Download Curriculum Template 2011 AP Psychology - Whitman

Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective,
concerned citizens and contributing members of the global community.
Course Number 646/647
Course Description
AP Psychology
Grades 11,12
120 Days
AP Psychology (4 credits):
This course builds on the skills mastered in Introduction to AP Psychology. The cognitive and development
domains will be explored, in addition to the major theories and assessment of personality. The major
psychological disorders, as defined and treated in DSM IV, will be discussed, with an emphasis on how to
identify, define, explore and solve problems associated with mental illness in ways that demonstrate
personal, social, and civic responsibility. In testimony of their ability to read, write, and communicate
effectively, students will take the AP examination in May.
Instructional Strategies
Instructional Strategies include but may not be limited to the following:
Lecture/Note taking
Discussion
Debate
Document analysis
Power Point and SmartBoard presentations
Research/writing/peer-editing
Creative projects
Public speaking
Cooperative group activities
Student Learning
Expectations
1.
2.
3.
4.
5.
6.
Read, write and communicate effectively.
Utilize technologies appropriately and effectively.
Apply critical thinking skills.
Explore and express ideas creatively.
Participate in learning both individually and collaboratively.
Demonstrate personal, social, and civic responsibility.
1
Unit of Study : Learning
MA Standard/Strands:
Time Frame:
12 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 5
Essential Questions
Concepts, Content:
• Distinguish general differences between principles of classical conditioning,
operant conditioning, and observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction,
spontaneous recovery, generalization, discrimination, and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative
reinforcement, punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and motivation will influence
quality of learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and
social learning.
• Apply learning principles to explain emotional learning, taste aversion,
superstitious behavior, and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and selfcontrol
can be used to address behavioral problems.
• Identify key contributors in the psychology of learning (e.g., Albert Bandura,
John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike,
Edward Tolman, John B. Watson).
Video:
Worth Publishers DVD 1 Learning
Standard Deviants
2
Targeted Skill(s):
Writing:
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
3
Unit of Study : Cognition
MA Standard/Strands:
Time Frame:
20 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 6, Chapter 7
Essential Questions
Concepts, Content:
• Describe and differentiate psychological and physiological systems of memory
(e.g., short-term memory, procedural memory).
• Outline the principles that underlie effective encoding, storage, and construction
of memories.
• Describe strategies for memory improvement.
• Synthesize how biological, cognitive, and cultural factors converge to facilitate
acquisition, development, and use of language.
• Identify problem-solving strategies as well as factors that influence their
effectiveness.
• List the characteristics of creative thought and creative thinkers.
• Identify key contributors in cognitive psychology (e.g., Noam Chomsky,
Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
Video:
Worth Publishers DVD 1 Thinking and Language
Standard Deviants
• Define intelligence and list characteristics of how psychologists measure
intelligence:
— abstract versus verbal measures;
— speed of processing.
• Discuss how culture influences the definition of intelligence.
• Compare and contrast historic and contemporary theories of intelligence (e.g.,
Charles Spearman, Howard Gardner, Robert Sternberg).
• Explain how psychologists design tests, including standardization strategies and
other techniques to establish reliability and validity.
• Interpret the meaning of scores in terms of the normal curve.
4
• Describe relevant labels related to intelligence testing (e.g., gifted,
cognitively disabled).
• Debate the appropriate testing practices, particularly in relation to culture-fair
test uses.
• Identify key contributors in intelligence research and testing (e.g., Alfred Binet,Francis Galton, Howard Gardner,
Charles Spearman, Robert Sternberg, LouisTerman, David Wechsler).
Targeted Skill(s):
Writing:
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
5
Unit of Study : Motivation, Emotion, and Stress
MA Standard/Strands:
Time Frame:
18 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 8, Chapter 13
Essential Questions
Concepts, Content:
• Identify and apply basic motivational concepts to understand the behavior of
humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic
motivation).
• Discuss the biological underpinnings of motivation, including needs, drives, and
homeostasis.
• Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory),
including the strengths and weaknesses of
each.
• Describe classic research findings in specific motivation systems (e.g., eating,
sex, social)
• Discuss theories of stress and the effects of stress on psychological and physical well-being.
• Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–
Bard, Schachter two-factor theory).
• Describe how cultural influences shape emotional expression, including
variations in body language.
• Identify key contributors in the psychology of motivation and emotion (e.g.,
William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).
Video:
Worth Publishers DVD 3 Stress and Health
Standard Deviants
6
Targeted Skill(s):
Writing:
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
7
Unit of Study : Development
MA Standard/Strands:
Time Frame:
12 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 9
Essential Questions
Concepts, Content:
Video:
Worth Publishers DVD 1 Development
Standard Deviants
-Discuss the interaction of nature and nurture (including cultural variations) in
the determination of behavior.
• Explain the process of conception and gestation, including factors that influence
successful fetal development (e.g., nutrition, illness, substance abuse).
• Discuss maturation of motor skills.
• Describe the influence of temperament and other social factors on attachment
and appropriate socialization.
• Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information
processing).
• Compare and contrast models of moral development (e.g., Kohlberg, Gilligan).
• Discuss maturational challenges in adolescence, including related family
conflicts.
• Characterize the development of decisions related to intimacy as people mature.
• Predict the physical and cognitive changes that emerge as people age, including
steps that can be taken to maximize function.
• Describe how sex and gender influence socialization and other aspects of
development.
• Identify key contributors in developmental psychology (e.g., Mary Ainsworth,
Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan,
Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).
8
Targeted Skill(s):
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
Writing:
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
9
Unit of Study : Personality
MA Standard/Strands:
Time Frame:
9 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 11
Essential Questions
Concepts, Content:
Video:
Standard Deviants
• Compare and contrast the major theories and approaches to explaining
personality: psychoanalytic, humanist, cognitive, trait, social learning, and
behavioral.
• Describe and compare research methods (e.g., case studies and surveys) that
psychologists use to investigate personality.
• Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic
Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and
evaluate relative test quality based on reliability and validity of the instruments.
• Speculate how cultural context can facilitate or constrain personality
development, especially as it relates to self-concept (e.g., collectivistic versus
individualistic cultures).
• Identify key contributors to personality theory (e.g., Alfred Adler, Albert
Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham
Maslow, Carl Rogers).
10
Targeted Skill(s):
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Writing:
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
11
Unit of Study : Abnormal Psychology and Therapies
MA Standard/Strands:
Time Frame:
15 Days
Text
(Chapter/Pages)
Other Resources:
Psychology, Chapter 14, Chapter 15
Video:
DSM IV Case Study Series 1-3
A Beautiful Mind
Girl Interrupted
OCD Cognitive Behavioral Therapy
One Flew Over the Cuckoo’s Nest
Worth Publishers DVD 2 Psychological Disorders
Standard Deviants
CD-ROM
Mental Illness and Art
Essential Questions
Concepts, Content:
• Describe contemporary and historical conceptions of what constitutes
psychological disorders.
• Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders
(DSM) published by the American Psychiatric Association as the primary
reference for making diagnostic judgments.
• Discuss the major diagnostic categories, including anxiety and somatoform
disorders, mood disorders, schizophrenia, organic disturbance, personality
disorders, and dissociative disorders, and their corresponding symptoms.
• Evaluate the strengths and limitations of various approaches to explaining
psychological disorders: medical model, psychoanalytic, humanistic, cognitive,
biological, and sociocultural.
• Identify the positive and negative consequences of diagnostic labels (e.g., the
Rosenhan study).
• Discuss the intersection between psychology and the legal system (e.g.,
12
confidentiality, insanity defense).
• Describe the central characteristics of psychotherapeutic intervention.
• Describe major treatment orientations used in therapy (e.g., behavioral,
cognitive, humanistic) and how those orientations influence therapeutic planning.
• Compare and contrast different treatment formats (e.g., individual, group).
• Summarize effectiveness of specific treatments used to address specific
problems.
• Discuss how cultural and ethnic context influence choice and success of
treatment (e.g., factors that lead to premature termination of treatment).
• Describe prevention strategies that build resilience and promote competence.
• Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis,
Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).
Targeted Skill(s):
Writing:
Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of
essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Teacher created essays, and various essays from 1992-2011 released AP essays.
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Assessment Practices:
Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays
13
Unit of Study: Exam Review
MA Standard/Strands:
Time Frame:
10 Days
Text
(Chapter/Pages)
Other Resources:
All relevant sections of Psychology
Essential Questions
Concepts, Content:
All Prior Questions and Content
Targeted Skill(s):
MC question analysis, application, content mastery, essay writing
•
•
•
released MC exams from 1994, 1999, 2004, 2007
Released Essay Questions 1992-2011
2008 Practice Exam
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Writing:
AP released essays
Assessment Practices:
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Advanced Placement exam
14
Unit of Study: Enrichment
MA Standard/Strands: N/A
Time Frame:
20 days
Text
(Chapter/Pages)
Other Resources:
Relevant sections of Psychology
Library and Computer Lab
All resources from previous units
N/A
Essential Questions
Concepts, Content:
Targeted Skill(s):
Independent research, higher-level thinking and discussion
See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12
Writing:
Writing for discussion, debates, and projects
See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects6 – 12
Projects, discussion, debate
Assessment Practices:
15
Appendix A: Reading Standards for Literacy in History/Social Studies 6–12
[RH]
The standards below begin at grade 6; standards for Pre-K–5 reading in history/social studies, science, and technical subjects are integrated into the Pre-K–5 Reading
standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad
standards, the latter providing additional specificity.
Grades 6–8 students:
Grades 9–10 students:
Grades 11–12 students:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of
1. Cite specific textual evidence to support analysis of
primary and secondary sources.
2. Determine the central ideas or information of a primary or
3.
secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process
related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
1. Cite specific textual evidence to support analysis of primary
primary and secondary sources, attending to such features
as the date and origin of the information.
2. Determine the central ideas or information of a primary or
3.
secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or
simply preceded them.
and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
2. Determine the central ideas or information of a primary or
3.
secondary source; provide an accurate summary that makes
clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and
determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters
uncertain.
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains
related to history/social studies.
5. Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of
view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
4. Determine the meaning of words and phrases as they are
4. Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political,
social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points
used in a text, including analyzing how an author uses and
refines the meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
5. Analyze in detail how a complex primary source is
or advance an explanation or analysis.
structured, including how key sentences, paragraphs, and
larger portions of the text contribute to the whole.
6. Compare the point of view of two or more authors for how 6. Evaluate authors’ differing points of view on the same
they treat the same or similar topics, including which details
they include and emphasize in their respective accounts.
historical event or issue by assessing the authors’ claims,
reasoning, and evidence.
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in
print and digital texts.
7. Integrate quantitative or technical analysis (e.g., charts,
8. Distinguish among fact, opinion, and reasoned judgment in 8. Assess the extent to which the reasoning and evidence in a
a text.
7. Integrate and evaluate multiple sources of information
research data) with qualitative analysis in print or digital
text.
text support the author’s claims.
16
8.
presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a
question or solve a problem.
Evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
9. Analyze the relationship between a primary and secondary
source on the same topic.
9. Compare and contrast treatments of the same topic in
several primary and secondary sources.
9. Integrate information from diverse sources, both primary
and secondary, into a coherent understanding of an idea or
event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 8, read and comprehend history/social
studies texts in the grades 6–8 text complexity band
independently and proficiently.
10. By the end of grade 10, read and comprehend history/social 10. By the end of grade 12, read and comprehend history/social
studies texts in the grades 9–10 text complexity band
independently and proficiently.
17
studies texts in the grades 11-CCR text complexity band
independently and proficiently.
Appendix B: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
[WHST]
The standards below begin at grade 6; standards for Pre-K–5 writing in history/social studies, science, and technical subjects are integrated into the Pre-K–5
Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former
providing broad standards, the latter providing additional specificity.
Grades 9–10 students:
Grades 11–12 students:
Grades 6–8 students:
Text Types and Purposes
1. Write arguments focused on discipline-specific content. 1. Write arguments focused on discipline-specific content. 1. Write arguments focused on discipline-specific content.
a.
b.
c.
d.
e.
Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that
follows from and supports the argument
presented.
a.
b.
c.
d.
e.
Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and
create an organization that establishes clear
relationships among the claim(s),
counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations of
both claim(s) and counterclaims in a disciplineappropriate form and in a manner that
anticipates the audience’s knowledge level and
concerns.
Use words, phrases, and clauses to link the
major sections of the text, create cohesion, and
clarify the relationships between claim(s) and
reasons, between reasons and evidence, and
between claim(s) and counterclaims.
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
Provide a concluding statement or section that
follows from or supports the argument
presented.
18
a.
b.
c.
d.
e.
Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an organization that
logically sequences the claim(s), counterclaims,
reasons, and evidence.
Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data
and evidence for each while pointing out the
strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
Use words, phrases, and clauses as well as
varied syntax to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
Provide a concluding statement or section that
follows from or supports the argument
presented.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
[WHST]
Grades 6–8 students:
Grades 9–10 students:
Grades 11–12 students:
Text Types and Purposes (continued)
2. Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and
information into broader categories as
appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style and
objective tone.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
3. (See note; not applicable as a separate requirement)
2. Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts,
and information to make important connections
and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures
to link the major sections of the text, create
cohesion, and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the
topic and convey a style appropriate to the
discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic).
3. (See note; not applicable as a separate requirement)
19
1. Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the
most significant and relevant facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate to
the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language, domain-specific
vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity
of the topic; convey a knowledgeable stance in
a style that responds to the discipline and
context as well as to the expertise of likely
readers.
e. Provide a concluding statement or section that
follows from and supports the information or
explanation provided (e.g., articulating
implications or the significance of the topic).
2. (See note; not applicable as a separate requirement)
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into
arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of
individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step
procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
20
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
[WHST]
Grades 6–8 students:
Grades 9–10 students:
Grades 11–12 students:
4. Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for a specific purpose and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas clearly and
efficiently.
6.
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to display
information flexibly and dynamically.
6.
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on
several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
7.
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
7. Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8.
Gather relevant information from multiple print and
digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a
standard format for citation.
8.
Gather relevant information from multiple
8.
authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of
each source in answering the research question;
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
9.
Draw evidence from informational texts to support
analysis, reflection, and research.
9.
Draw evidence from informational texts to support
analysis, reflection, and research.
Production and Distribution of Writing
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback, including
new arguments or information.
Research to Build and Present Knowledge
21
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the strengths
and limitations of each source in terms of the specific
task, purpose, and audience; integrate information
into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for
citation.
9. Draw evidence from informational texts to support
analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.