AREA: Statistics

(9-12)

10. Calculates the probability of the complement of an event
25
11. Computes the odds for or against an event given the probability of that event; and given the odds for or against an event. computes the probability of that event
25
12. Computes the expectation. or expected value, of an experiment or simulation
13. Distinguishes between theoretical and empirical probability; uses simulations and resulting empirical probabilities to solve problems 22.23,24.25, 26,27,28,30
Topic/Concept D. Probability Distributions 14. Distinguishes between discrete and continuous distributions, and recognizes that the sum of probabilities of a discrete distribution is 1 and that the area under the graph of continuous probability distribution is 1
15. Recognizes characteristics and applications of the binomial distribution, calculates theoretical probabilities from a binomial distribution, and computes the mean and standard deviation of a binomial distribution given the number of trials and the probability of success
16. Recognizes characteristics and applications of a uniform distribution and computes its mean
17. Recognizes characteristics and applications of a normal distribution and standardizes a normal distribution for a given mean and standard deviation
18. Expresses the outcomes of an experiment as values of a random variable
19. Computes the expected value of a random variable given its probability distribution

5797

QUALITY CORE CURRICULUM

Page 4 of 4

OBJECTIVES (State Curriculum)
BST-W
Topic/Concept E. Correlation and Regression
20. Analyzes data represented graphically and predicts results by fitting a line to the data. using methods such as median fit and least squares and tools such as computers and calculators 22.23.24.25.26. 27.2B.30
21. Identifies correlation as a measure of thel1near relation between two variables; for a given scatterplot identifies correlation as strongly or weakly positive or negative. or zero; relates the slope of a regression line to correlation. and calculates the correlation coefficient for a given set of data
22. Distinguishes between correlation and causation
23. Constructs a linear regre$sion line given paired data and deteMmines whether a given regression line is a good fit for 'the data 22.23.24.25. 26,27.28.30
Topic/Concept F. Inferential Statistics
24. Identifies trends including patterns, clusters, outliers, in a set of data represented graphically 23.26.28.30
25. Identifies examples of fallacious reasoning 26,27,28.29,30
26. Recognizes the effect of the Central Limit Theorem on sampling
27. Using data from an experiment or simulation. computes a confidence interval and applies the concept effectively in a decision-making situation 28.30
2B. Estimates population parameters from sample statistics 22.23.26.27 28.29.30.25
29. Designs and completes an appropriate hypothesis test for a given situation

The Quality Core Curriculum in
~sic
The Music section of the Quality Core Curriculum (QCC) covers the instruction of music from kindergarten through high school. It includes general (classroom) music instruction from kindergarten through grade eight, exploratory and elective music classes in guitar, classroom piano and music appreciation for grades six through 12, and performance ensemble classes in band, orchestra and chorus from grades four through 12.
The Musi~ ~ ~ ~~~';ne, the concepts and objectives for a sequential and comprehensive study of music. It reflects goals for instruction established by the Georgia Department of Education and the Georgia Music Educators Association.

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Kindergarten) OBJECTIVES (State Curri~ulum)

Page 1 of 2

TOPIC/CONCEPT A. LISTENING SKIllS

1. Listens to music and responds through moving, singing and

playing instruments

2

13,17,69,70

2. Recognizes aurally repeated words and phrases in song texts

2

69,70

3. Identifies basic contrasts in music: loud-soft; fast-slow;

long-short; high-low

1

69,70

4. Aurally identi fies repeated phrases in songs

2,5,6

1

69,70

5. Identifies the sounds of classroom instruments such as

drums, autoharp, piano and guitar

2,5,6

69,70

6. Aurally distinguishes bet~een voices and instruments

2

69,70

TOPIC/CONCEPT B. PERFORMANCE SKILLS

7. Sings a variety of songs and matches singing tones with

increasing accuracy

1,2,3,4,5

69,70

8. ~ves and plays instrument to a steady beat

1

20,69,70

9. Plays instruments and move appropriately to such musical contras~s as loud-soft, fast-slow, long-short, high-low
69,70

11. Participates in song stories, singing games and music dramatizations 69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music

(Kindergarten)

OBJECTIVES (State Curriculum)

CRT-R

.QU::t'!

~

Page 2 of 2 9BE

TOPIC/CONCEPT C. CREATIVE SKILLS

12. Changes words of familiar songs to match class activities

1,3

15,17,69,70

13. Creates simple rhythmic accompaniments with classroom instruments and with body sounds
20,69,70

14. ~ves creatively to music 70

15. Adds simple sounds to poems and stories 70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

16. Recognizes same/different phrases in music 69,70

17. Visually recognizes instruments used in music class such as piano, guitar, autoharp 69,70

18. Uses picture books, primary encyclopedias and nonprint media to indentify musical instruments used in class 5,69,70

19. Recognizes and labels basic musical contrasts such as

high-low, long-short, loud-soft

1,2,4,5

69,70

20. Identifies simple visual representations for these basic

musical contrasts

Sl,S3,54,S5

69,70

21. Recognizes and labels voices - men, women, children 17,69,70

TOPIC/CONCEPT E. ATTITUDES/APPRECIATIONS

22. Participates willingly in a variety of musical activities 69,70

23. Enjoys h~aring the musical performances of others 69

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (First)

OBJECTIVES (State Curriculum)

CRT-R

~

~

TOPIC/CONCEPT A. LISTENING SKILLS

1. Listens and responds to music

Page 1 of 3
9BE
17.69 70

2. Distinguishes between melodies having accompaniment and those having no accompaniment
69.70

3. Aurally identifies basic contrasts in music: long-short;

beat-no beat; fast-slow; louder-softer; upward

movement-downward movement

9

69.70

4. Distinguishes between repeating and contrasting phrases and

sections in music

13

69,70

S. Identifies sounds of classroom instruments (percussive, melodic and harmonic) 69.70

TOPIC/CONCEPT B. PERFORMANCE SKILLS

6. Improves in the ability to sing in tune and sings a variety of songs 69,70

7. Plays instruments and moves to a steady beat and rhythmic patterns
20,69.70

8. Plays high-low; upward~ownward patterns on melodic instruments 69,70

9. Plays instruments and moves to patterns becoming louder-softer. faster-slower 69,70

10. Sings and plays repeated tonal (pitch) and rhythmic patterns

9.13

20.69.70

11. Plays simple one-chord accompaniments on the autoharp 69.70

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations. appear immediately below each objective in line with the corresponding column headings.

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (First) OBjEcrIVES (State Curriculum)

Page 2 of 3

12. Participates in singing games and musical dramatizations 12,13,15,17,69,70

TOPIC/CONCEPT C. CREATIVE SKILLS

13. Creates new verses to songs

17,69,70

14. Creates simple rhythmic accompaniments 2,5,9,13,14,15

20,70

15. ~oves in creative ways to music

69,70

16. Begins to create simple sound stories

69,70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

17. Visually recognizes and labels such basic musical contrasts as: Intensity: becoming-louder-softer Pitch: upward-downward; high-low Rhythm: sets of two-sets of three; . long sounds-short sounds
13,20,69,70

18. Recognizes and labels voices: men, women, children 17,69,70

19. Identifies classroom instruments and some formal instruments by sight and sound
17,69,70

20. Begins to recognize repetition and contrast in music 4,69,70

21. Identifies simple visual representations for music concepts including simple notation
4,20.70

TOPIC/CONCEPT E. ATTITUDES/APPRECIATIONS

22. Participates in a variety of music activities 69,70

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (First) OBJECTIVES (State Curriculum)

Page 3 of 3

23. Participates spontaneously and creatively in music activities
69
24. Shows interest in creating his Or her own sounds and in hearing the music of others
69,70

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Second) OBJECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. LISTENING SKILLS

1. Listens to music in a variety of styles and responds through moving, singing or playing instruments
69,70

2. Grows in the ability to listen quietly to music 69

3. Hears basic coatrasts in music: upward~ownward movement,

even-uneven rhythms; stepping-leaping melodies; meter in

twos and threes

2,4,7,8,9,10

13,69,70

4. Identifies sections of music as being the same, almost the same or different 69,70

S. Begins to identify simple formal structures: AB; ABA 20,70

6. Recognizes the sounds of classroom instruments and the basic families of formal instruments: strings; winds; percussion 69,70

7. Aurally distinguishes between individual high-low voices 70

TOPIC/CONCEPT B. PERFORMANCE SKILLS

8. Sings a variety of songs with appropriate tone quality and dynamic level and with accurate pitch
70

9. Plays u~own and step-leap patterns on melody instruments by ear and and from simple notation
70

10. Plays the steady beat, accented beat and melodic rhythm of

fami liar songs

7,10,11

20,70

11. Plays simple melodic and rhythmic ostinatos to accompany

songs

7,10

20,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
c:olumn headings.

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music

OBJECTIVES (State Curriculum)

-CRT-R

-CRT-M

(Second)

Page 2 of 2

12. Plays one- and two-chord accompaniments on the autoharp
7

13. Participates in singing games, action songs, simple folk dances and interpretive movements
16,17,69,70

IvPIC/CONCEPT C. CREATIVE SKILLS

14. Creates movements for musical dramatizations and interpretations
69,70

15. Creates simple original compositions using environmental, body and classroom instrument sounds 69,70

16. Creates simple accompaniments for songs 69,70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

17. Recognizes symbols for pitch movement up-down, step-leap 3,69,70

18. Distinguishes between beat, meter and melodic rhythm

2,7,10,11

20,69,70

19. Recognizes by sight and sound instruments used in the classroom as well as wind, string and percussion families
of instruments 70

20. Labels appropriately repeating and contrasting phrases of

songs and and sections of music

10

69,70

TOPIC/CONCEPT E. ATTITUDES/APPRECIATIONS

21. Participates in a variety of musical activities 69,70

22. Begins to participate in a variety of out-of-school musical activities such as childrens' choirs
69,70

23. Shares personal recording with classmates 69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General ..usic (Third) OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. LISTENING SKILLS

1. Listens quietly to music in a variety of styles 69.70

2. Listens to examples of program music (music that tells a story)
69.70

3. Distinguishes between chords and scales played on classroom .instruments and between uni son and harmony
69.70

4. Aurally identifies members of the strings. woodwind. brass and percussion sections of the orchestra
69.70

5. Becomes more aware of the moods of music while listening 69

6. Distinguishes between ins~rumental and choral music 69

7. Begins to recognize basic styles in music. examples: waltz. march and lullaby
13.69

8. Recognizes and identifies like and unlike phrases of music

by letter names AB and ABA.

11.12

13.20.70

TOPIC/CONCEPT B. PERFOR..ANCE SKILLS

9. Sings a variety of songs in tune with attention to good tone quality and diction
70

10. Sings In harmony by performing rounds. echo songs and simple ostinati
70

11. Plays simple scale and chordal patterns by ear and from notation
3.70

12. Plays melodic and chording instruments to accompany simple .ongs
70

The criterion-referenced tests object~ves for writing (CRT-W). reading (CRT-R). mathematics (CRT-f') and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives .. The correlations appear
immediately below each objective in line with the corresponding column headings.

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Third) oeJECTIVES (State Curriculum)

Page 2 of 3

13. plays simple percussion instrument accompaniments for fami liar songs 70

14. Participates in simple folk dances and interpretive movements 70

TOPIC/CONCEPT C. CREATIVE SKILLS

IS. Creates movements for musical dramatizations and
interpretations 70

16. Creates sound stories using a variety of sound sources 70

17. Creates original movements to portray the form of music 70

18. Creates simple pentatonic improvisations on melody instruments 70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

19. Recognizes notation for scales and chords 3,70

20. Follows text and notation for multiple-stanza songs 3,70

21. Recognizes and labels such music symbols as treble clef,

notes, rests, 2/4, 3/4 and 4/4 meters

12

3,70

22. Identifies strings, woodwind, brass and percussion instruments by sight 70

23. Labels line and space notes on the table clef staff 3,70

24. Identifies repeating and contrasting sections in music by

labeling AB, ABA, AABA and ABACA

11,12

3,20,70

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Third) OBJECTIVES (State Curriculum)

Page 3 of 3

TOPIC/CONCEPT E. ATTITUDES AND APPRECIATIONS
25. Participates willingly in music both in class and outside of class 69.70
26. Begins to value many different types of music both as a perfon..c, ,.J;';"~ 'Ykar) and a listener 69.70
27. Becomes curious about music makers: performers and composers 69

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fourth)

OB3ECTIVES (State Curriculum)

!IT=!!

~

~

Page 1 of 3
~

TOPIC/CONCEPT A. LISTENING SKILLS

1. Listens to a wide variety of musical styles 69.71

2. Distinguishes between the sounds of bands and orchestras 69

3. Distinguishes between music in major and minor keys 69

4. Aurally identifies members of the string and woodwinds
sections of the orchestra 69,70 .

5. Distinguishes between soprano. alto. tenor and bass voices 69.70

6. Recognizes how melody. rhythm. harmony. timbre and texture can effect the mood of music
69.70

7. Listens for text and musical style in folk music of American and other countries and ethnic groups studied in social studies classes 13.53.54.69.71
8. Aurally identifies sectional forms (AB, ABA) and recognizes
repeated. varied and contrasted sections in music 20.69

TOPIC/CONCEPT B. PERFORMANCE SKILLS

9. Sings a variety of songs with attention to tone quality, diction. style. blend and balance 70
10. Sings in harmony using descants. ostinati (repeated tonal patterns) and rounds. 70

11. Plays rhythmic accompaniments in appropriate styles for

folk and ethnic music

2.9

70.71

The criterio""",referenced tests objectives for writing (CRT-W). reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fourth) OB3ECTIVES (State Curriculum)

Page 2 of 3

12. Performs simple harmonic accompaniments using autoharp, ukelde, bells 70
13. ParticiRiates in folk dances from a variety of cultures
69,70

14. Sings simple songs using non-English texts 2,3,70,72

TOPIC/CONCEPT C. CREATIVE SKILLS

15. Creates movements for musical dramatizations 70

16. Creates sound compositions using body, environmental and instrument sounds 70

17. Creates original movements to musical meters

2,9,11,12 _

20,70

18. Creates improvised accompaniments on melody instruments to familiar pentatonic songs 70

19. Improvises accompaniments on classroom percussion instruments
70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

20. Knows that music may be either folk or composed and can find this information on the musical score
5,69,71

21. Begins to know names of composers of today and long ago and

knows where to find reading material on them

3,8,11

S,69,71

22. Recognizes string and woodwind and percussion families of
instruments and sound by sight
~,70

23. Recognizes the function of flats and sharps in music 70

24. Identifies and labels frequently used note values, rests and !Deters 20,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fourth) OBJECTIVES (State Curriculum)

Page 3 of 3

25. Identifies such characteristics of instruments as the material with which they are made and how sounds are
produced
69,70

26. Identifies repeating and contrasting sections of music and labels them appropriately: AB, ABA. variation
'0.69

TOPIC/CONCEPT E. ATTITUDES AND APPRECIATIONS

27. Participates willingly in a variety of musical activities in music class and outside of class
69

28. Become curious about performers and composers and begins to

read information about same and report to class

3.8,11

69

29. Begins to collect records and is willing to share with the class
69

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fifth)

OBjECTIVES (State Curriculum)

!I::!

~

~

Page 1 of 3 9BE

TOPIC/CONCEPT A. LISTENING SKILLS

1. Listens to music in a variety of styles giving attention to the origins of the music
14.69.71

2. Describes the expressive effect of music in terms of its melody. rhythm. harmony. timbre and texture 16.17.45.69

3. Aurally identifies major and minor tonalities 69.70

4. Distinguishes aurally between brass, woodwind. string and percussion instruments and identifies instruments in each section
69.70

5. Aurally identifies a variety of folk instruments from various ethnic and natio~l groups

6. Distinguishes between acoustic and electronic instruments 16.69.70
7. Aurally identifies the sections of larger compositions and recognizes how unity and contrast are achieved 69.70
8. Compares music of an era or a nation with other art forms of the era or nation

TOPIC/CONCEPT B. PERFOR~ANCE SKILLS
9. Sings unison. simple ~part songs and rounds with attention to tone quality. pitch accuracy. style. diction. blend and balance 70
10. Plays simple accompaniments on the autoharp. ukulele and/or guitar 70
11. Plays by ear and from simple notation accompaniments using classroom melody and percussion instruments 70
The criterion---referenced tests objectives for writing (CRT-W). reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fifth) OBJECTIVES (State Curriculum)

Page 2 of 3

12. Conducts meters in twos and threes

20,70

13. Participates in folk dances and creative movement 70

TOPIC/CONCEPT C. CREATIVE SKILLS

14. Creates texts and melodies for simple songs 11. 44,69,70

IS. Uses classroom instruments to create mood pieces inspired by other art forms 69,70

16. Improvises to familiar pentatonic songs 69,70

17. Plans original dance movements for music 69,70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

18. Reads from notation scale patterns and broken chord patterns and simple pentatonic songs

19. Describes the instruments and style of folk music from America and other countries as well as the music of ethnic
groups represented in social studies

20. Identifies composer and/or performer in both classical and popular musical scenes

21. Uses card catalogue, encyclopedias, newspapers, periodicals and biographical resources to locate information on music and musicians

22. Demonstrates a knowledge of music vocabulary appropriate to the level 69

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Fifth) OBJECTIVES (State Curriculum)

Page 3 of 3

TOPIC/CONCEPT E. ATTITUDES AND APPRECIATIONS
23. Participates willingly in music making both in the classroom and outside the classroom
69
24. Begins to make value judgements in music
69
25. Attends musical programs and reports reactions to the class
69

QUALITY CORE CURRICULUM
PROGRAM AREA: General Music (Sixth) OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. LISTENING SKILLS
1. Listens to music in a variety of styles with attention to its origIn (time, place and composer) 14,53,69,71

2. Recognizes distinctive treatment of the elements of music in a variety of contrasting styles 14,53,69,71

3. Distinguishes between tonal and atonal music 14,53,69

4. Identifies nontraditional sound sources used in some contemporary music 14,69,71

5. Recognizes the major characteristics of such musical forms as theme and variation, rondo and suite
14,69

TOPIC/CONCEPT B. PERFORMANCE SKILLS



6 . Sings unison and two-part songs using appropriate tone

quality, pitch accuracy, style, diction, balance and blend

70

7. Uses chording instruments or keyboard chords to accompany songs
70

8. Conducts meters in two, three and four 2,7,11,12

20,70

9. Participates in folk and ethnic dances from a variety of cultures and performs rhythmic accompaniments for these
dances using appropriate percussion and ethnic instrumets
70,71 .

TOPIC/CONCEPT C. CREATIVE SKILLS

10. Participates in individual and group composition of music And IDOvement
70

The criterio~referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Sixth) OBJECTIVES (State Curriculum)

Page 2 of 3

11. Creates simple accompaniments for songs with attention to appropriate tone color, rhythm, texture and dynamics
44,69

12. Creates simple original compositions using melodic, percussive, electronic and environmental sounds
11,44,69,70

13. Creates original instruments

69,7.0

14. Creates both planned and improvised musical settings for stories and poetry 11,44,69,70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

15. Uses notation when singing unsion and part songs and

performing simple rhythmic accompaniments

7,11,12

69,70

16. Recognizes the function of I, IV and V7 chords in several keys

17. Is familiar with the keyboard and builds major and minor scales, chords (block and broken) and octaves 69,70
18. Compares line, texture, form and rhythm in music to analagous elements in the visual arts and poetry 69,70,71
19. Demonstrates a knowledge of music vocabulary appropriate to the level 69,70
TOPIC/CONCEPT E. fllUSIC IN SOCIETY
20. Identifies and participates in available music activities within the role community 69,71
21. Appreciates the role of music in the cultural expression of ethnic groups represented in social studies 69,71

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Sixth) OBJECTIVES (State Curriculum)

Page 3 of 3

22. Selects and uses a variety of resources such as

periodicals, books, newspapers, the community resource file

and nonprint material to locate information related to the .

role of music in various ethnic groups

3,8,9

5,69,71

23. Contacts individuals, museums and organizations for

information related to the role of music in various ethnic

groups

12

5,69,70,71

~714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Seventh} OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. LISTENING SKILLS
1. Listens to music in a variety of styles with attention to its origins (time, place, composer and performance medium) 14,69,71
2. Recognizes and describes distinctive treatments given to _lody, rhythm ~- --on" dYl'\allli cs, tone color and texture in music in A vAriety of styles

3. Listens for And describes how composers set texts to music 14,69,70
4. Listens critically to music performed in class and determines ways of improving this performance 14,69
~. Recognizes the principle characteristics of such musical forms as musical plays, operas and string quartets 69,70
6. AurAlly identifies soprAno, alto, tenor And bass voices 69
TOPIC/CONCEPT B. PERFORMANCE SKILLS
7. Sings unison, two- and three-part songs using appropriate tone quality, pitch Accuracy, style, diction, balance and blend 70
8. Uses autoharp, ukulele, guitar, keyboard and/or percusslon instruments to accompany songs 70
9. Conducts Ifteters in two, three, four and six 20,70
10. Participates in folk dances from around the world 70,71
The criterion-referenced tests objectives for writing (CRT-W), reAding (CRT-R), . .thematics (CRT~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S114C

QUALITY CORE CURRICULUM

PROGRAM AREA: GeneralMusic (Seventh)

OBJECTIVES (State Curriculum)

!!::B

~

~

Page 2 of 3 9BE

TOPIC/CONCEPT C. CREATIVE SKILLS

11. Participates in group and individual composition of music and movement
70

12. Creates simple compositions using a variety of sound sources including invironmental sounds. classroom instruments. formal instruments and voices
69.70

13. Creates both planned and improvised accompaniments with attention to appropriate uses of tone color. rhythm. texture and dynamics
69.70

TOPIC/CONCEPT O. KNOWLEDGE AND UNDERST~NDING.

14. Follows notation in both treble and bass clefs when performing unison and part songs

IS. Follows notation when performing rhythraic and harmonic accompaniments

16. Identifies composers. performers. conductors. small ensembles and large performing groups represenative of a variety of styles of music

17. Compares contrasting performances of the same composition
69.70
18. Discusses the use of musical elements (rhythm, melody line, form. texture. tone color. dynamics) as applied to other fine arts (drama. dance. poetry and visual arts)
69.71
19. Uses newspapers. biographical resources. music references and nonprint materials to identify composers. performers. styles and periods of music

20. Demonstrates a knowledge of music vocabulary appropriate to the level
69.70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Seventh) OBJECTIVES (State Curriculum)

Page 3 of 3

TOPIC/CONCEPT E. MUSIC IN SOCIETY
21. describes the role of music in the cultural expressions of people in the United States and other areas represented in social studies
54,69,71
22. Describes some career opportunities in the field of music 67,70
23. Selects and uses appropriate periodicals, books, newspapers, the community resource file and nonprint resources to locate information related to music in society 5,67,70
24. Contacts individuals, organizations and museums for information related to the role of music in society
67,71
25. Attends and critically evaluates a variety of musical performances in the schoo? and community 69

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Gene~al Music (Eighth) OBJECTIVES (State Cu~riculum)

Page 1 of 3

TOPIC/CONCEPT A. LISTENING SKILLS
1. Listens with discrimination to a variety of performance media including music theatre, orchestral. band. choral and electronic music

2. Listens to and identifies a variety of soc~~' '-~t-~-ents including various keyboard instruments. guitar. ukelele, dulcimer. banjo and mandolin 69
3. Listens to and identifies ethnic instruments and distinctive vocal treatment in music from a variety of countries 69,71
4. Listens to music from various periods. styles and ethnic origins and recognizes distinctive characteristics of each 69.71
S. Recognizes advanced music structures including the sonata and the fugue 69
TOPIC/CONCEPT B. PERFORMANCE SKILLS
6. Plays social instruments such as keyboard. recorder. ukulele and guitar
70
7. Performs appropriate ensemble music for voices and instruments
70
8. Conducts classroom performances using appropriate beat patterns and dynamic indications
70
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Eighth)

OBJECTIVES (State Curriculum)

.B.I::!

~

~

Page 2 of 3 QBE

TOPIC/CONCEPT C. CREATIVE SKILLS

9. Creates texts, melodies and simple harmonies for original songs commercials and jingles
11,44,69,70

10. Creates both planned and improvised accompaniments for fami 1iar songs 69,70

11. Creates both individual and group compositions using a variety of sound sources
69,70

TOPIC/CONCEPT D. KNOWLEDGE AND UNDERSTANDING

12. Identifies visually and describes orchestral, band and ethnic instruments and is aware of the accoustical characteristics of each
69,70,71

13. Identifies major classical, popular and ethnic composers and perfonners 69,70

14. Applies musical terminology to music literature 69,70

15. Identifies and describes a variety of musical style periods and forms and names composers representative of each period 69,71

16. Uses a variety of biographical resources to locate

information on musicians

2,3,8

65,69,71

17. Follows the notated musical score when performing and listening 69,70

18. Uses general and .usic dictionaries to define musical terms

2,5,8

5,69,70

TOPIC/CONCEPT E. PnJSIC IN SOCIETY

19. Identifies music careers and begins to determine qualifications and educational requirements of each
67,68

20. Recognizes the use of music in recreation and other activities 69

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: General Music (Eighth)

OBJECTIVES (State Curriculum)

gJ:::!

~

~

Page 3 of 3 OBE

TOPIC/CONCEPT E. MUSIC IN SOCIETY

21. Uses newspapers. vertical file. periodicals and other

references to locate information about music careers and

music in leisure activities

3.8

5.67

22. Participates in conwun;+" musical ol"ganizations and attends concerts
69.70

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (Fourth - Eighth) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION
1. Demonstrates correct instrument position and body position. for chosen instrument 69,70
2. Demonstrates correct breathing, characteristic tone, vibrato and technical skills appropriate to the chosen instrument 69,70
3. Participates satisfactorily as a member of the performance class or performing ensemble 3,12,13,69,70,71
4. Performs the literature of the class to the expected competency of the class 4,69,70,71
S. Demonstrates music reading skills including sight reading, to the expected competency-level of the class 12,14,41,69,70,71
6. Demonstrates ability to perform individually, in small groups and as a member of the total ensemble 12,13,17,41,69,70
7. Demonstrates knowledge of expressive nuance where appropriate 69,70
TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES
8. Demonstrates understanding of phrase and melody through performance 17,69,70
9. Recognizes harmonic structure and demonstrates an awareness of its role through performance 12,14,17,69,70
10. Demonstrates appropriate understanding of form of literature performed by the class 17,69,70
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (Fourth - Eighth) . OBJECTIVES (State Curriculum)

Page 2 of 3

11. Recognizes key signatures of music performed by class and performs appropriate scales and arpeggios by memory 69,70
12. Identifies the timbre of band instruments

13. ~.. ~,t:' - ~es knowledge of music vocabulary for study, rehearsal and performance 12,14,17,41, 53,54,69,70
TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTIONS AND INFLUENCES
14. Identifies and compares performance styles from various historical eras of music 12,14,17,41, 53,54,69,70
15. Demonstrates knowledge of composers whose music is performed in class 12,14,17,69,70
16. Demonstrates understanding of the relationship of music to the society which produced it 12,14,17,41, 53,54,69,70
17. Demonstrates an awareness of the evolution and history of band instruments 12,14,17,41, 53,54,69,70
18. Identifies music careers and their evolution 12,14,17, 41,69,70
19. Demonstrates knowledge of contributions by composers and/or perfonners from various cuI tural and ethnic backgrounds 12,14,17,41, 53,55,57,59, 69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (Fourth - Eighth) OB3ECTIVES (State Curriculum)

Page 3 of 3

20. Explains the importance of ethnic contributions to music

3,6,10

12,17,41,53,

55,57,59,67,

69,70,71

21. Locates information related to music concepts, composers

and perfor"'lD8rs using encyclopedias, biographies,

periodicals, community resource file, ~sic references,

nonprint or other .ources

8

5,28

TOPIC/CONCEPT D. CREATIVE ASPECTS OF rtUSIC

22. Improvises an original melody from a given range of pitches, rhythms, chords, chord progressions 12,17,44,69,70

23. Creates, notates and performs an original aelody for his or her instrument 12,17,41,44,69,70

24. Discusses the process involved in music composition 41,44,69,70

TOPIC/CONCEPT E. THE APPRECIATION OF P'lUSIC

25. Participates in out-of-class music activities a. Collecting records and tapes b. Attending concerts c. Ol"'ganizing or participating in an
ensemble outside of school d. Studying .usic outside of school e. Colllposing f. Writing about music g. Ol"'ganizing or belonging to an outside
-.Asic club h. Researching historical music 1. Performing music for pleasure and
personal enjoyment
j. Participating in -.Asic clinics, honor
groups, music festivals and all-state band

8

12,17,41,44,69,70

S114c

QUALITY CORE CURRICULUM

Page 1 of 3

PROGRAM AREA: Music - String Orchestra (Fourth - Eighth)

OBJECTIVES (State Curriculum)

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION
1. Demonstrates correct positioning, hold and posture on chosen instrument 69,70
2. Demonstrates correct boWing and left hand technique on chosen instrument 69,70
3. Participates satisfactorily as a Mmber of the performance class or performing ensemble
12, 14,41. 53 , 69,10,71
4. Performs the literature of the class to the expected competency level of the class
12,14,41.53, 69,70,71
S. Sight-reads appropriate 11terature to the expected co.patency level of the class
12,14,41.53, 69,70,11
6. Demonstrates ability to perform individually, in small groups and as a ..mber of the total ensemble 12,13,17,41,69,10
7. Tunes instruments with assistance and demonstrates an increasing awarene.. of good intonation 3,12,13,69,70

8. Performs appropriate scales and arpeggios from memory 69,70
9. Perfo~s with characteri.tic tone quality 69,70
10. DellOn.trates knowledge of vibrato
70
The criterion-referenced te.t. objective. for writing (CRT-W), ,..ading (CRT-R), _the_tics (CRT-fll) and the 76 Quality Basic Education Act co.petencie. (QlE) have been corralatad with the Quality Core Curriculua objective.. The correlations appear immediately below ..ch objective in line with the corresponding column headings.

S714c QUALITY CORE CURRIC~LUM Page 2 of 3
PROGR~ AREA: Music - String Orchestra (Fourth - Eighth) OBJECTIVES (State Curriculum)
TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES
11. Demonstrates underst.nding of phrase and melody through performance 17,69,70
12. Demonstr.tu knowledge of form of literature performed by the class 17,69,70
13. Recognizes from notation the tonality of music perfoMmed by the class 69,70
14. Recognizes chords as major or minor and relates this to key and scale 69,70
15. Identifies the timbre of orchestral string instruments 17,69,70
16. Demonstrates knowledge of music vocabulary for study, rehearsal and performance 12,14,17,41, 53,54,69,70
TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTIONS AND INFLUENCES
17. Identifies and compares performance styles from various historical eras of music 12,14,17,41, 53,54,69,70
18. Demonstrates knowledge of composers whose music is performed in cl.ss
19. Demonstrates understanding of the relationship of music to the society which produced it 12,14,17,41, 53,54,69,70
20. Explains the evolution and history of orchestral string instruments 12,14,17,41, 53,54,69,70
21. Identifies music careers and their evolution 12,14,17, 41,69,70
22. Demonstrates knowledge of contributions by composers and/or performers of various cultural and ethnic backgrounds 12, 14, 17,69,70,71

5714c QUALITY CORE CURRICULUM
Page 3 of 3
PROGRAM AREA: Music - String Orchestra (Fourth - Eighth) OBJECTIVES (State Curriculum)

23. Explains the importance of ethnic contributions to music 12,17,41,53, 55,57,59,67,
69,70,71

24. Locates information related to music concepts, composers

and performers using encyclopedias, biographies,

periodicals, nonprints, music references or other sources

8

5,28

TOPIC/CONCEPT D. CREATIVE ASPECTS OF fIlIUSIC

25. Improvises an original melody from a given range of pitches, rhythms and chords or chord progressions
12,17,44,69,70

26. Creates, notates and performs an original melody for his or
her instrullH!nt 12,17,41,44,69,70

27. Discusses thought process involved in music composition and relates it to notation and form of the original melody 41,69,70

TOPIC/CONCEPT E. THE APPRECIATION OF fIlIUSIC

28. Participates in out-of-class music activities

a. Collecting records and tapes

b. Attending concerts

c. Organizing and/or participating in an

ensemble outside of school

d. Studying music outside of school

e. Composing

f. Writing about music

g. Researching historical music

h. Organizing or belonging to an outside

IlUsic club

1- Performing music for pleasure and

personal enjoyment

j. Participating in music clinics, honor

organizations, music festivals,

all-state orchestra

8

12,17,41,44,69,70

S714C

QUALITY CORE CURRICULUM

Page 1 of 4

PROGRAM AREA: Choral Music (Fourth - Eighth)

OB3ECTIVES (State Curriculum)

~

~

~9BE

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION

1. Demonstrates correct posture for singing
69,70

2. Demonstrates correct breathing techniques for vocal production
69,70

3. Sings accurate pitches and rhythms
3

69,70

4. Sings scales, arpeggios and vocalizes from memory
69,70

5. Sings with undistorted vowels, good diction and appropriate tone quality
69,70

6. Sings the appropriate pa~t in an ensemble, with and without accompaniment
69,70

7. Performs from music, including sight-reading, to the expected competency level of the class
12 , 14, 41, 53 ,
69,70,71

8. Performs the class literature to expected competency
12,14,41,53, 69,70,71

9. Demonstrates ability to perform individually, in small groups and as a member of the total ensemble
12,13,17,41,
69,70

10. Participates satisfactorily as a member of the performance class or performing ensemble
12,14,41,53, 69,70

TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES

11. Interprets meaning of texts being studied by class

2,3,4,8,9,11,12

1,2,16,69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with. the corresponding
column headings.

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: Choral Music (Fourth - Eighth) OBjECTIVES (State Curriculum)

Page 2 of 4

12. Recognizes relationship of text to music elements in compositions being studied (e.g., rhythm, melody, harmony, form, tempo, dynamics, phrase)
1,4,16,69,70 13. Recognizes key signatures of music performed by class
69,70

14. Identifies differences in scales and harmonies from aural and visual examples 69,70

15. Demonstrates appropriate understanding of form in literature performed by the class 69,70

16. Given aural stimuli, describes the various types of voices in chorus 17,69,70

17. Demonstrates knowledge of music vocabulary necessary for study, rehearsal and performance of IIUsic 12,14,17,41,
53 , 54, 69, 70

18. Uses various dictionaries (music, foreign language,

general) to find definitions of musical terms and to

translate foreign language texts

8,12

5,69

TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTIONS AND INFLUENCES

19. Discusses the historical and cultural background of the works being performed by the ensemble 12,14,17,41,
53,54,69,70

20. Identifies and compares performance styles of music being rehearsed and performed
12,14,17,41
53,54,69,70

21. Demonstrates knowledge of composers whose music is perfonned in class

57.14c

QUALITY CORE CURRICULUM

PROGRAM AREA: Choral Music (Fourth - Eighth) OBJECTIVES (State Curriculum)

Page 3 of 4

22. Demonstrates understanding of the relationship of m~sic to the society which produced it 12,14,17,41, 53,54,69,70

23. Identifies music careers and their evolution 12,14,17, 41,69,70

24. Demonstrates knowledge of contributions by composers and/or performers of various cultural and ethnic backgrounds 12,14,17,41
53,55,57,59, 69,70

25. Explains the importance of ethnic contributions to music

3,6,10

12,17,41,53,54,

55,57,69,70,71

26. Locates information related to music concepts, composers,

and performers using biO!raphies, music references,

periodicals, community resource file, nonprint or other

sources

I

5,28

TOPIC/CONCEPT D. CREATIVE ASPECTS OF MUSIC

27. Creates or improvises a short original vocal or choral work 12,17,41,44,69,70

28. Creates different texts for compositions being rehearsed 12,17,41,44,69,70

29. Improvises simple chordal and rhythm accompaniments
3

30. Discusses the thought process involved in music composition
and improvisation and relates it to the creative activities done in class
41,44,69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Choral Music (Fourth - Eighth)

OBJECTIVES (State Curriculum)

CRT-R

~

~

Page 4 of 4 OBE

TOPIC/CONCEPT E. THE APPRECIATION OF MUSIC

31. Participates in out-of-elass music activities

. Collecting records anc:l tape

b. Attencling concerts

c. Or-ganizing and/or participating in an

ensembl~ . ;-.id"" ..f rcheol

d. Studying music outside of school

e. Composing

f. Writing about music

g. Researching historical music

h. Or-ganizing or belonging to an outside

music club

i. Performing music for pleasure and

personal enjoyment

j. Participating in music clinics, honor

groups, music festivals. all-state

ensembles

8

12.17,41.44,69,70

S714c

QUALITY CORE CURRICULUM

Page 1 of 3

PROGRAM AREA: Guitar/Class Piano (Sixth - Eighth)

OBjECTIVES (State Curriculum)

!I=!

~

~

9BE

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION

1. Demonstrates correct positioning, or hold, and posture for the instrument 69,70

2. Demonstrates correct finger, hand and arm motion on the

instrument

. 69,70

3. Performs literature of the class to the expected competency level 2,3,5,12,
16,28,69,70

4. Demonstrates elementary sight-reading skills 2,3,69,70

S. Demonstrates the ability to perform individually and as part of the class
70

6. Tunes instrument (guitar) with assistance and demonstrates an increasing awareness of intonation
3,12,69,70

7. Performs appropriate scales and arpeggios from memory 3,69,70

TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES

8. Demonstrates understanding of phrase and melody through performance
3,12,13,69,70

9. Demonstrates knowledge of form of basic 11terature performed by the class
3,12,69,70,71

10. Recognizes f~ notation the tonality of ~sic performed by the class 12,13,69,70,

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Guitar/Class Piano (Sixth - Eighth) OB3ECTIVES (State Curriculum)

Page 2 or 3

11. Recognizes chords as major or minor, and relates this to key and scale
2,3,12,13,69,70

12. Demonstrates the knowledge of music vocabulary for study, practice and performance
2,3,5,11,28,69,70

TOPIC/CONCEPT C. HISTukICAL AND CULTURAL CONTRIBUTION AND INFLUENCES

13. Demonstrates knowledge of composers whose music is performed in class
5,69,70,71

14. Demonstrates understanding of the relationship or music to the society that produced it
69,70,71

15. Explains the evolution and history of guitar or piano'
69,70,71

16. Identifies music careers

66,67,69,70,71

17. Demonstrates knowledge of contributions by composers and/or performers from various cultural and ethnic backgrounds
54,69,70

18. -Explains the importance of ethnic contributions to music
54,69,70

19. Locates information relating to musical concepts, composers

and per~ormers, using encyclopedias, biographies,

periodicals, nonprint media, music references or other

sources

8

3,4,5,12,

14,69,70,71

TOPIC/CONCEPT D. CREATIVE ASPECTS OF MUSIC

20. IlIProvises an original _lady from a given range of

pitches I rhythms -and chords or chord progressions

6

69,70

21. Creates, notates and performs an original _lody for guitar or piano
69,70

5714c

QUAlITY CORE CURRICUlUM

Page 3 of 3

PROGRAM AREA: Guitar/Class Piano (Sixth - Eighth)

OBJECTIVES (State Curriculum)

CRT-R

~

~

9BE

TOPIC/CONCEPT D. THE APPRECIATION OF MUSIC

22. Discusses thought processes involved in music composition . and relates them to notation and form of the original melody 4,69,70

23. Participates in out-of-elass music activities

2,3,11

. Collecting records and tapes b. Attending concerts c. Oroganizing or participating in an
ensemble outside school d. Studying music outside of school e. Composing f. Writing about music g. Oroganizing or belonging to an outside
music club h. Performing music for pleasure and
personal enjoyment
67,69,70

5714C

QUALITY CORE CURRICULUM

Page 1 of i

PROGRAM AREA: Music App~eciation/Histo~Y/Lite~atu~e (Sixth - Eighth)

OBJECTIVES (State Cu~~iculum)

@!:B

~

~

9BE

TOPIC/CONCEPT A. KNOWLEDGE AND UNDERSTANDING

1. Recognizes au~ally and describes the elements of music.

i.e . rhythm. melody. harmony, form. dynamics. timbre

1.3

17,69.70

2. Recognizes aurally and describes musical genres such as symphony, oratorio and musical theater
17.69.70.71

3. Demonstrates a knowledg8 of the historical. musical. and cultural backgrounds of a rep~es8ntative sample of musical works of recognized quality
69.70,71

4. Aurally recognizes examples from the various style periods of music, i.e . Baroque, Classical, Contemporary
69,70,71

5. Describes and discusses musical examples using appropriate terminology

6. Demonstrates a knowledge of compositions, composers and performers of merit
69,70
7. Demonstrates an understanding of the aesthetic value of music and the fine arts
69,70
8. Indicates an understanding of the va~ious uses of music in society
69,70
9. Uses print and nonprint media in studying and listening to music

TOPIC/CONCEPT B. ATTITUDES AND APPRECIATION 10. Enjoys listening to and studying music

11. Plakes cri tical judgements about mus ic
1#2#3

69,70

The Criterion-referenced Tests objectives for writing (CRT-W), reading (CRT-R)# mathematics (CRT-M) and the 76 Quality Basic Education Act (QBE) competencies have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding
column headings.

5714c
QUALITY CORE CURRICULUM Page 2 of 2
PROGRAM AREA: Music Appreciation/History/Literature (Sixth - Eighth) OBJECTIVES (State Curriculum)

12. Respects the skilled performance of music
69,70

13. Shows proper audience behavior

69,70

14. Shows an interest in musical performances in the community
69,70

15. Shows a personal, aesthetic response to music
69,70

5714c General College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (9-12) OBjECTIVES (State Curriculum)

Page 1 of 4

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION
1. Demonstrates correct instrument position and body position for chosen instrument, both seated and marching
69,70

2. Demonstrates correct breathing, characteristic tone and

technical skills appropriate to the chosen instrument

.

69,70

3. Participates satisfactorily as a member of the class or performing ensemble, including seasonal or specialized groups, e.g., marching band, jazz ensemble, pep band
12,14,41,53,
69,70,71

4. Performs the literature of the class to the expected competency
12,14,41,53, 69,70,71

5. Demonstrates music reading skills, including sight reading, to the expected competency level of the class
12,14,41, 69,70,71

6. Demonstrates ability to perform individually, in small groups and as a _mber of the total ensemble
12,13,17,41,69,70

TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES

7. Demonstrates understanding of phrase and melody through performance

8. Recognizes harmonic structure and demonstrates an awareness of its ,.ole through perfonnance 12,14,17,69,70
9. OellOnst,.ates appropriate unclerstanding of form of literature performed by the class 17,69,70
The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in lin. with the cor,..sponding column headings.

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (9-12) OBjECTIVES (State Curriculum)

Page 2 of "

10. Recognizes key signatures of music performed by class and performs appropriate scales and arpeggios by memory
69,70

11. Identifies the timbre of band instruments .17,69,70

12. Demonstrates knowledge of music vocabulary necessary for

study, rehearsal and performance of music appropriate to

class



12,14,17,41,

53,54,69,70

13. Recognizes tonal balance in relation to tutti, sololsoli passages and lightly scored compositions
69,70

TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTIONS AND INFLUENCES

14. Identifies and compares performance styles from various historical periods 12,14,17,41,
53,54,69,70

15. Performs music from various historical periods with correct style 12,14,17,41
53,54,69,70

16. Demonstrates knowledge of composers whose music is perfonned in class 12,14,17,69,70

17. Demonstrates understanding of the relationship of music to
the locieties that produced it 12,14,17,41, 53,54,69,70

18. DellOnstrates an awareness of the evolution and history of band instruments 12,14,17,53,
54,69,70

19. Identifies .usic careers and their evolutions 12,14,17,69,70

20. Demonstrates knowledge of contributions by composers and performers of various cultural and ethnic backgrounds 12,14,17,41, 53,55,57,59,
69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Band (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 4

21. Explains the importance of ethnic contributions to music

3,6,10

12,17,41,53,55,57,

59,67,69,70,71

22. Selects and summarizes information about music concepts,

composers and performers using multiple types of sources,

.13., encyclopedias, biographies, periodicals, community

resource file, IlUsic references,' nonprint or other.Ottf""~~

8'

5,28

TOPIC/CONCEPT D. CREATIVE ASPECTS OF MUSIC
23. Creates an original work for a chosen instrument 12,17,41,44,69,70

24. Discusses the thought process involved in music composition and relat.s it to notation, melody and form of the original
work 12,17,41,44,69,70

25. Explains "progr." music. and relates it to the original composition, if,appropriate 41,69,70,71

S714c

QUALITY CORE CURRICULUM

PROGR~ AREA: Music - Band (9-12) OBjECTIVES (State Curriculum)

Page 4 of 4

TOPIC/CONCEPT E. THE APPRECIATION OF MUSIC

26. Participates in out-of-elass music activities

a. Collecting records and tapes

b. Attending concerts

c. Organizing or participating in an

ensemble outside of school

d. Studying music ou~'~e of school

e. Composing

f. Writing about music

g. Researching historical music

h. Organizing or belonging to an outside

music club

i. Performing music for pleasure and

personal enjoyment

j. Performing solos and in ensembles for

schools and community events

k. Participating in music clinics, honor

groups, music festivals, Governor's

Honors Program, all-state band

1. Selecting music as a career choice

e

1.2.3,4.5 12,11.41.44,

67.69.70

571"c
General College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Strinq Orchestra (9-12)

OB3ECTIVES (State Curriculum)

!fi::!

~

~

Page 1 of ..
98E

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION

1. Demonstrates correct positioning. hold and posture on chosen instrument 69.70

2. Demonstrates correct bowing and left-hana technique on chosen instrument
69.70

3. Participates satisfactorily as a member of the performance class or performing ensemble. including seasonal or specialized groups, e.g., strolling orchestra, jazz orchestra
12,14.41,53, 69.70.71

4. Demonstrates knowledge of positions and shifting on chosen instrument. to the expected competency level of the class 69.70

5. Performs the class literature to the expected competency level of the class
12,14.41.53. 69.70.71

6. Demonstrates music reading skills, including sight-reading. to the expected competency level of the class
12.14.41,53

7. Demonstrates ability to perform individually, in small groups and as a member of the total ensemble 12.13,17.41, 69.70

8. Tunes instruments accurately to appropriate 10Und sources . 69.70

9. Demonstrates an acceptable level of intonation in playing alone and as part of the total group
12.69.70

10. Performs with characteristic tone quality 69.70

11. Demonstrates knowledge of vibrato

69.70

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R), mathematics (BST~) a~ the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - String Orchestra (9-12)

OB~ECTIVES (State Curriculum)

nI::!!

~

~

Page 2 of 4 9BE

TOPIC/CONCEPT 8. ANALYSIS AND THEORETICAL STUDIES

12. Demonstrates understanding of phrase And melody through performance 17,69,70

13. Recognizes harmonic structure And demonstrAtes An awareness of its role through performance 12,14,17,69,70

14. Demonstrates appropriate understanding of form of literature performed by the class 17,69,70

15. Recognizes key signatures of music performed by class and performs appropriate scales, including chromatic and arpeggios by memory 69,70

16. Identifies the timbres of orchestral instruments 17,69,70

17. DemonstrAtes knowledge of music vocAbulAry for the purpose of study, rehearsal and performance
12,14,17,41, 53,54,69,70

18. Recognizes tonal balance in relation to tutti, solo/soli passages and lightly scored compositions
12,41,69,70

TOPIC/CONCEPT C. HISTORICAL ANO CULTURAL CONTRIBUTIONS AND INFLUENCES

19. Identifies and compares performance styles from a variety of historical periods eras of music 12,14,17,41,
53,54,69,70

20. Performs music from various historic periods in various correct styIe 12,14,17,41
53,54,69,70

21. Demonstrates knowledge of composers whose music is performed in class 12,14,17,69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - String Orchestra (9-12) OBjECTIVES (State Curriculum)

Page 3 of 4

22. Describes the music and its relationship to societies of the baroque classical, romantic and contemporary eras 12, 14, 17,41,
53,54,69,70

23. Explains the evolution and history of orchestral string instruments 12,14,17,41,
53,54,69,70

24. Identifies music careers and their evolutions 12,14,17,41,69,70

25. Demonstrates knowledge of contributions by composers and performers from various cultures and ethnic ba~kgrounds 12,14,17,41, 53,55,57,59, 69,70

26. Explains the importance .of ethnic contributions to mUsic 12,17,41,53,
55,57,59,67, 69,70,71

27. Selects and summarizes information about music concepts,

composers and performers using multiple types of sources,

e.g., encyclopedias, biographies, music references,

newspapers, video and audio cassette

8

5,28

TOPIC/CONCEPT D. CREATIVE ASPECTS OF MUSIC

28. Improvises original melodies from given pitches and chords 12,17,69,70

29. Arranges and transcribes melodies for a variety of instruments

30. Creates and notates an original composition for a chosen instrument or ensemble

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - String Orchestra (9-12) OB3ECTIVES (State Curriculum)

Page 4 of 4

31. Explains the form and the melodic construction of the original composition
12,14,41,69,70

32. Discusses the thought process involved in music composition and relates it to notation, -elody and form of the original composition 41,69,70

33. Explains "program/descriptive" IlUsic and, if a~propriate, relates it to the original composition 41,69,70

34. Composes variations of given melodies

12,17,44,69,70

TOPIC/CONCEPT E. THE APPRECIATION OF MUSIC

35. Participates in out-of-class music activities

a. Collecting records and tapes

b. Attending concerts

c. Organizing or participating in an

ensemble outside of schoal

d. Studying music outside of school

e. Composing

f. Writing about music

g. Researching historical music

h. Organizing or belonging to an outside

music club

i. Performing for pleasure and personal

enjoyment

j. Performing solos and in ensembles for

school and community events

k. Participating in IlUsic clinics, honor

ensembles, music festivals, Governor's

Honors Program, all-state orchestra

1. Selecting music as a career choicI

8

1,2,3,4,5 12,17,41,44,

67,69,70

571.c
General College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Choral Music (9-12)

OB3ECTIVES (State Curriculum)

In::!

~

~

TOPIC/CONCEPT A. PERFORP1ANCE AND PRODUCTION

Page 1 of 4 9BE

1. Demonstrates correct posture for singing 69,70

.~. Denonstrates correct breathing techniques for vocal production
69,70

3. Sings accurate pitches and rhythms
3

69,70

4. Sings scales, arpeggios and vocalizes from memory 69,70

S. Sings with undistorted vowels, good diction and appropriate tone quality
69,70

6. Sings the appropriate part in an ensemble, with and without accompaniment
69,70

7. Performs from music, including sight-reading, to the expected competency level of the class
12,14,.1,53,
69,70,71

8. Perform; the class literature to expected competency
12,14,.1,53, 69,70,71

9. Demonstrates ability to perform individually, in small groups and as a Ilember of the total ensemble
12,13,17,U, 69,70

10. Sings from memory lome of the music performed publicly by the ensemble
70

11. Responds sensitively to the gestures of a conductor 69,70

12. Participates successfully as a member of the performance class 70

The Basic Skills Tests objectives for writing (BST-W), reading
(BST-R), mathematics (BST~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S71 4C

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Choral Music (9-12) OBjECTIVES (State Curriculum)

Page 2 of 4

TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES

13. Interprets meaning of texts being studied by class

2,3,4,8,

1,2,16,69,70

9,11,12

14. Recognizes relationship of text to music elements in compositions being studied (rhythm, melody, harmony, form, tempo, dynamics, phrase)

15. Recognizes from notation the tonality of IllUsic performed by class 70
16. Identifies differences in scales and harmonies 70
17. Demonstrates appropriate understanding of form in literature performed by the class 70
18. Given aural stimuli, des~ribes the various types of voices in chorus

19. Demonstrates knowledge of music vocabulary necessary for study, rehearsal and performance of music 12,14,17,41, 53,54,69,70
TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTIONS AND INFLUENCES
20. Discusses the historical and cultural background of the works being performed by the ensemble 12,14,17,41, 53,54,69,70
21. Identifies and compares performance styles of music being r.heArsed and performed 12,14,17,41 53,54,69,70
22. Oemonstrates knowledge of composers whose music is performed in class 12,14,17,69,70
23. Demonstrates understanding of the relationship of music to the society that produced it 12,14,17,41, 53,54,69,70

S714C

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Choral Music (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 4

24. Identifies music careers and their evolution
12,14,17,41
69,70

2S. Demonstrates knowledge of contributions by composers and performers from various cultural and ethnic backgrounds
12,14,17,41,
S3,SS,S7,S9,
69,70,71

26. Explains the importance of ethnic contributions to music
12,17,41,S3, SS,S7,S9,67, 69,70,71

27. Selects and summarizes information about music concepts, composers and performers from multiple kinds of sources

(e.g. biographies, periodicals, nonprint, music references,

video and audio cassettes)

8

S,28

TOPIC/CONCEPT 0 . CREATIVE ASPECTS OF MUSIC

28. Creates or improvises a short original vocal or choral work
12,17,41,44,69,70

29. Creates different texts for compositions being rehearsed
12;17,41,44,69,70

30. Improvises simple chordal and rhythmic accompaniments

3

20,41,69,70

31. Discusses the thought process involved in music composition and improvisation and relates it to the creative exercises done inclass
41,44,69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Music - Choral Music (9-12)

OB~ECTIVES (State Curriculum)

.m.:!

~

~

Page 4 of 4 9BE

TOPIC/CONCEPT E. THE APPRECIATION OF MUSIC

32. Participates in out"'Of-class music activities

a. Collecting records and tapes

b. Attending concerts

c. Organizing or participating in an

ensemble outside of school

d. Studying music outside of school

e. Composing

f. Writing about IlUsic

g. Researching historical music

h. Organizing or belonging to an outside

music club

i. Performing music for pleasure and

personal enjoyment

j. Performing solos and in ensembles

for school and community events

k. Participating in music clinics, honor

groups, music festivals. Governor's

Honors Program. all-state ensembles

1. Selecting IlUsic as a career choice

8

1.2.3,4.5

12.17.41.44.69.70

5714c

QUALITY CORE CURRICULUM

Page 1 of 2

PROGRAM AREA: Music Theory and Composition (9-12)

OBJECTIVES (State Curriculum)

!!::B

~

~

QBE

TOPIC/CONCEPT A. KNOWLEDGE AND UNDERSTANDING

1. Demonstrates a knowledge of scale patterns. intervals. chord progressions and musical forms

2. Notates from dictation melodic phrases. hal"lllOnic progressions and rhythmic patterns
11.20.69.70

3. Sight-sings simple melodic patterns

69.70

4. Demonstrates a knowledge of the relationship between the piano keyboard and musical notation 16.17.69.70

S. Analyzes musical compositions of the class 11.69.70

6. Analyzes musical composi~ions from a variety of style 11.69.70.71

7. Notates original musical ideas

11.20.44.69.70

8. Arranges simple pieces of music for instruments or voices 11.44.69.70

TOPIC/CONCEPT B. CREATIVE/PERFORMING SKILLS

9. Creates short musical compositions in a variety of forms 11.44.69.70.71

10. Uses instrumental. vocal and electronic media in composition 11.69.70

11. Creates simple accompaniments

11.44.69.70

12. Perlo,...s the arrangements and compod tions wri tten by ..mber. of the class. when possible
69.70

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R) . . .thematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

S714c

QUALITY CORE CURRICULUM

Page 2 of 2

PROGRAM AREA: Music Theory and Composition (9-12)

OB3ECTIVES (State Curriculum)

SST-R

~

~

9BE

TOPIC/CONCEPT C. ATTITUDES AND APPRECIATIONS

13. Demonstrates an enjoyment in listening to and studying music 14,69

14. Demonstrates the ability to make critical judgments about music

5714c

QUALITY CORE CURRICULUM

Page 1 of 2

PROGRAM AREA: Music Appreciation/History/Literature (9-12)

OB3ECTIVES (State Curriculum)

!!I::!

~

~

9BE

TOPIC/CONCEPT A. KNOWLEDGE AND UNDERSTANDING

1. Recognizes aurally and describes the elements of music l

i.e., rhythm, melody harmonYI form I dynamics, timbre

1,3

17 1 69 1 70

2. Recognizes aurally and describes musical genres such as symphony, oratorio and musical theater

3. Demonstrates a knowledge of the historical, musical and cultural backgrounds of a representative sample of musical works of recognized quality 69,70 1 71
4. Aurally recognizes examples from the various style periods of musicl'i.e., Baroque, Classical l Contemporary 69 1 70,71

5. Describes and discusses musical examples using appropriate terminology 16,171 69,70,71
6. Demonstrates a knowledge of compositions, composers and performers of merit
69,70

7. Demonstrates an understanding of the aesthetic value of music and the fine arts
69,70

8. Indicates an understanding of the various uses of music in society
69,70

9. Uses print and nonprint media in studying and listening to music
5,69,70

TOPIC/CONCEPT 8. ATTITUDES AND APPRECIATION

10. Enjoys listening to and studying music

14,691 70

11. "-kes critical judgments about IIUsic
1,2,3

69,70

The Basic Skills Tests objectives for writing (BST-W), reading (BST-R), mathematics (BST-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings,

S714c QUALITY CORE CURRICULUM Page 2 of 2
PROGRAM AREA: Music Appreciation/HistorY/Literature (9-12)
OBJECTIVES (State Curriculum)

12. Respects the skilled performance of music
69,70

13. Shows proper audience behavior

69,70

14. Shows an interest in musical performances in the community
69,70

IS. Shows a personal, aesthetic response to .usic
69,70

5714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Guitar/Class Piano (9-12)

OBJECTIVES (State Curriculum)

!!::!

~

~

Page 1 of 3 OBE

TOPIC/CONCEPT A. PERFORMANCE AND PRODUCTION

1. Demonstrates correct positioning or hold and posture for the instrument 69.70

2. Demonstrates correct finger. hand and ann motion on the instrument 69.70

3. Performs literature of the class to the expected competency level 2.3.5.12. 16.28.69.70

4. Demonstrates elementary sight-reading skills 2.3.69.70

5. Demonstrates the ability to perform individually and as part of the class
70

6. Tunes instrument (guitar) with assistance and demonstrates an increasing awareness of intonation
3.12.69.70

7. Performs appropriate scales and arpeggios from memory 3.69.70

TOPIC/CONCEPT B. ANALYSIS AND THEORETICAL STUDIES

8. Demonstrates understanding of phrase and lIelody through performance
3.12.13.69.70

9. Demons trates knowledge of form of bas ic literature perfonned by the cIa..
3.12.69.70.71

10. Recognizes 11"01I notation the tonality of .usic performed by the class
12.13.69.70.

The Basic Skills Tests objectives for writing (BST-W). reading (BST-R) . . .thematics (BST~) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear innediately below
each objective in line with the corresponding column headings.

5714C

QUALITY CORE CURRICULUM

PROGRAM AREA: Guitar/Class Piano (9-12) OB3ECTIVES (State Curriculum)

Page 2 of 3

11. Recognizes chords as major or minor. and relates this to key and scale 2.3.12.13.69.70 .

12. Demonstrates the knowledge of music vocabulary for study. practice and performance 2.3.5.12.28.69.70
TOPIC/CONCEPT C. HISTORICAL AND CULTURAL CONTRIBUTION AND
~FLUENCES

13. Demonstrates knowledge of composers whose music is performed in class 5.69.70.71

14. Demonstrates understanding of the relationship of music to the society that produced it 69.70.71

15. Explains the evolution and history of guitar or piano 69.70.71

16. Identifies .usic career$

66.67.69.70.71

17. Demonstrates knowledge of contributions by composers and performers from various cultural and ethnic backgrounds
54.69.70

18. Explains the importance of ethnic contributions to music 54.69.70

19. Locates information relating to musical concepts. composers

and performers using encyclopedias. biographies.

periodicals. nonprint media. music references or other

sources

8

3.4.5.12.

14.69.70.71

TOPIC/CONCEPT D. CREATIVE ASPECTS OF PlUSIC

20. IlIPr'Ovise, an original melody from a given range of

pitches. rhythms. and chords or chord progression,

6

69,70

21. Creates, notates and performs an original _lody for guitar or piano 69.70

S714c

QUALITY CORE CURRICULUM

PROGRAM AREA: Guitar/Class Piano (9-12)

OB3ECTIVES (State Curriculum)

HI:!

BST~

~

Page 3 of 3 9BE

TOPIC/CONCEPT D. THE APPRECIATION OF MUSIC

22. Discusses thought processes involved in music composition . and rel~tes them to notation and form of the original melody
4,69,70

23. Participates in out-of-elass music activities

2,3,11

a. Collecting records and tapes b. Attending concerts c.. 01"98nizing or participating in an
ensemble outside of school d. Studying music outside of school e. Composing
f. writing about music g. Ol"9anizing or belonging to an outside
music club h. Performing music for pleasure and
personal enjoyment
67,69,70

PHYSICAL EDUCATION K - 12
The physical education section of the Quality Core Curriculum (QCC) addresses physical education instruction, K-12. The elementary program offers fundamental movement skills in the areas of body awareness, spatial orientation, relationships, energy, object manipulation, sports, rhythms, dance, games and gymnastics. Middle grades students are exposed to the widest possible variety of rhythm, skills and activities in an effort to refine their interests and to enable the students to choose movement experiences that suit their personal abilities and needs. The physical education program for students in grades 9-12 provides opportunities to develop skills, knowledge and attitudes necessary for a lifetime of physical fitness and activity.
Common strands throughout the K-i2 curriculum include the development and maintenance of health-related fitness, skilled movement and the ability to express and create. This physical education program should be implemented in an environment that provides for maximum participation, success, enjoyment, challenge and progression toward a fulfilled life regardless of one's capabilities, limitations or goals.
The physical education QCC outlines the concepts and objectives for a sequential and comprehensive physical education experience. It reflects the goals for instruction set forth by the Georgia Department of Education and the Georgia Association of Health, Physical Education, Recreation and Dance.

S803c QUALITY CORE CURRICULUM
Page 1 of 2
PROGRAM AREA: Physical Education (Kindergarten) OBJECTIVES (State Curriculum)

The elementary physical education program should be implemented in an environment that provides for maximum participation, success, enjoyment, challenge and progression toward a fulfilled life, regardless of one's capabilities, limitations or goals. Students in Georgia's public schools should participate in a physical education program that motivates one to elect a lifetime of involvement in physical activity, which is so vital to healthy living in today's world.

Topic/Concept A. Physical Fitness

1. Participates in developmental activities related to

strength, muscular endurance, heart-lung endurance and

flexibi Iity

L-3

64,65

Topic/Concept B. Movement Skills

2. Demonstrates an understanding of the appropriate use of body

parts in functional and expressive movement (head, ears,

eyes, nose, mouth, chin, ~eck, chest, elbow, wrist, abdomen,

hips. shoulders, fingers, thumb, seat, knees, ankles, heels,

toes and soles)

L-3, L-S, L-6,

65

5-3, R-6

3. Performs basic locomotor skills of running, hopping,

jumping, sliding, walking and rolling

L-3,L-S,L-6, G-l

65

5-3. R-6

4. Performs basic non locomotor skills of bending, stretching,

curling. twisting. turning, swinging and swaying

L-3.L-S,L-6

65,70

5~3.R-6

5. Performs basic manipulative skills of grasping, releasing.

throwing. catching. kicking and striking

L-S, R-6 , W-2

65

6. Participates in weight-supporting activities (balancing)

L-S

65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c . QUALITY CORE CURRICULUM
Page 2 of 2
PROGRAM AREA: Physical Education (Kindergarten) OB~ECTIVES (State Curriculum)

7. Participates in activities that require the transfer of

weight (starting, stopping and dodging)

l-5

65

8. Increases spatial awareness: general and personal space,

levels - high, medium and low; directions - right, left,

forward, backward, up and down; and pathways straight,

curved and zigzagged.

l-3,l-S,l-6 G-1

6S

S-3,R-6

9. Demonstrates an understanding of the relationship of their

body to objects, individuals and groups when near, far,

over, under, alongside of, in. front of, behind or across

from thum

l-3,l-S,l-6 G-1

6S

S-3,R-6

10. Demonstrates an awareness of the elements of movement (time

- fast, slow; weight - light, strong; space - direct,

flexible; and flow - free and bound)

L-S,l-6

G-1

65

11. Participates in fundamental and creative rhythmic activities

(imagery, creation of dances to accompany stories or poems,

expression of emotions, sequencing)

l-S, l-6

65.70

12. Demonstrates h~. to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled 55,65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (First) OB3ECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Participates in developmental activities related to strength, muscular endurance, heart-lung endurance and flex ibi I i ty 64,65

2. Locates pulse

64,65

Topic/Concept B. Movement Skills

3. Uses body parts appropriately in functional and expressive movumant 65

4. Demonstrates skill in basic locomotor actions, such as

creeping, walking, running, skipping, hopping, jumping,

sliding, galloping, leaping

6

65

5. Demonstrates skill in basic non locomotor actions of bending,

stretching,' curling, twisting, turning, swinging and swaying

6

65

6. Demonstrates skill in manipulative actions of throwing,

catching, striking and kicking

6

65

7. Demonstrates the ability to maneuver weight by pushing, pulling, resisting, receiving, lifting and carrying weight
6S

8. Performs symmetrical, asymmetrical, wide and narrow body

shapes and actions

6

65

9. Demonstrates spatial awareness by the ability to change

directions, levels, pathways and general and personal space

6

65

10. Demonstrates an understanding of the relationship of the

body to objects, individuals and groups when meeting,

parting, surrounding, mirroring, shadowing, leading,

following and moving in unison or with contrasting movements

6

65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Firs!} OBJECTIVES (State Curriculum)

Page 2 of 2

11. Demonstrates an awareness of the elements of movement (time

- fast, slow; weight - light, strong; space - direct,

flexible; and flow - free and bound)

6

65

12. Creates and participates in simple games and rhythmical/spatial compositions

13. Participates in fundamental aerobic and creative rhythmic activities (rhythmic response to holiday music, bouncing balls to music, imagery, movement sequences)
65,70
14. Demonstrates how to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled
55,65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Second) OB~ECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Participates in developmental and self-testing activities related to strength, muscular endurance, heart-lung endurance and flexibility 22,64,
65

2. Identifies heart rate increase during exercise

64,65

Topic/Concept B. Movement Skills

3" Oemonstr"ates basic movement skills with balls and other equipment (beanbags, hoops, wands, ropes, scarve~, tires)
65

4. Refines the appropriate use of body parts, such as head,

neck, chest, arms, legs and trunk, in functional and

expressive movement actions

3

65

5. Refines locomotor skills of walking, running, hopping,

leaping, galloping, jumping and sliding using straight,

curved and zigzagged pathways

3

65

6. Refines non locomotor skills of stretching, curling, bending, twisting, turning, swinging and swaying

3

65

7. Refines body's ability to make and use round, twisted,

narrow, wide, symmetrical and asymmetrical body shapes and

actions

3

3

65

8. Refines manipulative skills of throwing, catching, kicking

and striking

3

65

9. Refines body's ability to support, lead and transfer weight

(stopping, starting, dodging, darting)

3

65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (SecondJ OB3ECTIVES (State Curriculum)

Page 2 of 2

11. Refines the ability of the body to problem solve using

general and personal space, levels, directions and pathways

3

65

12. Refines the use of the body in relationship to objects,

individuals and groups when near, far, over, under, across,

in front of, behind, alongside of, meeting, parting,

leading, following, in unison ",r ... .:~. as-::

3

65

13. Refines the use of the elements of movement (time - fast,

slow; weight - light, strong; space - direct, flexible; and

flow - free and bound)

3

65

14. Participates in simple stunts, tumbling and balancing

activities (climbing, horizontal ladder, beam, tip-up)

3

65

15. Creates and performs simple games and rhythmical/spatial compositions
65

16. Demonstrates how to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled 55,65

17. Participates in fundamental. creative and aerobic rhythmic

activities, such as rhythmic response to seasons of the

year. rhythms and ropes, imagery and dramatic movement

sequences

3

65,70

S803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Thir~ OBJECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Demonstr~tes an understanding of the components of

health-related fitness (cardiovascular endurance, muscular

endurance, muscular strength, flexibility, body composition)

2

64,65

2. Participates in activities rel~~~d to strength, muscular endurance, heart-lung endurance and r~exibility 64,65

3. Counts resting heart rate

4

19,22,

64,65

4. Demonstrates correct stretching techniques, such as reaches

and holds stretch 15-45 seconds, breathes continuously and

does not bounce

1.0

64,65

Topic/Concept B. Movement Skills

S. Refines basic movement skills with balls and other equipment

2

6S

6. Participates in activities to refine eye-foot and eye-hand coordination

7. Refines basic skills in locomotor and nonlocomotor actions

in functional and expressive movements and on pieces of

apparatus

2

65

8. Refines manipulative ski Us 65

9. Refines transfer of weight, maneuvering weight and weight

support (balance) skills

2

65

10. Refinesbody's ability to communicate through body shapes and actions 65,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Thir.~ OBjECTIVES (State Curriculum)

Page 2 of 2

11. Refines spatial awareness skills

2

65

12. Refines relationships of unison and contrast, meeting,

parting, leading and following

2

65

13. Refines the use of the elements of movement functionally and

expressively

2

65,70

14. Participates in activities alone and with others 65

15. Refines sequential stunts, tumbling and balancing patterns

and uses these in apparatus activities such as tires,

climbing frames, balance beam and stilts

.2

65

16. Participates in fundamental, creative and aerobic rhythmic

activities (folk dances, movement sequences)

63,65

17. Demonstrates how to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled

5803c .

QUALllY CORE CURRICULUM

PROGRAM AREA: Physical Education (Fourth} OBjECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Participates in developmental activities for strength, heart-lung and muscular endurance, flexibility, speed, balance, power and agility
64,65

2. Parti ::. _ .as " phjlsical fitness testing and appraisal

4,11

12,13,

64,65

3. Counts exercise heart rate

4,7

18,22,

64,65

Topic/Concept B. Movement Skills

4. Performs basic locomotor and non locomotor skill combinations
65

S. Participates in activities that require combinations of sports skills
65

. 6. Participates in activities that require adaptations and varying uses of locomotor and nonlocomotor skills
65

7. Participates in activities that require adaptations and varying uses of manipulative skills
65

8. Participates in activities that require adaptations and varying uses of directions, levels, pathways and ranges
65

9. Participates in activities that require adaptations and varying uses of weight-transfer, weight-support and weight-maneuvering skills
65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (Q8E) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c
QUALITY CORE CURRICULUM Page 2 of 2
PROGRAM AREA: Physical Education (Fourth~ OBJECTIVES (State Curriculum)
.~

10. Participates in activities that require adaptations and

varying uses of body shapes during functional and expressive

movements

3

65

11. Participates in activities that require adapting and varying the relationship of the body to objects, individuals and groups
65

12. Participates in activities that require varying the ways the body uses time - fast, slow, space, force and flow
6S

13. Refines and varies sequential stunts, tumbling and balancing patterns and demonstrates these skills in apparatus activities (beam, floor, bars)
6S

14. Participates in creative,.complex and aerobic rhythmic activities, such as lummi sticks, schottische, polka, two-step, aerobic workout to music
63,65 70

15. Demonstrates how to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled 55,65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Fifth} OB3ECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Demonstrates an understanding of the difference betwaen health-related and skill-related fitness
64,65

2. Participates in developmental activities in health-related fitness and skill-related fitness
64.65

3. Participates in physical fitness testing and appraisal using a health-related or skill-related fitness test (or both) 12,13.
64,65

4. Counts exercise heart rate and adjusts activity level appropriately

26.27,
64,65

s. Demonstrates correct strength exercise techniques (such as:
proper form and breathing. overload, progressive increase, smooth motion)
64.65

Topic/Concept B. Movement Skills

6. Continues refinement of basic skills in the following areas: locomotor and non locomotor actions, object
manipulation, balance, transfer of weight, maneuvering of weight, spatial awareness, directions, levels, pathways, relationships and the elements of movement
65

7. Practices adapting and varying basic movement skills and transfers these skills to games. sports, dances, and gymnastics
65

8. Participates alone and with others in lead---up or modified sports activities
65

9. Demonstrates a basic understanding of strategy and rule concepts 12.13,
16.65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear Ommediately below each objective in line with the corresponding . column headings.

S803c

QUALITY CORE CURRICULUM

PROGRAMAREA: Physical Education (Fift~ OBJECTIVES (State Curriculum)

Page 2 of 2

10. Demonstrates a basic understanding of cooperation, competition, fair play and leadership

55,65

11. Adapts and varies sequential stunts, tumbling and balancing patterns and demonstrates these skills in apparatus activities (beam, floor, bars)
65

12. Participates in creative, complex and aerobic rhythmic activi ties
63,65

13. Participates in skill-related testing activities
65

14. Demonstrates how to compete; cooperate; succeed; daal with frustrations; lead; follow; become responsible, expressive, creative and skilled
55,65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Sixth)

OB3ECTIVES (State Curriculum)

CRT-W

CRT-R

Page 3 of 3

18. Participates in self-testing and self-defense activities 65

19. Performs basic aquatic and water safety skills, such as drownproofing, small crafts. scuba and skin diving, water safety, life saving, beginning and intermediate swimming, diving and water sports (effective upon availability of faci Iity) 65

20. Exhibits through appropriate behavior an understanding of responsibility. cooperation, competition, fair play and leadership 65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Sixth) OBjECTIVES (State Curriculum)

Page 1 of 3

Middle grades physical education students should be exposed to the widest possible .variety of skills and activities in an effort to refine their interests and enable the students to choose movement
experiences that suit their personal abilities and needs. A conceptually sound middle grades program would include instruction in many of the following areas: conditioning and physical fitness, lifetime sports, outdoor education, team sports, stunts, tumbling, and gymnastics, rhythms and dance, aquatics and water safety, recreational games, track and field and combatives. Program offerings should provide something for everyone by placlng emphasis on total participation rather than on the development of the gifted athlete. The middle grades physical education program is primarily exploratory with a strong skill development component.

Topic/Concept A. Physical Fitness

1. Participates in physical fitness testing and appraisal

10

2

12,13,

19,64,

65

2. Improves in areas of performance under the 25th percentile

10

2

12,13,

19,64,

65

3. Computes training heart rate based on age and resting heart

rate

6,7

18,28,

64,65

4. Identifies four parts of the fitness formula: frequency,

intensity, duration and type of exercise

1.0

2

3

64,65

5. Demonstrates heart-lung endurance, abdominal strength, low back/hamstring flexibility and upper body strength
64,65

6. Demonstrates an understanding of the role of exercise in

weight control

1.0

2,10,11

9

64,65

7. Participates in fitness activities (aerobics, jogging,

weight lifting, conditioning, circuit training, obstacle

course, walking, stretching)

3,6

65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Sixth) OB~ECTIVES (State Curriculum)

Page 2 of 3

Topic/Concept B. Movement Skills

8. Refines basic movement skills and combinations of skills with balls and other equipment 65

9. Performs basic skills necessary for participation in lifetime sports such as archery, badminton, bowling, golf, handball, paddle tennis, tennis, pickleball, racquetball and/or fencing 65

10. Performs basic skills in team sport lead-up games, such as basketball, field hockey, flag football, indoor hockey,
soccer, softball, speedball, team handball and volleyball 65

11. Participates in recreational games, such as horseshoQs, shuffleboard, table tennis, New Games, tetherball, frisbee,
croquet and deck tennis 65

12. Demonstrates knowledge of basic rules in recreational games

and team and lifetime sports

1.0

3

3

1, 65

13. Performs basic skills in stunts, tumbling and gymnastics, such as rolls, cartwheels, headstands, movement sequences,
balance beam, parallel bars, vault, floor exercise, rings and self-testing activities
65

14. Performs basic skills in track and field, such as dashes,

distance runs, hurdles, high jump, long jump, triple jump,

shot put, discus, relays, pentathlon and decathlon

1.0

65

15. Performs basic skills in rhythms and dance, such as folk and ethnic dance, contemporary dance, social dance, square dance, tap dance and clogging 71,65

16. Demonstrates ability to perform creative and fundamental rhythmic activities 65

17. Performs basic skills in outdoor education activities, such as backpacking, hiking, bicyling and safety, canoeing, camping, casting and angling, outdoor cooking and orienteering 65

5S03c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Seventh) OBjECTIVES (State Curriculum)

Page 1 of 3

Topic/Concept A. Physical Fitness

1. Participates in physical fitness testing and appraisal 12,13, 19,64,
65

2. Sets realistic personal fitness goals

26,27, 28,64, 65

3. Engages in a personal fitness program including one or more heart-lung endurance activities (jogging, aerobics, bicycling, rope jumping, aquatics) 64,65

4. Applies the principles of training to a fitness program (frequency, duration, intensity, type of activity, warm-up, activity phase, cool-down) 64,65

S. Maintains heart-lung endurance, abdominal strength, low back/hamstring flexibility, upper body strength and weight control awareness
64,65

6. Identifies exercises to prevent low back problems

26,64, 65

Topic/Concept B. Movement Skills

7. Efficiently performs combinations of basic movement patterns 65

8. Acquires and refines the more complex skills needed for success in sports
65 The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Seventh) OBJECTIVES (State Curriculum)

Page 2 of 3

9. Acquires basic skills necessary for participation in lifetime sports such as archery, badminton, bowling, golf, handball~ paddle tennis, tennis, pickleball, racquetball and/or fencing
65
10. Acquires basic skills in team sport lead-up games, such as basketball, field hockey, flag foot"":: ~ ~ nr'......... t-ockey, soccer, softball, speedball, team handball and volleyball
65
11. Acquires skills in recreational games, such as horseshoes, shuffleboard, table tennis, New Games, tetherball, frisbee, croquet and deck tennis
65
12. Demonstrates knowledge of basic rules in recreational games and team and lifetime sports
1,65
13. Acquires basic skills in stunts, tumbling and gymnastics skills, such as rolls, cartwheels, h~adstands, movement sequences, balance beam, parallel bars, vault, floor exercise, rings and self-testing activities
65
14. Acquires basic skills in track and field, such as dashes, distance runs, hurdles, high jump, long jump, triple jump, shot put, discus, relays, pentathlon and decathlon
65
15. Acquires basic skills in rhythms and dance, such as folk and ethnic dance, contemporary dance, social dance, square dance, tap dance and clogging
65,71
16. Acquires basic skills in outdoor education activities, such as backpacking, hiking, bicyling and safety, canoeing, camping, casting and angling, outdoor cooking and orienteering
65

5803c

QUALITY CORE CURRICULUM

PROGRAM AREA: Physical Education (Seventh) OBJECTIVES (State Curriculum)

Page 3 of 3

17. Participates in self-testing and self-defense activities
6S
18. Acquires basic aquatic and water safety skills, such as drownproofing, small crafts, scuba and skin diving, water safety, lifesaving, beginning and intermediate swimming, diving and water sports (effective upon availability of facili ty) 65
19. Exhibits through appropriate behavior an understanding of responsibility, cooperation, competition, fair play and leadership
6S

S803c

QUALTIY CORE CURRICULUM

PROGRAM AREA: Physcial Education (Eighth) OB3ECTIVES (State Curriculum)

Page 1 of 2

Topic/Concept A. Physical Fitness

1. Participates in continued physical fitness testing and

appraisal

11

64,65

2. Demonstrates ability to set personal fitness goals

1.r

10,11

8,5

26,27, 28,64,
65

3. Participates in fitness activities that maintain heaith---related fitness

64,65

4. Identifies mental and physical benefits of exercise
1.0

64,65

s. Demonstrates an understanding of the role of exercise in
terms of stress management
12,64,
6S

Topic/Concept B. Movement Skills

6. Demonstrates ability to analyze, review and improve movement

skills basic to the activity being taught

1.0

10

65

7. Refines basic skills necessary for participation in lifetime sports such as archery, badminton, bowling, golf, handball, paddle tennis, tennis, pickleball, racquetball and fencing
65

8. Refines basic skills in team sport lead-up games, such as basketball, field hockey, flag football, indoor hockey, soccer, softball, speedball, team handball and volleyball
65

9. Refines skills used in recreational games, such as horseshoes, shuffleboard, table tennis, New Games, tetherball, frisbee, croquet and deck tennis
65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column head i ngs .

5803c

QUALTIY CORE CURRICULUM

PROGRAM AREA: Physcial Education (Eighth) OBJECTIVES (State Curriculum)

Page 2 of 2

10. Refines basic skills in stunts, tumbling and gymnastics skills, such as rolls, cartwheels, headstands, movement sequences, balance beam, parallel bars, vault, floor exercise, rings and self-testing activities 65
....... r.e~: ~s basic skills in track and field, such as dashes,
distance runs, hurdles, high jump, long jump, triple jump, shot put, discus, relays, pentathlon and decathlon
65
12. Refines basic skills in rhythms and dance, such as folk and ethnic dance, contemporary dance, social dance, square dance, tap dance and clogging 65,71
13. Refines basic skills in outdoor education activities, such as backpacking, hiking, bicyling and safety, canoeing, camping, casting and angling, outdoor cooking and orienteering 65
14. Participates in self-testing and self-defense activities 65
.15. Refines basic aquatic and water safety skills such as drownproofing, small crafts, scuba and skin diving, water safety, lifesaving, beginning and intermediate swimming, diving and water sports (effective upon availability of facili ty)

16. Demonstrates an understanding of rules, strategies,

protocol, terminology, safety practices, and basic

officiating techniques

1.0

3

3

1,65

17. Recognizes the importance and value of physical activity as

a worthwhile use of leisure time throughout life

1.0

65

18. Exhibits through appropriate behavior an understanding of responsibility, cooperation, competition, fair play and leadership 65

5803c
General College Preparatory
Vocational

. 5 . QUALITY CORE CURRICULUM Page 1 of

PROGRAM AREA: Physical Education (9-12) OBJECTIVES (State Curriculum)

The physical education program in Georgia schools should provide opportunities for students in grades 9-12 to develop skills, knowledge and attitudes necessary for a lifetime of physical fitness and activity. In an effort to address critical state and national fitness issues, it is important to offer students quality physical e~""'-' :nn o"oeriences that will make a significant contribution to healthy living and lifestyle choices. The one-half unit graduation requirement in physical education must include a discrete fitness course that is conceptually based and promotes the development and
maintenance of personal fitness throughout the life cycle.

The fitness course required for graduation must include, but should not be limited to, the following.

Topic/Concept A. Lifetime Fitness

1. Demonstrates an understanding of the relationship of

exercise and lifestyle choices on one's health and fitness

status

1.0

64,65

2. Demonstrates an understanding of the health-related fitness

concepts concerning cardiovascular (heart/lung) endurance,

muscular strength, muscular endurance, flexibility,

exercise, diet and fat control

1.0

3

3

64,65

3. Demonstrates an understanding of skill-related fitness

components (speed, agility, power, coordination and reaction

time)

1.0

64,65

4. Assesses personal fitness level

1.0

10

13,14

26,27, 28,64,
6S

s. Designs a personal fitness program that meets individual

needs and interests

1.0

10,11

10,12,13,14 3,26,

27,28,

64,65

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5803c General College Preparatory vocational

. 5 QUALITY CORE CURRICULUM Page 2 of

PROGRAM AREA: Physical Education (9-12) OBjECTIVES (State Curriculum)

6. Participates (a minimum of three times a week) in

activities, such as jogging, weight training, aerobics,

bicycling, lap swimming, circuit training, rope skipping and

pace walking

3,10

64,65

7. Demonstrates an improved state of physical fitness 65

8. Evaluates physical activities in terms of their fitness value

1.0

10,11

12,13,14

65,27,

28

9. Demonstrates an understanding of sound nutritional practices

related to physical fitness

1.0

7,8,10,11

12

26,27,

28,29,

64

10. Demonstrates an understanding of fitness fads and fallacies

as they relate to fitness principles and consumer choices

1.0

3,7,11

26,27,

28,29,

64,65

11. Recognizes the relationship between physical fitness activities and stress
13,14

27,28, 54

12. Demonstrates relaxation techniques useful in relieving stress and tension
12

26,27, 28,64, 65

13. Applies correct biomechanical and physiological principles

related to exercise and training

13,14

27,65

14. Identifies and applies injury prevention principles

1.0

3

12

26,27, 28,64,
65

15. Uses motivational strategies for lifetime participation in
health-related fitness activities 64,65

S803c General College PreParatory
vocational

QUALITY CORE CURRICULUM

/

Page 3 of f ~ .

PROGRAM AREA: Physical Education (9-12) OBJECTIVES (State Curriculum)

16. Demonstrates an understanding of health problems associated

with inadequate fitness levels

1.0

10.11.12

12

27,28,

64

17. Assesses individual lifestyles as related to quality living

1.0

8.10.11

12

26,27,

28,64

18. Demonstrates a positive attitude toward physical self and lifelong physical activity
64,65

5803c
General College Preparatory Vocational

QUALITY CORE CURRICULUM Page 4 of

PROGRAM ~REA: Physical Education (9-12) OBJECTIVES (State Curriculum)

Elective physical education courses must include, but should not be limited to, the following.

Topic/Concept B. Individual/Dual Sports

1. Demonstrates an understanding of lifetime activity concepts

1.0

64,65

2. Experiences self-testing activities

64,65

3. Recognizes the importance and value of participation in sports 65

4. Demonstrates skills and is involved in individual and dual sports activities, such as archery, badminton, fencing, golf, gymnastics, tumbling, handball, tennis, track and field. wrestling, self-defense and martial arts
65

Topic/Concept C. Team Sports

5. Demonstrates teamwork, skill. cooperation, competition, and leadership in team sport situations
55,65

6. Demonstrates skills and is involved in team sports, such as basketball, field hockey, soccer, softball and volleyball 65

Topic/Concept D. Outdoor Activities

7. Recognizes the importance and value of participation in outdoor activity

B. Recognizes wise use of the environment and principles of

conservation

1. 0

3, 10

56,65

9. Demonstrates skills and is involved in outdoor education activities, such as backpacking, hiking, orienteering, canoeing. drownproofing, kayaking and camping
56,65

S803c
Generoal College Preparatory Vocational
PROGRAM AREA: Physical Education OB~ECTIVES (State Curriculum)

QUALITY CORE CURRICULUM Page _ of
"5'
(9-12)

Topic/Concept E. Dance
10. Communicates ideas and feelings through creative movement, aesthetic awareness and cultural appreciation 63,65
11. Demonstrates skills and is involved in dance activities, . such as folk, square, social, modern, ballet, jazz, ethnic, choreography, improvisation and rhythmic analysis 63,65

QUAlITY CORE CURRICULUM VISUAL ARTS (K-12)
The visual arts section of the Quality Core Curriculum (QCC), K-12, was developed through the cooperative efforts of classroom teachers, art teachers, supervisors and college faculty members. A la-member advisory committee considered responses sought from and provided by school systems on the 1987 drafts of the QCC.
At each grade level, the visual arts QCC has four major strands: perceptual awareness, production of artworks, artistic heritage and art criticism and aesthetics. The objectives for each of the strands are sequential. Each grade level represents an increased understanding and sophistication. Students should be provided the opportunities to study content in the four strands withln ,ne context of their general education, kindergarten through high school.
Visual arts education is basic to developing fully literate citizens. Educators must work to help students reach a level of visual aesthetic literacy that gives them an understanding of the communicative nature of the visual arts and provides them with expressive and intellectual skills.
During grades K-S, emphasis is placed on establishing student self-esteem and self-confidence by direct involvement in art activities designed to build on the knowledge they bring to the class. The priorities of the art program for these grades are to develop growth in knowledge and skills relating to art and to build aesthetic awareness. The study of art heritage and the development of aesthetic judgment are introduced in primary terms. Direct personal experiences with art media develop skills that enable students to communicate personal ideas, images, symbols, personality and feelings in visual form.
The major emphasis at the 6-8 grade levels is placed on individual exploratory involvement. Students are provided a wide range of exploratory activities designed to stimulate active participation in the creative process. They develop opinions and judgments through the processes of selection and discrimination, based on exposure to a wide variety of art activities, personal experiences and knowledge gained by commitment to their own learning responsibilities. Continued emphasis is placed on the study of art history and criticism and the development of aesthetic development.
At the 9-12 level, students are provided a broad range of concentrations from a basic comprehensive art course to those of a more specialized nature. In each studio course, the four major strands of art education are emphasized with continued focus on communication of personal ideas, images, symbols, personality and feelings through studio production. The art history and criticism course offers students the opportunity to study in depth the historical perspective of art from prehistoric to contemporary times and to develop the skills of art criticism through describing, analyzing, interpreting and evaluating artworks.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Kindergarten) OBjECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies red, blue, yellow. green, orange, purple, brown,

black and white

1,3

12,13.69,70

2. Identifies lines, such as thick, thin, straight and broken

1.3

12.!~.~~,70

3. Identifies shapes, such as circles. squares. rectangles,

triangles and non-geometric shapes

1.3

12.13.69,70

4. Identifies textures. such as smooth and rough

1.3

12.13,69,70

5. Identifies objects which appeal to the senses: touch, sight,

sound. smell and taste

1.3

12.13.69.70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

6. Creates art which expresses personal experiences in artwork 12.13.69,70

7. Creates drawings and paintings emphasizing the use of color and line
12.13.69,70

8. Explores modeling techniques with clay and other modeling materials emphasizing texture
12, 13 69.70

9. Demonstrates proper care and use of art materials 12.13 69.70

The criterion-referenced tests objectives for writing (CRT-W). reading (CRT-R). mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Kindergarten)

OB~ECTIVES (State Curriculum)

gI::B

~

~

Page 2 of 2 9BE

TOPIC/CONCEPT C. ARTISTIC HERITAGE

10. Views selected artworks of master artists that have recognizable subjects, such as animals. family. friends. plants and buildings 69.70,71

11. Identifies an artist as the mak~1 of art 69.70.71

TOPIC/CONCEPT D. ART CRITICISM , AESTHETIC ~DGMENT

12. Identifies subjects in artworks. such as animals. family.

friends. plants and buildings

1,3

16.69.70

13. Describes colors. lines. shapes and textures in artworks

1,3

16,69.70

14. Talks about own artworks 7

16.69,70

15. Expresses preferences for one of two or three art

reproductions

7

16,69.70

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (First) OBJECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies red, yellow and blue as the primary colors

5

3,12,69,70

2. Identifies orange, green and purple as the secondary colors

5

3,12,69,70

3. Identifies lines as outlines or edges of shapes

3

3

3,12,69,70

4. Identifies shapes and their sizes, such as tall and wide

3

3

3,12,69,70

5. Identifies textures by sight and by touch

3

3,12,69,70

6. Identifies patterns

3

.

3,12,69,70

7. Points out space between and around shapes

3

3

69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

8. Creates artworks from imagination and from real experiences 3,12,69,70

9. Mixes secondary colors

3,12,13,69,70

10. Experiments in mixing other colors

3,12,13,69,70

11. Creates paintings using primary and secondary colors 3,12,13,26,69,70

12. Creates drawings using a variety of lines and shapes 3,12,13,26,69,70

13. Repeats a simple shape to produce a pattern

3

3,12,13,69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

5506c

QUAL11Y CORE CURRICULUM

PROGR~ AREA: VISUAL ARTS (First) OB~ECTIVES (State Curriculum)

Page 2 of 2

14. Produces texture, such as smooth, rough, soft and hard

3

3,12,13,69,70

15. Explores a variety of techniques for folding, cutting and pasting
3,12,13,69,70

16. Exp.lUf es ~ ..,Jle modeling techniques, such as rolling, pinching, pulling out and pressing
3,12,13,69,70

17. Explores crafts processes, such as weaving, pottery and stitchery
3,12,13,69,70

18. Explores simple printmaking processes using geometric ar~

nongeometric shapes

3

.

3,12,13,69,,70

19. Demonstrates proper care and safe use of art tools and

INlterials

3

12,69,70

TOPIC/CONCEPT C. ARTISTIC UERITAGE

20. Talks about different kinds of artists, such as a painter

and an ~rchitect

4

69,70,76

21. Recognizes ways that people are involved in art in thQir cOIIIIIIUnity
54,69,70

22. Talks about subjects in artworks by master artists
17,69,70

TOPIC/CONCEPT D CRITICISM AND AESTHETIC ~DGr'lENT

23. Distinguishes between natural objects and objects made by people
69,70

24. Talks about how art is different from other things
17,69,70

25. Describes differences in two artworks of similar subjects
69,70

26. Describes how an artwork makes him or her feel
17,69,70

27. Talks about preference between two or more art reproductions
17,69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Second) OBJECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies warm (red, yellow, orange) and cool (green, blue,

violet) colors

S

12,69,70

2. Identifies light and dark colors
~

12,69,70

3. Identifies lines which show movement and rhythm

3

12,69,70

4. Identifies shapes made with straight and curved lines

3

12,69,70

S. Identifies overlapping shapes (in front of, behind)

3

12,69,70

6. Distinguishes between s'!apes (flat) and forms (not ft"at)

3

12,69,70

7. Points out space between and around forms

3

12,69,70

8. Distinguishes between textures of a variety of materials,

such as fabrics, yarns, paper, clay and found objects

3

12,69,70

TOPIC/CONCEPT B; PRODUCTION OF ARTWORKS

9. Mixes white with colors to lighten
3

12,13,69,70

10. Mixes black with colors to darken

12,13,69,70

11. Creates paintings and drawings us ing light and dark, warm and cool colors
12,13,69,70

12. Uses lines and shapes to suggest specific objects such as a people, animals, plants and building 12,13,27,69,70

13. Overlaps shapes to create a sense of depth in artworks 12,13,27,69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding
column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Second) OB3ECTIVES (State Curriculum)

Page 2 of 2

14. Explores a variety of materials, such as paper, clay, wood and found objects, to create sculpture (three-dimensional art)
12,13,27,69,70

15. Explores craft processes such as weaving, stitchery and

pottery, emphasizing the use of texture

7

12,13,27,69,70

16. Explores printmaking techniques using pattern
12,13,27,69,70

17. Demonstrates proper care and safe use of art tools and materials
12,69,70

TOPIC/CONCEPT C. ARTISTIC HERITAGE

18. Talks about how artists get ideas for their artwork~ from real life settings, such as community life and transportation
69,70

19. Talks about how artists get ideas for their artworks from imagination
69,70

20. Examines artworks of other countries

57,69,70,71

21. Distinguishes between different kinds of artworks, such as paintings, drawings, sculpture, crafts and prints
69,70

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETIC JUDGMENT

22. Examines two artworks of the same subject identifying similarities and differences
69,70

23. Identifies themes in artworks

69,70

24. Describes feelings and moods which result from viewing particular artworks
69,70

25. Discusses own definition of art

69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Third) OBJECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies red-orange, yellow-orange, yellow-green,

blue-green, blue-violet and red-violet as intermediate colors

S

12,13,69,70

2. Identifies light colors in artworks as tints and dark colors as shades 12,13,69,70

3. Identifies directions of lines: vertical, horizontal and

diagonal

S

12,13,69,70

4. Distinguishes between two-dimensional shapes and

three-dimensional forms

3

12,13,69,70

S. Identifies combinations of large and small shapes and

combinations of large and small furms

3

12,13,69,70

6. Recognizes the divisions of space in a picture as foreground (front, close-up) and background (behind, distant, far-away) 12,13,69,70

7. Identifies how texture defines a shape

12,13,69,70

8. Identifies the center of interest in artworks 12,13,69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
9. Creates artworks that demonstrate an awareness of details observed in the environment 12,13,27,69,70
10. "ixes and uses secondary and intermediate colors in paintings and drawings

11. Uses horizontal, vertical and diagonal lines in artworks to create movement

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-H), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core ~urriculum objectives. The correlations appear immediately below each objective in line with the corresponding
column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Third)

OBJECTIVES (State Curriculum)

CRT- R

~

Page 2 of 2

12. Creates sculpture by joining forms

12,13,27,69,70

13. Creates artworks with a foreground and a background 12,13,27,69,70

14. Creates two-dimensional and three-dimensional artworks with a center of interest

15. Creates an artwork, such as posters, books and ads that communicate a message 12,13,27,69,70
16. Produces an art product from each area: drawing, painting, sculpture, printmaking and crafts 12,13,27,69,70
17. Demonstrates proper care and safe use of art tools and materials 12,13,69,70

TOPIC/CONCEPT C. ARTISTIC HERITAGE
18. Places selected art reproductions in chronological order based on information (clues) within the artworks 59,69,70,71
19. Names the artists who produced specific master artworks 69,70,71
20. Tells why well-known works of art are important 45,69,70,71
TOPIC/CONCEPT D. ART CRITICIS~ AND AESTHETIC JUDGMENT
21. Describes important details in an artwork 45,69,70
22. Describes how colors, lines and shapes are organized in artworks to create a center of interest 45,69,70
23. Distinguishes between original artworks and copies 69,70
24. Discusses purposes for which artworks are created 45,69,70
25. Gives a reason for preference of one artwork 45,69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fourth) OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPl A. PERCEPTUAL AWARENESS

1. Identifies black, brown, white and gray as neutrals

6

12,13,69,70

2. Identifies complementary colors, such as yellow/violet,

red/green and blue/orange

6

12,13,69,70

3. Identifies contrast in artworks created by use of light and dark colors
12,13,69,70

4. Identifies lines that suggest textures, patterns and shapes
12,13,69,70

S. Identifies implied textures in artworks
.
6. Identifies positive and negative shapes
6

12,13,69,70 12,13,69,70

7. Recognizes spatial concepts which show depth in artworks: overlapping, high/low, large/small, bright/dull colors and morelless detail
12,13,69,70

8. Describes how movement is created by the repetition of lines, shapes and colors
12,13,69,70

9. Distinguishes between formal and informal balance
12,13,69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
10. Creates artworks from observation of different environments
12, 13 , 69, 70
11. Creates ~imensional and three-dimensional artworks using contrasting shapes, colors and textures
12,13,26,27,69,70
12. Uses complementary, light and dark colors and neutrals in paintings and drawings
12,13 ,69,70

The criterio~referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the
Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fourth) OBjECTIVES (State Curriculum)

Page 2 of 3

13. Creates designs using positive and negative shapes
12,13,26,27,69,70
14. Creates artworks using spatial concepts that show depth
12,13,26,27,69,70
15. Creates artworks portraying an object (subject) from different points of view (close-up, below, above)
12,13,26,27,69,70
16. Creates artworks using formal and informal balance
12,13,26,27,69,70
17. Produces an art product from each area: drawing, painting, sculpture, printmaking and crafts
12,13,26,27,69,70
18. Demonstrates proper care and safe use of art tools and materials 12 , 13 , 69,70

TOPIC/CONCEPT C. ARTISTIC HERITAGE
19. Discusses how geography and natural resources have influenced the subjects and materials used by artists
9,54,69,70,71
20. Discusses how visual clues identify the culture represented in an artwork
9,57,69,70,71
21. Names artists who are well-known for using a variety of art forms, such as sculpture, painting and drawing, to express ideas 9,57,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETIC JUDGMENT

22. Discusses the differences between two-dimensional and three-dimensional artworks
9,16,69,70

23. Identifies similarities and differences in artworks of similar subjects
9,16,69,70

24. Sorts artworks into categories of landscapes, still lifes,

seascapes and portraits

2

69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fourth) 083ECTIVES (State Curriculum)

Page 3 of 3

2S. Discusses how colors, textures, shapes and background space in artworks contribute to the composition
26. Talks about the purposes of art in today's world 9,16,17,69,70

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fifth) OB~ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS
1. Identifies several values of a color or a neutral 12, 13 , 69,70
2. Identifies groups of related (analogous) colors, such as yellow-orange, yellow and yellow-qreen H,13,69,70
3. Identifies lines which suggest space and depth 12,13,69,70
4. Recognizes that form can be open and hollow or closed dnd solid 12,13,69,70
5. Identifies the use of one - and two-point perspective to show distance in artworks 12,13,69,70
6. Identifies size relationships as proportion 12, 13 , 69,70
7. Identifies how light and shadow (shade) reveal textures, shapes and forms 12,13,69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
8 .. Creates artworks that express specific emotions 12,13,26,27,69,70
9. Creates artworks incorporating specific subject matter, such as objects, themes, events or symbols 12,13,26,27,69,70
10. Uses analogous colors in drawings and paintings 12,13,26,27,69,70
11. Creates a sculpture which is open and hollow or closed and solid 12,13,26,27,69,70
12. Creates artworks that communicate a visual message, such as logos, symbols or signs 12,13,26,27,69,70
The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each object4ve in line with the corresponding column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fifth) OB3ECTIVES (State Curriculum)

Page 2 of 3

13. Uses perspective in artworks

12,13,69,70

14. Creates artworks emphasizing proportion

12,13,69,70

15. Creates artworks portraying an object under different light and conditions 12,13,69,70

16. Produces an art product in each art area: drawing, painting, sculpture, printmaking and crafts
12,13,26,27,69,70

17. Demonstrates proper care and safe use of art tools and materials 12,13,26,27,69,70

TOPIC/CONCEPT C. ARTISTIC HERIrAGE
18. Identifies artworks of the Indian civilizations found in America and their stylistic characteristics 53,69,70,71
19. Identifies artworks of Colonial America and their stylistic characteristics 9 , 53 , 69 , 70, 71
20. Discusses various art careers, such as architect, graphic designer, painter, photographer and video artists 12,13,69,70
21. Identifies artworks with the same subject or theme, but from different cultures 12,13,55,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS
22. Discusses differences in artworks of the same style and by different artists 9,16,69,70
23. Identifies specific media and techniques used to produce artworks 9,16,69,70
24. Analyzes selected artworks based on the elements of design and compositional principles 9,16,69,70

S!)06c.

QUALI1Y CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Fifth) OB3ECTIVES (State Curriculum)

Page 3 of 3

25. Supports reasons for preference of an artwork 9,16,30,69,70
26. Classifies objects in one of the following categories: art, not art and maybe art 9,16,30,69,10

SS06c.

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Sixth) OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies the elements of design (line, color, shape, texture, form, value, space) in artworks and in the environment
12,13,69,70

2. Recognizes how changes in light affect the perception of color 12,13 , 69,70

3. Identifies monochromatic colors, such as light blue, blue and dark blue 12,13,69,70

4. Identifies the use of linear perspective in artworks 12,13,69,70

S. Describes the relationships among the elements of design and the compositional principles, such as balance, movement, repetition, rhythm, cont~ast, unity and variety
9,12,13,69,70

6. Describes the expressive content (feelings, moods) of artworks
9,12,13,69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
7. Creates artworks to depict a special mood 12,13,26,27,69,70
8. Creates artworks showing qualities of light (dim, bright, transluc.ent)

9. Creates two - and three---dimensional artworks in the styles of Abstraction and Nonobjective 12,13,26,27,69,70
10. Uses a particular composition (vertical, horizontal, diagonal, concentric, symmetrical or asymmetrical) to create an artwork

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic
Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear
immediately below each objective in line with the corresponding column headings.

5506c'

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Sixth) OB~ECTIVES (State Curriculum)

Page 2 of 3

11. Demonstrates a beginning knowledge of linear perspective and proportion

12. Produces an art product in each art area: drawing, painting, sculpture, printmaking and crafts 12,13,26,27,69,70
13. Demonstrates proper care and safe use of art tQols and materials 12,13,69,70
TOPIC/CONCEPT C. ARTISTIC HERITAGE
14. Ranks artworks (two to 10) in chronological order 57,69,70,71

17. Identifies artworks of Ancient Rome and their stylistic characteristics 57,69,70,71
18. Identifies artworks of Africa (south of Sahara Desert) and their stylistic characteristics 53,69,70,71
TOPIC/CONCEPT D. ART CRITICISM AND AESTHETIC JUDGMENT
19. Identifies similarities and differences of artworks of different art media (materials) that portray the same subject or theme
20. Analyzes relationships between the visual design and subjects in artworks
21. Discusses the differences in various art forms or products. such as sculpture, drawing, painting, photography, printmaking and crafts, that an artist might select to express an idea 9.16,69.70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Sixth) OB3ECTIVES (State Curriculum)

Page 3 of 3

22. Compares the similarities and differences in expressive content of selected artworks 9,16,69,70
23. Identifies purposes of art in various situations, places or environments 9,16,69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Seventh) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS
1. Identifies elements of design (line, color, shape, texture, value, space, form) in artworks and in the environment
12,13,69.70
2. Describes the relationships among elements of design and the compositional principles, such as balance, movement, repetition, rhythm, contrast, variety and unity 12,13,69,70
3. Identifies and defines the three characteristics of color: hue, value, intensity 12,13,69,70
4. Recognizes how the illusion of mass is created by color, line or texture in two-dimensional artworks 12,13,69,70
S. Identifies main shapes a~ details found within specific artworks 12, 13,69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
6. Creates artworks from visual memories and imaginations 12,13,26,27,69,70
7. Creates the illusion of mass in a two-dimensional artwork by using color, line or texture 12,13,26,27,69,70
8. Uses drawings created for the purpose of trying out ideas (a study) 12,13,26,27,69,70
9. Uses linear and aerial perspective in artworks 12,13
10. Creates artworks with a variety of color intensities 12,13

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Seventh) OBJECTIVES (State Curriculum)

Page 2 of 3

11. Creates artworks emphasizing contrast, repetition and movement 12,13.26.27,69.70
12. Demonstrates use of a horizon, foreground. middle and background in artworks 12.13.69,70
13. Produces an art product from each art area: drawing, painting. sculpture, printmaking and .crafts 12.13.26,27.69,70
14. Demonstrates proper care and safe use of art tools and materials 12,13,69,70

TOPIC/CONCEPT C. ARTISTIC HERITAGE
15. Recognizes that art has communicated ideas and feelings as well as depicted obiectsthroughout historical periods 53.69.70,71
16. Identifies Renaissance artists and artworks and their stylistic characteristics 53,69.70,71
17. Identifies pre-COlumbian artworks and their stylistic characteristics 53,55.69.70,71
18. Identifies artworks of China and their stylistic characteristics 55,69.70,71
19. Identifies artworks of Japan and their stylistic characteristics 55.69.70.71

TOPIC/CONCEPT D. ART CRITICIS,., AND AESTHETICS
20. Analyzes the elements of design and compositional principles identified in two - and three-dimensional artworks 9.16.69,70
21. Analyzes and interprets the different moods created by different styles of artworks 9,16,69,70

5506c .

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Seventh) OBJECTIVES (State Curriculum)

Page 3 of 3

22. Gives informed statement about the artistic style and purposes served by selected artworks 9,16,30,69,70
23. Justifies reasons for preference for styles of art and products of art 9,16,30,69,70

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Eighth) OB3ECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS
1. Identifies elements of design (line, color, shape, texture, form, value and space) in artworks and in the environment 12,13,69,70
2. Describes the relationships among the elements of design and the compositional principles, such as balance, movement, repetition, rhythm, contrast, unity and variety 9,12,13,69,70
3. Describes the major compositional principles of works of art 9,12,13,69,70
4. Identifies invented signs or symbols which represent idaas 12,13,69,70
S. Identifies formal and informal pattern in artworks and in the environment 12,13,69,70'

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS
6. Uses distortion, exaggeration and symbols to express a thought, mood or idea visually 12,13,26,27,69,70
7. Makes choices of subjects and themes for expression of personal ideas and emotions in artworks 12,13,26,27,69,70
8. Produces artworks for a specific function, such as posters, jewelry and murals 12,13,26,27,69,70
9. Represents objects realistically in a variety of two- and three-dimensional art media 12,13,26,27,69,70
10. Creates artworks emphasizing unity, variety and center of interest 12,13,26,27,69,70

The criterion-referenced tests objectives for writing (CRT-W), reading (CRT-R), mathematics (CRT-M) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c .

QUALITY CORE CURRICULUM

PROGRAM AREA: VISUAL ARTS (Eighth) OB3ECTIVES (State Curriculum)

Page 2 of 2

11. Produces an art product from each art area: drawing, painting, sculpture, printmaking, crafts, graphics 12,13,26,27,69,70
12. Demonstrates proper care and safe use of art tools and materials 12, 13 , 69,70
TOPIC/CONCEPT C. ARTISTIC HERITAGE
13. Identifies the roles of artists in mass media, such as television, product packaging and advertising 54,69,70
14. Identifies Expressionist artists and artworks 53,55,69,70,71
15. Identifies Impressionist artists and artworks 53,55,69,70.,71
16. Identifies Post-Impressionist artists and artworks 53,55,69,70,71
17. Recognizes two - and three-dimensional examples of Representational, Abstract and Nonobjective artworks of North America 55,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS
18. Discusses the meaning of symbols in art 9,16,69,70
19. Identifies specific media and techniques used to produce two- and three-dimensional artworks 9,16,69,70
20. Compares the differences between and similarities of two different art forms (products), such as painting and photography 9,16,69,70
21. 3ustifies reasons for preference for types of art 9,16,30,69,70
22. Reads statements on the nature of art by philosophers giving reasons for agreement or disagreement with each philosopher 9,16,30,69,70

5506c
General
Vocational College Preparatory

QUALITY CORE CURRICULUM

PROGRAM AREA: Visual Arts (9-12) OB~ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies the design elements (line, shape, form, texture,

color, value, space) in artworks

2,3,4,S

S

69,70

2. Describes the major compositional principles, such as

balance, rhythm, pattern, variety, unity, proportion,

emphasis, subordination and contrast, used in specific

artworks

2,3,4,5

1

69,70

3. Explains the relationship among the design elements and the

compositional principles in artworks

2,3,4,9

1

69,70

4. Describes how the designelements interact to produce a

particular expressive content within a given artwork

2,3,4

1

69,70

S. Explains how compositional principles contribute to an

artwork's expressive content

2, 3 , 4

1

69, 70

6. Explains the relationships of decorative and functional

qualities in utilitarian artworks

2,3,4,8,9

5

1

7. Recognizes and describes the content of both objective and

nonobjective artworks

2,3,4,8

1

69,70

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

8. Produces and identifies artworks by function: expressive,

social and utilitarian

3

9

69,70

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Visual Arts (9-l2) OBJECTIVES (State Curriculum)

Page 2 of 3

9. Produces artworks selected from these categories using

different media, tools and processes: ceramics/pottery,

computer art, crafts, drawing, graphic design, painting,

photography, printmaking, sculpture and video

3,5

9,10

9

69,70

(The secondary art program should provide students with the opportuni ty to:::- . ''''e "'lIO- Olnd three-dimensional artworks
with a variety of media, tools and processes. However, it is not expected that all schools will have equipment and
space to provide experiences in all areas listed. Select from those areas that can be accomplished.)

10. Creates preparatory drawings and produces two- and

three-dimensional artworks which evidence the important role

of design in producing representational and

nonrepresentational works of quality

3,8

9

69,70

11. Produces several visual solutions to a visual problem

3,8

9

69,70

12. Uses media, tools, equipment, processes and style appropriate to the intent of the artwork

3

9

13. Practices responsible and safe use of tools and materials

3

69,70

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

14. Identifies selected major artists and artworks and

demonstrates knowledge of their historical and/or cultural

significance

3,5,8

1

4,57,69,70,71

15. Identifies major styles of art and understands the concept

of style, such as Impressionism, Surrealism and Cubism

3,5,9

2

4,57,69,70,71

16. Identifies and discusses career opportunities within the

visual arts

3,S,8

69,70,71

17. Identifies examples of western art and non-Western art

3,5,8

1

4,57,69,70,71

18. Evaluates the influences of historical factors upon the

development of selected artworks

3,5,8,9

1

4,57,69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Visual Arts (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 3

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

19. Identifies and describes the specific medium(s) and

technique(s) used in the creation of artworks

3,5,8,9

1

69,70

20. Classifies selected artworks according to their functions

and )w~tiries the choice based upon evidence within the

artwork

3,9,10,12

69,70

21. Proposes interpretations regarding the meaning of an artwork

and cites evidence in artwork to support interpretations

1,3,11,12

2

69,70

22. Applies criteria appropriate for the evaluation of specific

artworks

1,3,9,12

69,70

23. Describes feelings about an artwork, citing those specific

qualities within the wor~ which elicit the response

3,4,9

2

69,70

24. Makes and supports judgments about selected artworks based

on analysis of evidence in the artwork

1,3,9,12

69,70

25. Differentiates between judgments of artworks based on

personal preference and those based on critical analysis

3,9, 12

1

69, 70

26. Uses appropriate art vocabulary throughout the process of

critically analyzing an artwork

3,5,8

2

69,70

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Art History/Criticism (9-12)

OBJECTIVES (State Curriculum)

![[=!

~

~

Page 1 of 3
9.8E

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies the design elements (line, shape, form, texture,

color, value, space) in selected artworks

2,3,4,5

5

1

69,70.]1

2. Describes the major compositional principles used in

s~.. ~fi.: artworks, such as balance, rhythm, pattern,

variety, unity, proportion, emphasis, subordination and

contrast

2,3,4

1

69,70,71

3. Describes how the subject matter/content interacts with the

design elements and principles in an artwork to produce a

particular expressive quality

2,3,4,8,9

1,2

69,70',71

TOPIC/CONCEPT B. ART HISTORY

4. Lists chronologically and identifies major styles and

artworks from the Ancient art period, such as Ancient Noar

East, Egyptian, Greek, Etruscan and Roman, and discusses

significance in history and influence on later art

2,3,8,9

5

1

4,57,69,70,71

S. Lists chronologically and identifies major styles and

artworks from the Medieval period, such as Early Christian,

Byzantine, Islamic, Migratory, Carolingian, Ottonian,

Romanesque and Gothic, and discusses significance in history

and influence on later art

2,3,4,8,9

10

1, 2

4 , S7 , 69 , 70, 71

6. Lists chronologically and identifies major styles, artists

and artworks from the Renaissance and Baroque periods, such

as Early Renaissance, Italian Renaissance, Northern

Renaissance, Mannerism, Baroque and Rococco, and discusses

significance in history and influence on later art

2,3,8,9

10

1

4,57,69,70,71

7. Lists chronologically and identifies major styles, artists

and artworks from the Modern period, such as Romanticism,

Realism, Expressionism, Pop Art and Photorealism, and

discusses significance in history and influence on later art

or other artists

2,3,8,9

1

4,57,69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below
each objective in line with the corre~ponding column headings.

5S06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Artistic History/Criticism (9-12) OBJECTIVES (State Curriculum)

Page 2 of 3

8. Lists chronologically and identifies four major examples of

non-Western art, such as Indian, Chinese, Japanese, Oceanic,

African, pre-Columbian, Native America and Hispanic, and

discusses signi~icant differences between non-Western art

and Western art.

2,3,8,9

4,57,69,70,71

9. Evaluates the influences of historical, political, economic,

social, cultural and religious factors upon th~ development

of selected artworks

3,4,8,9

1,2

4,57,69,70,71

10. Recognizes universal themes of art

3,4,8,9

1,2

4,57,69,70,71

TOPIC/CONCEPT C. ART CRITICISM AND AESTHETICS

11. Identifies and discusses the specific medium(s) and

techniques(s) used in the creation of selected artworks

3,4,8

1

69,70,71

12. Classifies various artworks according to style and function

and justifies the choice based upon evidence in the artwork

1,3,4, 8, 9

2.0

69, 70, 71

13. Compares two selected artworks from the same style on

analysis of evidence in the artwork

I, 3, 4, 8, 9

1, 2

69, 70, 71

14. Proposes various interpretations regarding the meaning of an

artwork and cites evidence found in the artwork to support

the interpretations

1,3,4,8,9

2

69,70,71

15. Selects and applies criteria appropriate for the evaluation

of specific artworks

3,4,8,9

69,70,71

16. Discusses feelings about an artwork, citing specific

qualities in the work that elicit the response

1,3,4,8,9

2

69, 70, 71

17. Makes and supports judgment about selected artworks based on

analysis of evidence in the artwork

1,3,4,8,9

1,2

69,70,71

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Artistic History/Criticism (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 3

18. Differentiates between judgments of artworks based on

personal preference and those based on critical analysis

1,3,4, 8 ,J~

2, 1

69,70, 71

19. Uses appropriate art vocabulary throughout the process of

critically analyzing an artwork

3, S, 8

1,2

69,70, 71

5606c

QUALITY CORE CURRICULUM

PROGRAM AREA: Ceramics/Pottery (9-12) OBjECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

Identifies the use of the design elements (form, space,

shape, texture, line, color, texture, value) in selected

ceramic works

2,3,4,5

5

1

69,70,71

2. Describes the design elements used to achieve expressive

content in a selected ceramic work

2,3,4,5

1

69,70, 71

3. Identifies the relationships among the principles of design

in a selected ceramic work, such as harmony, emphasis,

subordination, unity, variety, proportion, balance, rhythm,

pattern and contrast

2,3,4,5,9

10

1,2

69,70,71

4. Discusses the relationships between the elements and

principles of design used in a selected ceramic work

2,3,4,5,9

.

1,2

69,70,71

5. Discusses the qualities of form and its relationship to

function in selected ceramic works

3,4,5,9

1,2

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

6. Plans preparatory sketches and produces hand-built and/or

wheel-thrown ceramic work

3

7,9,10

69,70,71

7. Demonstrates proficiency in selected techniques, such as

wedging, pinching, molding, scoring, rolling and joining

3

7,9

69,70.71

8. Demonstrates techniques of forming pottery, such as pinch,

coil, slab, molding, combination and wheel-throwing

3

69,70,71

9. Produces and identifies ceramic artworks by function

expressive and utilitarian

3

7,9,10

69.70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Ceramics/Pottery (9-12) OB3ECTIVES (State Curriculum>

Page 2 of 3

10. Demonstrates a knowledge of the basic components of glaze

compounds and their functions

3

7,9

69,70,71

11. Uses a variety of decorative techniques, such as sgraffito,

wax resist, slip trailing, impressions and stencils

3

69,70,71

12. Demonstrates a variety of glazing techniques, such as brush,

dip, pour and wax resist

3

69,70,71

13. Practices responsible and safe use of ceramic tools,

equipQl~nt and material

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

14. Identifies major styles of ceramic works from Western and

non-Western cultures

2,3,8

1

4, S7 ,69, 70 ~ 71

IS. Identifies selected ceramic artists and works and

demonstrates knowledge of their historical and cultural

significance

2,3,4,8,9

1,2

4,57,69,70,71

16. Identifies and discusses career opportunities within the

ceramic arts, such as potters and ceramic engineers

2,3,5

1

4,57,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

17. Identifies and discusses the specific technique(s) and

style(s) used in the creation of selected ceramic works

3,4,8,9

2

69,70,71

18. Selects and applies criteria appropriate for the evaluation

of specific ceramic works

8,9

2

69,70,71

19. Describes his or her feelings about a ceramic work, citing

those specific qualities within the work that elicit the

response

3,9,10

2

69,70,71

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Ceramics/Pottery (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 3

20. Makes and supports judgments about selected ceramic works based on analysis of available evidence
69.70.71

21. Uses appropriate art vocabulary throughout the process of

critically analyzing ceramic works

8,9

1

69,70.71

SS06c

QUALITY. CORE CURRICULUM

PROGRAM AREA: Computer Art (9-12) OBjECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Describes and points out. lines, shapes, textures, values,

and colors characteristic of the computer-generated image

2,3,4

S

1

69,70,71

2. Identifies colors which comprise the basic palette of the

computer

2,3,4

1

69,70,71

3. Discriminates colors of characteristic computer-generated

intensity and hue

2,3

69,70,71

4. Describes the major principles of design used in selected

computer artwork

2,3,4

1

69,70,71

S. Explains the relationship between the design elements and

the compositional principles in computer artwork

2,3,4,8

S

1

69,70,71

6. Explains the relationships of decorative and functional

qualities in computer artworks

2,3,4, 9

1

69 , 70, 71

7. Recognizes examples of computer art in print and broadcast

media

2,3,8

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

8. Uses techniques for altering a visual image developed on the

computer

3

12,13,31,32,69,

70,71

9. Stores and retrieves a computer-develoPed image

3

31,32,69,70,71

10. Retrieves an image from computer memory and develops an

original artwork by altering the image

3

31,32,69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST~), writing (BST-W) and the 76 Quality Basic Education Act
competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Computer Art (9-12) OBjECTIVES (State Curriculum)

Page 2 of 3

11. Incorporates a computer generated image into an expressive

artwork using traditional media, such as pen and ink and

lIHlter color

3

31,32,69,70,71

12. Produces a related series of images in which the design

elements are systematically altered

3

31,32,69,70,71

13. Produces and identifies a computer artwork by function --

expressive and utilitarian

3,4

11

31,32,69,70,71

14. Demonstrates how to properly use and care for computer

equipment and materials

3

31,32,69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

IS. Lists important turning points in the evolution of the

computer

2,3,8

1

4,53,59,69,70,71

16. Identifies and discusses career opportunities within the

field of computer art/design/graphics

2,3,5,8

1

4,67,69,70,71

17. Evaluates the influences of economic and cultural factors

upon the development of computer artworks

4,5,8,98

2

4,5{',69,70,71

18. Identifies selected computer artists and artworks and

demonstrates knowledge of their cultural significance

2,3,5

1,2

4,69,70,71

19. Describes examples of current trends in the field of

computer art/design/graphics

2,3,8

2

4,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

20. Identifies how the artist's choices, such.as technique and

style, interrelate to produce an intended expression in a

computer artwork

2,3,9

1,2

4,69,70,71

21. Selects and applies criteria appropriate for the evaluation

of specific computer artworks

1,3,9, 12

2

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Computer Art (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 3

22. Makes and supports judgments about selected computer

artworks based on analysis of evidence in the artwork

1.3.9.12

1.2

26.27.30,69.70.71

23. Uses appropriate art and computer vocabulary throughout the process of critically analyzing computer artworks

3.5.8

2

1.69.70.71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Crafts (9-12) OB3ECTIVES (State Curriculum)

Page 1 of .~

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies the design elements (line, shape, form, texture,

color, value, space) in selected crafts

2,3,4,5

6

1

69,70,71

2. Describes the major compositional principles, such as

balan~e, rh~,.,m, variety, unity, proportion, emphasis,

subordination and contrast, used in selected crafts

2,3,4,5

1,2

69,70,71

3. Explains the relationship among the design elements and the

compositional principles in crafts, such as fibers, fabric

art, jewelry, pottery and metal art

2, 3 , 4 , 9

1, 2

69 , 70, 71

4. Describes how the design elements interact to produce a

particular expressive content within a given craft

2,3,4

2

69,70,71

5. Explains the relationshrps of decorative and functional

quaiities in utilitarian crafts

2 , 3 , 4, 8 , 9

2

69 , 70, 71

6. Recognizes and describes the subject matter content of both

objective and nonobjective crafts

8,9

1,2

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

7. Produces crafts using construction techniques and surface

techniques

3

69,70,71

8. Produces and identifies crafts by function -- expressive,

social and utilitarian

3

69,70,71

9. Uses design elements and principles in preparatory sketches

for production of two - and three-dimensional crafts

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Crafts (9-12) OBJECTIVES (State Curriculum)

Page 2 of ,.3

10. Uses media, tools, equipment. processes and style

appropriate to the intent of a craft

3

69,70,71

11. Practices responsible, safe and proper use of tools and

materials

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

12. Identifies crafts from different historical periods of

Western and non-Western cultures

3,5, 8

1

4 , 67 , 69 , 70, 71

13. Identifies major styles of selected crafts

3;5,8

1,2

4,67,69,70,71

14. Identifies selected artists and their crafts

3,5,8

1

69,70,71

15. Evaluates the influences of cultural factors upon the

development of selected ~rafts

3,5,8.9

1,2

4,57,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

16. Identifies and discusses the specific medium and

technique(s) used in the creation of crafts

3,5,8,9

1, 2

69,70,71

17. Classifies various crafts according to their functions and

justifies the choice based upon evidence within the artwork

3,9,10,12

1,2

69,70,71

18. Compares two selected crafts from the same style based on

analysis of evidence in the artwork

3,5,10

1

69,70.71

19. Discusses his or her feelings about a craft, citing those

specific qualities within the work that elicit the response

3,4,9

2

69,70,71

20. Makes and supports judgments about selected crafts based on

analysis of evidence in the artwork

1,3,9,12

2

69,70.71

S06c .

QUALITY CORE CURRICULUM

PROGRAM AREA: Crafts (9-12)

OBjECTIVES (State Curriculum)

nI::B

BST-M

Page 3 of , :!J

21. Differentiates between judgments of crafts based on personal

preference and those based on critical analysis

3,9,12

1,2

69,70,71

22. Uses appropriate art vocabulary throughout the process of

critically analyzing a selected craft

3,S,8

1

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Drawing (9-12) OB~ECTIVES (State Curriculum)

Page 1 of 2

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

Identifies elements of design (line, color, texture, value,

shape, form, space) and describes their relationship to each

other in drawings

2,3,4,5

5

1

69,70,71

2. Identifies the major compositional principles of design,

such as harmony, balance, contrast, proportion, rhythm,

unity and variety, and desribes their relationship to each

other in selected drawings

2,3,4,5

5

1,2

69,70,71

3. Describes the relationships between the elements and

principles of design found in selected drawings

2,3,4,5

1

69,70.]1

4. Describes how the elements and principles of design combine

to give a drawing a particular expressive content

2,3,4

1,2

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF A'RTWORKS

S. Produces a varied range of solutions to drawing problems

3

9

69,70,71

6. Produces drawings that emphasize selected elements and

principles of design

3

9

69,70,71

7. Produces drawings that incorporate a particular subject

matter or content, such as objects, subjects, themes,

events, ideas and symbols

3

69,70,71

8. Produces drawings that create an illusion of depth

3

4

69,70,71

9. Produces drawings using varied techniques, such as gesture,

contour, mass, wash and crosshatching

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST~), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Drawing (9-12) OBJECTIVES (State Curriculum)

Page 2 of 2

10. Produces drawings in color
3

69,70,71

11. Produces drawings incorporating various experimental

techniques, such as wax resist, collage and multi-media

3

9

69,70,71

12. Produces drawings of representational, abstract or

nonobjective content

.3

69,70,71

13. Produces drawings which express motion and energy

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

14. Recognizes the drawings of master artists from different

historical periods

3,5,8

4.57,69,70,71

15. Distinguishes between drawings that are produced in

different styles

3,5,10

1,2

4,57,69,70,71

16. Identifies examples of drawings from Western and non-Western

cultures

3,4,8

1

4,57,69,70,71

17. Evaluates the influences of historical and social factors

upon the development of selected drawings

1,3,8,9

1,2

4,57,69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

18. Makes and supports judgments about selected drawings based

on analysis of evidence regarding the artwork

1,3,9,12

2,7

69,70,71

19. Identifies and describes the specific medium(s) and

technique(s) used in the creation of drawings

3,5,8,9

1

69,70,71

20. Selects and applies criteria used in the evaluation of

specified drawings

1,3,9, 12

1,2

69,70, 71

21. Discu~ses feelings about an artwork, citing those specific

qualities within the work which elicit the response

3,4,9

2

69,70,71

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Printmaking (9-12) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies and describes the characteristics of the intaglio

process, such as etching, engraving and drypoint

2,3,8

1

69,70,71

2. Identifies and describes the characteristics of the

planographic process, such as lithography and monoprints

2,3,8

1

69,70,71

3. Identifies and describes the characteristics of the relief

process, such as woodcuts, linocuts, and collographs

2,3,8

1

69,70,71

4. Identifies and describes the characteristics of the

serigraphy process, such as silkscreen/cut film, tusche and

stencil

2,3,8

1

69,70,71

S. Identifies the design elements and principles in selected

prints

2,3,8

1

6. Describes how the design elements and principals interact to

produce a particular expressive content within a given print

2,3,8,9

1,2

69,70,71

7. Recognizes and describes the content of both objective and

nonobjective prints

2,3,9

1,2

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

8. Produces and identifies prints by function -- expressive,

social and utilitarian

3,8

9

69,70,71

9. Creates preparatory drawings and produces an edition of

prints emphasizing the principles of design

8

69,70,71

10. Uses media, tools, equipment, processes and style

appropriate to the intent of the print

3

9,11

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRJCULUM

PROGRAM AREA: Printmaking (9-12) OB3ECTIVES (State Curriculum)

Page 2 of 3

11. Practic.es responsible, safe and proper use of tools and

materials

3

69,70,71

12. Produces prints of representational and nonrepresentational

subjects/content

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

13. Identifies the historical period(s) in which selected prints

were produced

1,2,3,8

4,57,69,70,71

14. Compares prints of contemporary and past societies to

ascertain the similarities and differences in processes,

techniques, tools, style and content

1,2,3,8,10

1,2

4,69,70,71

15. Demonstrates knowledge of prints from Western and

non-Western cultures

1,2,3,8

1,2

69,70,71

16. Identifies the artistic and commercial use of different

printmaking processes

1,2,3

1

69,70,71

17. Evaluates the influences of historical and political factors

upon the development of selected prints

1,2,3,8,9

1,2

69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESl HETICS

18. Identifies how the artist's choices. such as medium.

technique and style, interrelate to produce a particular

expressive contant

4,8,9

2

69,70,71

19. Classifies various prints according to their functions and

justifies the choice based upon evidence within the print

3, 9, 10, 12

2

69, 70, 71

20. Proposes various interpretations of a print and supports

these interpretations with evidence found in the print itself

1,3,9,12

2

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Printmaking (9-12) OBJECTIVES (State Curriculum)

Page 3 of 3

21. Evaluates prints in relation to design elements and

principles, subject matter/content and the physical

properties of the material used

1,2,8,9

2

69,70,71

22. Discusses his or her feelings about a print, citing those

specific qualities within the print that elicit the response

3,4,9

2

69,70,71

23. Differentiates between judgments of prints based on personal

preference and those based on critical analysis

3,9, 12

2.

69, 70, 71

24. Uses appropriate art vocabulary throughout the process of

critically analyzing a print

3,5,8

1,2

69,70,.71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Sculpture (9-12) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies the design elements found in selected sculptures

2,3,4,5

69,70,71

2. Identifies the design principles found in selected sculptures

2,3,4,5

69,70,71

3. Compares the use of the design elements and principles found

in selected sculptures with regard to theme and subject

matter

2,3,4,10

1,2

69,70,71

4. Makes a comparison of the theme/content or ideas of two or

more sculptures

2,3.4,10

2

69.70.71

S. Explains the relationship between the design elements and

compositional principles in selected sculptures

2.3,4,9

1,2

69,70.71

6. Explains how compositional principles contribute to a

sculpture's expressive content

2,3,4

1,2

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

7. Demonstrates responsible, safe and proper use of tools and

equipment

3

69,70,71

8. Demonstrates traditional and innovative use of tools,

materials and techniques

3

69,70,71

9. Produces sculpture using additive techniques

3

69,70,71

10. Produces sculpture using subtractive techniques

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST~), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core
Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Sculpture (9-12) OBJECTIVES (State Curriculum)

Page 2 of 3

11. Produces sculpture emphasizing positive and negative space

3

69,70.71

12. Produces sculpture emphasizing compositional principles

3

5

69,70,71

13. Produces sculptures which have a specific function

3

9

69,70,71

14. -Plans preparatory sketches and produces relief sculpture and

sculpture-in-the-round

3

9

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

15. Identifies sculpture from major cultures and periods of art

3,5.8

2

4,57,69,70,71

16. Identifies and describes selected sculpture by major

sculptors

3,5,8

2

57,69,70,71

17. Explains the historical development of selected sculpture

1.3,5.8

1.2

4.57.69.70,71

18. Identifies major styles of sculpture and understands the

concept of style

1.3.5.8

2

69.70.71

19. Evaluates the influences of historical factors upon the

deve lopnlent of selected sculpture

3.5.8.9

1.2

69.70.71

TOPIC/CONCEPT D. ART CRITICISM AND -AESTHETICS

20. Identifies and describes the specific medium(media) and

technique(s) used in the creation of sculpture

3.5.8.9

1

69.70.71

21. Classifies various sculpture according to their functions

and justifies the choice based upon eviden~e within the work

3.9.10.12

1.2

69.70,71

5606c

QUALITY CORE CURRICULUM

PROGRAM AREA: sculpture (9-12) OBJECTIVES (State Curriculum)

Page 3 of 3

22. Proposes various interpretations regarding a sculpture and

supports the interpretations with evidence found in the

artwork

1,3,9,12

1,2

69,70,71

23. Selects and applies criteria appropriate for the evaluation

of specific sculpture

1, 3 , 9, 12

2

69 , 70, 71

24. Discusses his or her feelings about a sculpture, citing

those specific qualities within the work that elicit the

response

3,4,9

1,2

69,70,71

25. Makes and supports judgments about selected sculpture based

on analysis of evidence in the artwork

1,3,9,12

1,2

69,70,71

26. Differentiates between judgment of sculpture based on

personal preference and those based on critical analysis

3,9,12

1,2

69,70,71

27. Uses appropriate art vocabulary throughout the process of

critically analyzing a sculpture

3,5,8

1,2

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Paintinq (9-12) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Recognizes and identifies the elements of design (line,

color, texture, shape, form, value, space) in s.elected

paintings

2,3,4,5

5

1

69,70,71

2. Recognizes and identifies the prinr':""_~ of ~esi'3n, such as

balance, rhythm, pattern, variety, unity, proportion,

emphasis, subordination and contrast, used in selected

paintings

2,3,4,5

1

69,70,71

3. Recognizes and explains relationships among the elaments and

principles of design in selected paintings

2,3,4,9

1

69,70,71

4. Cites the ways in which the painter successfully utilizes

the elements of design to emphasize a principle of design

2,3,5

1,2

69,70,71

5. Identifies how the elements and principles of design

function together to give a selected painting its own

expressive quality

2,3,4,

1

69,70,71

6. Recognizes and describes the content of both objective and

nonobjective paintings

2,3,4,8

1

69,70,71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

7. Produces original paintings from each of these content

areas: observation, experience, imagination and feeling

3

69,70,71

8. Produces paintings which emphasize selected elements and

principles of design and subject matter

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Painting (9-12) OBJECTIVES (State Curriculum)

Page 2 of 3

9. Mixes paint to produce a wide range of colors

3

69,70,71

10. Uses brush techniques to create a variety of painting effects

3

69,70.71

11. Experiments with various tools and methods of paint

application

3

69,70,71

12. Represents spatial concepts, such as overlapping, size

variation, transparency, shading, relative placement, detail

and converging lines

3

5

69,70,71

13. Produces paintings of various subjects under different

lighting conditions and from di fferent viewpoints

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

14. Recognizes and discusses selected major paintings from

different historical periods and from different Western and

non-Western cultures

2, 3 , 5, 8

L2

4, 57, 69, 70.71

15. Identifies paintings that are similar or different in style

2,3,5,10

2

4,69,70,71

16. Evaluates the influences of historical, poli tical and

religious factors upon selected paintings

1,3,5,8,9

1

4,57,69,70,71

17. Compares the roles of a painter in contemporary society with

the historical roles of the painter in Western and

non-Western societies

2,3,5,8,10

2

4,57,69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Painting (9-12) OBjECTIVES (State Curriculum)

Page 3 of 3

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

18. Identifies and describes the specific medium (media) and

technique(s) used in the creation of paintings

3,5,8,9

1

69,70,71

19. Proposes various interpretations of a painting and supports

these interpr,= "'........s ~h ~v idence found in the painting

itself

1,3,11,12

2

69,10,71

20. Describes his or her feelings about a painting,citing those

specific qualities within the painting that elicit the

response

3,4,9

1,2

69,70,71

21. Makes and supports judgments about selected paintings based on analysis of evidence in artwork
1,3,9,12

22. Differentiates between judgments of paintings based on

personal preferences and those based on critical analysis

3,9,12

2,1

69,70,71

23. Uses appropriate vocabulary throughout the process of critically analyzing an artwork 3,5,8

S506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Photography (9-12) OB3ECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies photographs depicting various subject

matter/theme/content

1,3,5

69,70,71

2. Identifies photographs of similar subject matter depicting

a. repreA~-Ho'"

b. abstraction

c. interpretation through selection of

composition, viewpoint and

lighting

1,2.3.5.

69.70,71

3. Describes and distinguishes between photographs of the Sdme

subject matter/content by the same or different artists

2.3.4.5.9

2

69.70.71

4. Explains the relationship between the design elements and

the compositional principles in photographs

2.3,4,9

1

69,70.71

5. Describes how the design elements interact to produce a

particular expressive content in a given photograph

2.3.4

1,2

69,70.71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

6. Produces and identifies photographs by functions --

expressive. social and utilitarian

3

69,70.71

7. Produces black-and-white photographs using basic

photographic processes

3

69,70,71

8. Develops photographic prints using selection criteria

throughout the steps

3

69.70.71

The Basic Skills Tests objectives for reading (BST-R). mathematics (BST-M). writing (BST-W) and the- 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding column headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Photography (9-12) OBJECTIVES (State Curriculum)

Page 2 of 3

9. Uses the principles of design as the primary focus in

producing photographs

3

69,70,71

10. Uses materials, equipment, tools, processes and style

appropriate to the intent of the photograph

3

69,70,71

11. Practices responsible, safe and proper use of photographic

tools and processes

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

12. Identifies major photographic styles 3,5,8

4,69,70,71

13. Identifies the artists who have significantly contributed to

the development of the art of photography

3,5,8

4,57,69,70,71.

14. Outlines a chronological development of photography and

explaiis the impact of each development on the next (camera

~_~to contemporary photographic processQs)

1, 2,3, 5

1, 2

4 , 57 , 69 , 70, 71

IS. Identifies and discusses career opportunities in the field of photography

3,5,8

1

69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

16. Identifies and describes the styles and techniques used in

the creation of photographs

3,5,8,9

1,2

69,70,71

17. Proposes various interpretations of a photograph and cites

evidence in the photograph to support the interpretation

1.3.11.12

1,2

69,70.71

18. Discusses feelings about a photograph, citing specific

qualities which elicit the response

3.".9

1.2

69.70,71

Page 3 of 3

19. Makes and supports informed judgments about selected

photographs based on analysis of evidence in the photograph

1,3,9,12

1,2

69,70,71

20. Uses appropriate vocabulary throughout the process of

critically analyzing photographs

3,5,8

1

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Graphic Design (9-12)

OBJECTIVES (State Curriculum)

llI=!

~

~

Page 1 of 3 9BE

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Identifies and describes the design elements used in a

graphic design, such as posters, advertisements and

package/product design

2,3,4,5

5

1

69,70,71

2. Describes the major compositional principles, such as

balance, rhythm, variety, unity, proportion, emphasis and

subordination, contrast and center of interest, used in

selected graphic designs

2,3,4,5

1

69,70,71

3. Describes how the subject matter interacts with the d~sign

elements and principles in a graphic design

2,3,4,5

1

69,70,71

4. Explains the interrelationship of decorative and functional

qualities in a graphic design

2,3,4,5

1,2

69,70,71

5. Classifies selected graphtc designs into the categories,

such as advertisements, logos, illustration, signs, posters

and packages/products design

2,3 ,9

1

69,70, 71

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS

6. Uses design principles in preparatory sketches for graphic

designs intended to communicate an idea

3

69,70,71

7. Generates several visual solutions, such as thumbnail sketches, models and samples, to a graphic design problnm

3

9, 11

69, 70, 71

8. Uses media, tools, equipment, processes and style

appropriate to the production of graphic designs

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST-M), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculum objectives. The correlations appear immediately below each objective in line with the corresponding col~mn headings.

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Graphic Design (9-12)

OB3ECTIVES (State Curriculum)

BST-R

~

BST-W

Page 2 of 3 QBE

TOPIC/CONCEPT B. PRODUCTION OF ARTWORKS (cont'd)

9. Engages in production experiences which use knowledge and

skills required of the graphic designer

3

69,70,71

10. Practices responsible, safe and proper use of tools and

materials for the production of a graphic design

3

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

11. Differentiates between styles of graphic designs found in

cont~mporary societies, such as television and print madia

and packaging/products

2,3,5,9

69,70,71

12. Identifies graphic designs from different historical periods

2,3,5

4,57,69,70,71

13. Describes the development~nd progress of graphic design

throughout history

2,3,5

1

4,57,69,70,71

14. Explains why particular visual, conceptual, technological

and cultural advances had to occur before a certain graphic

design could be produced

2,3,5,9

1,2

4,57,69,70,71

15. Identifies and discusses career opportunities in the fip-Id

of graphic design

3,5

1

69,70,71

TOPIC/CONCEPT D. ART CRITICISM AND AESTHETICS

16. Identifies and describes the specific medium(s) and

technique(s) used in the creation of a graphic design

3,5,8,'9

1

69,70,71

17. Identifies how graphic designs of similar subject matter can be of different styles, media and techniques

3,5,8,10

1,2

69,70,71

18; Classifies various graphic designs according to their

function and justifies the choice based upon evidence within

the design

3,9,10,12

1,2

69,70,71

5506c

QUALITY CORE CURRICULUM

PROGRAM AREA: Graphic Design (9-12) OB3ECTIVES (State Curriculum)

Page 3 of 3

19. Selects and applies criteria appropriate for the evaluation

of specific graphic designs

1,3,9,12

1,2

69,70.71

20. Discusses his or her feelings about a graphic design, citing

those specific qualities within the work which elicit a

response

3,4,9

2

69,70, 71

21. Differentiates between judgments of graphic designs based on

personal preference and those based on critical analysis

3,9,10,12

1,2

69,70.71

22. Uses appropriate art vocabulary throughout the process of

critically analyzing graphic designs

1

69,70,71

QUALITY CORE CURRICULUM PROGRAM AREA: Video Art (9-12) OBJECTIVES (State Curriculum)

Page 1 of 3

TOPIC/CONCEPT A. PERCEPTUAL AWARENESS

1. Explains the relationship between the design elements and

the compositional principles in selected videos

2. 3, 4, 9

1

69, 70, 71

2. Recognizes and describes the content of both objective and

nonobjective videos

2. 3 , 4, 8

1

69, 70, 71

3. Describes how the subject matter interacts with the design

elements ~nd principles in a video

1,2,3,8

1

69.70,71

4. Identifies similarities and differences in the expressive

qualities of videos

1,2.3,8

1

69.70,71

S. Identifies how camera shots, lighting, special effects and

editing contribute to the designs of videos

1,2,3,4,8

1

69.70,71

TOPIC/CONCEPT B. PRODUCTION or ARTWORKS

6. Accomplishes planning and production tasks required of an

individual video artist and of an individual within a video

artists group

3

9

69,70,71

7. Demonstrates skills for technical production of video. such

as planning, dramatization, camera work. lighting and editing

3

9

69,70,71

8. Generates alternative visual solutions to a specific video

problem

3

69,70,71

9. Uses media, tools, equipment, processes and style

appropriate to the intent of the video

3

69,70,71

The Basic Skills Tests objectives for reading (BST-R), mathematics (BST~), writing (BST-W) and the 76 Quality Basic Education Act competencies (QBE) have been correlated with the Quality Core Curriculu. objectives. The correlations appear immediately below
each objective in line with the corresponding'column headings.

SS06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Video Art (9-12) OB3ECTIVES (State Curriculum)

Page 2 of 3

10. Engages in the production experiences which use knowledge

and skills required in the video art profession

3,8

9

69,70,71

11. Practices safe, responsible and proper use of tools,

equipment and materials for video production

3

69,70,71

12. Produces an original video that incorporates a specific

subject matter, theme, idea or content

3

9

69,70,71

TOPIC/CONCEPT C. ARTISTIC HERITAGE/ART HISTORY

13. Identifies landmark videos and video artists

3,5,8

1

69,70.71

14. Identifies major styles of video art

3,5,8

1

69,70,71

IS. Explains why particular visual, conceptual, technological

and cultural advances had to occur before certain vidaos

could be produced

1,5,8

1,2

69,70, 71

16. Identifies and discusses career opportunities in the field

of video

1,5,8

I

69,70,71

TOPIC/CONCEPT D. ART CRITICISPI AND AESTHETICS

17. Identifies and describes the specific media and technique(s)

used in the creation of videos

3,5,8,9

1. 0

69,70,71

18. Proposes various interpretations regarding the meaning of a

video and tests these interpretations against evidence found

in the video itself

1,3,9,12

1,2

69,70,71

19. Discuss.s feelings about a video, citing those specific

qualities within the artwork which elicit the response

3,.,9

2

69,70,71

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5S06c

QUALITY CORE CURRICULUM

PROGRAM AREA: Video Art (9-12) OBjECTIVES (State Curriculum)

Page 3 of 3

20. Makes and supports judgments about selected videos based on

analysis of evidence in the video

1,3,9,12

1,2

69,70,71

21. Uses appropriate vocabulary throughout the process of

critically analyzing videos

3, 5, 8

1

69, 70, 71