SOCIAL STUDIES



| GRADE: 5 | |

|VENDOR: Harcourt School Publishers |INSTRUCTIONAL MATERIALS: |

| |Social Studies - Harcourt Horizons |

|SUBJECT: Pupil Edition Package: United States History: From Civil War to |COPYRIGHT: 2003 |

|Present | |

|SE ISBN: 0-15-321350-7 |TE ISBN: 0-15-321966-1 and 0-15-321967-X |

COMMENTS: weaknesses – How bill becomes law; Economics; Weak in Citizenship Skills, Technology: Lacking activities to compare/contrast; strengths – geography, history

SOCIAL STUDIES

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

GRADE FIVE: UNITED STATES STUDIES FROM THE AMERICAN REVOLUTION

The fifth grade Social Studies program is a basic overview of the United States from its emergence as a new nation. Students will understand the significance of major events of each historical era. Students will examine documents relating to the establishment of the nation and the new government. They will continue to examine the role of citizenship in the school and community. Students will examine the movement in the nation from rural to urban and from agriculture to industry focusing on the economic impact of these moves. Students will learn how government decisions impact the economy. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment. See the related grade-level Technology Standards and Objectives.

|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| | | |

|All materials at this grade level (1) be research based and theory driven; (2) incorporate basic, accurate information that is developmentally appropriate; (3) use|

|interactive activities that actively engage students; (4) provide students with opportunities to model and practice relevant skills; (5) develop higher order |

|thinking opportunities; and (6) be based on national standards. The instructional materials should provide students with opportunities to: |

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| |A. CITIZENSHIP | |

| | | |

| |1. describe how groups and institutions work together to meet individual needs and |   |X |   |   |

| |promote the common good. (SS.5.1.1) |   |   |   |   |

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| |2. explain the political process and describe its importance in decision-making. |   |X |   |   |

| |(SS.5.1.2) |   |   |   |   |

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| |3. explain the consent of the governed as the source of authority of government. |   |   |X |   |

| |(SS.5.1.3) |   |   |   |   |

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| |4. explain the importance of citizens’ having and supporting common democratic values and|   |X |   |   |

| |principles expressed in the nation’s core documents. (SS.5.1.4) |   |   |   |   |

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|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| | | |

| |5. analyze the differences between the individual responsibilities, privileges and rights|   |X |   |   |

| |of an American citizen. (SS.5.1.5) |   |   |   |   |

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| |B. CIVICS/GOVERNMENT | |

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| |1. give examples of how government provides for needs and wants of people, establishes |   |X |   |   |

| |order and manages conflict. (SS.5.2.1) |   |   |   |   |

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| |2. explain the process of trial by jury. (SS.5.2.2) |   |   |X |   |

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| |3. explain the weaknesses of the Articles of Confederation. (SS.5.2.3) |   |X |   |   |

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| |4. examine the individual rights and responsibilities outlined in the Bill of Rights. |   |   |X |   |

| |(SS.5.2.4) |   |   |   |   |

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| |5. identify the first three articles of the Constitution and outline the basic functions |   |X |   |   |

| |of the three branches of government. (SS.5.2.5) |   |   |   |   |

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| |6. explain and illustrate how a bill becomes a law. (SS.5.2.6) |   |   |   |X |

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| |7. analyze the importance of government in different areas. (SS.5.2.7) |   |   |X |   |

| |Classroom. |   |   |   |   |

| |School. |   |   |   |   |

| |Community. |   |   |   |   |

| |State. | | | | |

| |Nation. | | | | |

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| |C. ECONOMICS | |

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| |1. describe the roles of consumers and suppliers in the United States economy. |   |X |   |   |

| |(SS.5.3.1) |   |   |   |   |

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| |2. apply the concept of supply and demand to a specific United States situation. |   |X |   |   |

| |(SS.5.3.2) |   |   |   |   |

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| |3. explain the economic impact of slavery upon the development of the United States. |   |X |   |   |

| |(SS.5.3.3) |   |   |   |   |

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| |4. explain geographic factors that can enhance or limit economic activities in various |   |   |X |   |

| |United States regions. (SS.5.3.4) |   |   |   |   |

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| |5. describe the impact of industrialization on the economy of the United States. |X |   |   |   |

| |(SS.5.3.5) |   |   |   |   |

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|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

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| |6. explain the function of agriculture in the economic development of the United States. |   |X |   |   |

| |(SS.5.3.6) |   |   |   |   |

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| |7. explain the concepts of sales, expenses and profits using a real life event (e.g., |   |   |X |   |

| |school-related situation such as sports events, concession stand, snack machines). |   |   |   |   |

| |(SS.5.3.7) |   |   |   |   |

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| |D. GEOGRAPHY | |

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| |1. locate, identify and contrast the major rivers, landforms, natural resources, climate |   |X |   |   |

| |regions, major soil regions, and deserts of the United States. (SS.5.4.4) |   |   |   |   |

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| |2. describe the development of urban areas in the United States. (SS.5.4.5) |   |X |   |   |

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| |3. define the various regions of the United States and identify and locate each of the 50|   |X |   |   |

| |states within their region. (SS.5.4.6; 5.4.7) |   |   |   |   |

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| |4. explain the relationship of the environment to cultures in the United States and |   |X |   |   |

| |describe how people have changed the environment. (SS.5.4.8; 5.4.11) |   |   |   |   |

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| |5. relate westward expansion in the United States to natural resources and physical |   |X |   |   |

| |geography. (SS.5.4.9) |   |   |   |   |

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| |6. use geography to describe historical events. (SS.5.4.10) |   |X |   |   |

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| |E. HISTORY | |

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| |1. describe and analyze the events and the historic figures responsible for the United |   |X |   |   |

| |States Constitution, the Bill of Rights and the Emancipation Proclamation. (SS.5.5.1) |   |   |   |   |

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| |2. describe major immigrant groups, their experiences and their influence on American |   |X |   |   |

| |society. (SS.5.5.2) |   |   |   |   |

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| |3. describe and explain the development and impact of transportation in the United |   |X |   |   |

| |States. (SS.5.5.3) |   |   |   |   |

| |Settlement |   |   |   |   |

| |Industry |   |   |   |   |

| |Residential patterns | | | | |

| |4. explain why maintaining historical records and landmarks is important to the United |X |   |   |   |

| |States. (SS.5.5.4) |   |   |   |   |

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| |5. interpret quotes of famous Americans from various periods of history. (SS.5.5.5) |X |   |   |   |

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|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| | | |

| |6. explain the reaction of important figures in various time periods and why they were |   |X |   |   |

| |significant to the history of our democracy. (SS.5.5.6) |   |   |   |   |

| |George Washington |   |   |   |   |

| |Thomas Jefferson |   |   |   |   |

| |Abraham Lincoln | | | | |

| |Sojourner Truth | | | | |

| |Susan B. Anthony | | | | |

| |Eleanor Roosevelt | | | | |

| |Martin Luther King, Jr. | | | | |

| |7. describe how regional folk heroes and other popular figures have contributed to the |   |X |   |   |

| |cultural history of the United States (e.g., frontiersmen, cowboys, outlaws, mountain |   |   |   |   |

| |men, Native American Chiefs). (SS.5.5.7) |   |   |   |   |

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| |8. explain how songs, symbols and slogans demonstrate freedom of expression and the role |   |X |   |   |

| |of protest in democracy (e.g., the abolition of slavery, women’s suffrage, labor |   |   |   |   |

| |movements, the civil rights movement). (SS.5.5.8) |   |   |   |   |

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| |9. assess the significance of the new Constitution of 1787, including the struggles |   |X |   |   |

| |over its ratification and the reasons for the addition of the Bill of Rights. (SS.5.5.9)|   |   |   |   |

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| |10. describe issues faced by Washington when he became the first United States President.|   |X |   |   |

| |(SS.5.5.10) |   |   |   |   |

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| |11. identify and explain social and technological changes that took place in the United |   |X |   |   |

| |States during the Industrial Revolution. (SS.5.5.11) |   |   |   |   |

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| |12. explain reasons for westward expansion and explain how it affected the inhabitants of|   |X |   |   |

| |the American West. (SS.5.5.12) |   |   |   |   |

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| |13. explain the effects of government policies on Native American nations and their land |   |X |   |   |

| |holdings. (SS.5.5.13) |   |   |   |   |

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| |14. analyze the impact of slavery and the Abolitionist Movement upon the development of |   |X |   |   |

| |the United States. (SS.5.5.14) |   |   |   |   |

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| |15. identify causes, major events and important people of the Civil War and explain how |X |   |   |   |

| |various reconstruction plans succeeded or failed. (SS.5.5.15; 5.5.16) |   |   |   |   |

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| |16. examine events that led to the United States becoming a world power. (SS.5.5.17) |X |   |   |   |

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| |17. identify the opposing sides in World War I and explain why the United States entered |X |   |   |   |

| |the war. (SS.5.5.18) |   |   |   |   |

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|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

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| |18. describe the effects of the Great Depression on the people of the United States. |   |X |   |   |

| |(SS.5.5.19) |   |   |   |   |

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| |19. identify the causes and effects of World War II. (SS.5.5.20) |X |   |   |   |

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| |20. identify significant leaders in the Civil Rights Movement. (SS.5.5.21) |   |X |   |   |

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| |F. SKILLS | |

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| |FOUNDATION CRITERIA | |

| |1. integrate the five strands of Social Studies. |   |X |   |   |

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| |2. be successful based on individual needs and abilities. |   |X |   |   |

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| |3. use multiple intelligence strategies. |   |X |   |   |

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| |4. respond to expanded questioning strategies. |   |X |   |   |

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| |5. integrate reading strategies/techniques using Social Studies content. |   |X |   |   |

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| |6. practice reflective thinking. |   |X |   |   |

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| |7. integrate Social Studies material/content across the curriculum. |   |X |   |   |

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| |8. apply contextual learning concepts. |X |   |   |   |

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| |9. develop discriminating memory. |   |X |   |   |

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| |10. understand and manage change and continuity. |   |X |   |   |

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| |11. develop historical empathy. |   |X |   |   |

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| |12. analyze the complexity of history. |   |X |   |   |

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| |13. engage as active learners. |   |X |   |   |

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| |14. practice workplace process skills. |   |X |   |   |

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| |15. understand cultural diversity. |   |X |   |   |

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| |BASIC SKILLS IN SOCIAL STUDIES | |

| |1. locate, access, analyze, organize, sequence, synthesize, and evaluate information and |X |   |   |   |

| |make reasoned judgments. |   |   |   |   |

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| |2. analyze and interpret information and draw conclusions from maps, charts, graphs, |X |   |   |   |

| |timelines, and tables. |   |   |   |   |

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| |3. participate in discussion, defense of positions, and debate. |   |X |   |   |

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| |4. integrate writing (e.g., creative, self-expression, journaling), reflection and |   |X |   |   |

| |metacognition. |   |   |   |   |

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| |5. read a variety of sources for historical understanding and perspective. |   |X |   |   |

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| |6. read a variety of print sources for critical understanding. |   |X |   |   |

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| |7. learn and use vocabulary, terms and terminology essential for understanding Social |X |   |   |   |

| |Studies. |   |   |   |   |

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|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

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| |8. listen to information to gain knowledge and follow directions. |   |   |X |   |

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| |SKILLS IN CITIZENSHIP | |

| |1. participate in activities of school, community and nation. |   |   |X |   |

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| |2. resolve conflicts peacefully. |   |   |X |   |

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| |3. participate in volunteer projects. |   |   |X |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |4. evaluate, take and defend positions. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |5. interact with, monitor and influence government at all levels. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | | |

| |SKILLS IN CIVICS/GOVERNMENT | |

| |1. interpret political cartoons. |   |   |X |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |2. analyze current and historical documents. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | | |

| |SKILLS IN ECONOMICS | |

| |1. read, interpret and draw conclusions from tables, graphs and charts. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |2. apply economic concepts to current and historical settings. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |3. predict economic trends. |   |   |X |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | | |

| |SKILLS IN GEOGRAPHY | |

| |1. select, analyze and design maps to organize geographic information. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |2. select, analyze and design graphs, diagrams and tables to organize geographic |   |X |   |   |

| |information. |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |3. make inferences and draw conclusions from maps and geographic representations. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |4. locate places, landforms and regions on appropriate maps. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | | |

| |SKILLS IN HISTORY | |

| |1. analyze, gather and interpret historical information. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |2. use historical inquiry to detect bias and emotional appeal in historical information. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |3. recognize valid interpretations and factual accuracy in historical data. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | | |

| | | |

| | | |

| | | | | | |

| | | | | | |

| | | | | | |

|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| |G. ASSESSMENT | |

| | | |

| |1. practice in a format commensurate with West Virginia Assessment programs. |   |X |   |   |

| |Norm referenced |   |   |   |   |

| |State writing assessment |   |   |   |   |

| |NAEP |   |   |   |   |

| |Informal assessment | | | | |

| |Criterion referenced | | | | |

| |2. practice using project format, portfolios and/or performance based measures. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |3. practice for standardized assessments, open-ended questioning, checkpoint benchmarks, |X |   |   |   |

| |miscue analysis, and rubrics. |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |4. use a variety of assessment techniques. |X |   |   |   |

| |True/false |   |   |   |   |

| |Selected response |   |   |   |   |

| |Short answer |   |   |   |   |

| |Extended response | | | | |

| |Essay | | | | |

| | | |

| |H. TECHNOLOGY | |

| | | |

| |use a variety of technological tools. | | | | |

| | | | | | |

| |Conduct online research. | | | | |

| |Create, publish and present projects related to content areas. | | | | |

| |Integrate advanced technology skills, word processor, database, and spreadsheets. | | | | |

| |Select and use appropriate technology tools to collect, analyze and display data relevant| | | | |

| |to class assignments. | | | | |

| |Use multi-media (VCRs, CDs, LDs, DVDs, cassette tapes with audio version of the text). | | | | |

| |Use teacher planning tools. | | | | |

| | |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | |   |   |   |X |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| | |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |2. practice ethical behavior in using computer-based technology. |   |   |   |X |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |3. adhere to Fair Use and Multimedia Copyright guidelines, citing sources in papers, |   |   |   |X |

| |projects, and multi-media presentations. |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |4. analyze websites with information related to the content. |   |X |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| | | | | | |

| |5. use expert systems, intelligent agents and simulations in real world problems. |   | |   |X |

| | |   |   |   |   |

| | |   |   |   |   |

| | |X |   |   |   |

| | | | | | |

| |6. run materials at computer level capacity. |   | |   |   |

| | |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |7. access juried websites, materials and lesson plans. |X |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

| |8. use materials in standard formats that are easily accessed by teachers, parents and |X |   |   |   |

| |students from school and home. |   |   |   |   |

| | |   |   |   |   |

| | |   |   |   |   |

| | | | | | |

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