Final+Standards+&+Benchmarks+-+Secondary

= SAS Social Studies Standards and Benchmarks = = Grades PK - 5 (Final) = = Comments welcomed through discussion link above. Please do not edit this version. =


 * SAS STRANDS (SKILLS) || NCSS STRANDS || Pre-Kindergarten || Kindergarten || Grade 1 || Grade 2 || Grade 3 || Grade 4 || Grade 5 ||
 * S**tandard I: Analyze how individuals,**
 * groups, and institutions create and change **
 * structures of power, authority, and governance ** || **Individuals, Groups, & Institutions **


 * Power, Authority, & Governments ** || 1. Participate in group-decision making. || 1. Identifies the responsibilities as an individual and in relation to their families and school community. || 1. Describe the groups that people belong to and why they belong to them || 1. Describe how and why groups are organized within communities || 1. || 1. Explain how individuals and groups organize and govern themselves || 1. Distinguish between local, state/provincial and national government ||
 * ^  ||^   || 2. || 2. Recognizes that everybody deserves respect. || 2. || 2. Identify the rights and responsibilities of belonging to a group || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe how and why people make and implement rules and laws || <span style="font-family: 'Times New Roman',Times,serif;">2. || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify similarities and differences among people. || <span style="font-family: 'Times New Roman',Times,serif;">3. || <span style="font-family: 'Times New Roman',Times,serif;">3. Give examples of the different roles people fulfill within groups || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify purposes of authority in the home and school and surrounding settings || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify qualities that leaders of groups need in order to meet their responsibilities || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify qualities of a successful ruler ||   ||
 * **<span style="font-family: 'Times New Roman',Times,serif;">Standard II Explore and apply geographic knowledge and skills ** || <span style="font-family: 'Times New Roman',Times,serif;">People, Places & Environments || <span style="font-family: 'Times New Roman',Times,serif;">1. Recognize where one lives and where s/he is from. || <span style="font-family: 'Times New Roman',Times,serif;">1. Recognize where one lives and where s/he is from. || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe how activities are influenced by location || <span style="font-family: 'Times New Roman',Times,serif;">1. Give examples of ways people’s activities are influenced by location and physical features (i.e. landforms, natural resources, sports, farming, climate, food, clothing). || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe how a community has changed over time || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe geographic factors that influence humans || <span style="font-family: 'Times New Roman',Times,serif;">1. Explain types and patterns of human settlement and land use ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. Interpret a simple map of a familiar environment. || <span style="font-family: 'Times New Roman',Times,serif;">2. || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify features of a basic globe || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify continents and oceans || <span style="font-family: 'Times New Roman',Times,serif;">2. Use map keys or legends to describe communities || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify and recreate the physical features of a map (e.g., bodies of water, landforms, and man-made structures) || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe locations using physical and cultural geographic features, including map coordinates (longitude, latitude, GPS) ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. || <span style="font-family: 'Times New Roman',Times,serif;">3. || <span style="font-family: 'Times New Roman',Times,serif;">3. ||   ||^   ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify and describe the affects of human migration ||
 * <span style="font-family: 'Times New Roman',Times,serif;">S**tandard III Recognize how time, continuity, and change affect perspectives and relationships** || **<span style="font-family: 'Times New Roman',Times,serif;">Time, continuity & Change **

<span style="font-family: 'Times New Roman',Times,serif;">2. Compare and contrast different cultures ||  || <span style="font-family: 'Times New Roman',Times,serif;">3. ||  || <span style="font-family: 'Times New Roman',Times,serif;">3. Identify different values people may attach to resources ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Global Connections ** || <span style="font-family: 'Times New Roman',Times,serif;">1. Relate their personal life to the process of change (e.g., while talking about day to day events) || <span style="font-family: 'Times New Roman',Times,serif;">1. Relate the concept of time and change to personal experience. || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe ways in which people's lives are influenced by time and change || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe personal and family traditions over time || <span style="font-family: 'Times New Roman',Times,serif;">1. Explain the difference between the recent past and the distant past || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe ideas and actions that changed societies in particular times and places ||  ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. Talk about the past, the present, and the future || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe personal and family events over time || <span style="font-family: 'Times New Roman',Times,serif;">2. Give examples of changes that have affected family and community life || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify special events that occur within their communities || <span style="font-family: 'Times New Roman',Times,serif;">2. Give examples of how knowing one’s past helps people to understand who they are || <span style="font-family: 'Times New Roman',Times,serif;">2. Give examples of why people in the past are remembered in current times ||   ||
 * ^  ||^   ||   ||   ||   ||   ||^   ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Reconstruct the past from located sources. ||
 * **<span style="font-family: 'Times New Roman',Times,serif;">Standard IV Applies economic concepts ** || **<span style="font-family: 'Times New Roman',Times,serif;">Production, Distribution, & Consumption ** || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify jobs at school and home. || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify and describe jobs in our school community and how they help us in our daily lives. || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe different ways people use resources to meet their needs and wants || <span style="font-family: 'Times New Roman',Times,serif;">1. Gain an understanding of different roles within the school community || <span style="font-family: 'Times New Roman',Times,serif;">1. || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe the characteristics and locations of renewable and nonrenewable resources and their uses || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify divisions of labor ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe what people need. ||   || <span style="font-family: 'Times New Roman',Times,serif;">2. Distinguish between needs and wants || <span style="font-family: 'Times New Roman',Times,serif;">2. Distinguish between needs/wants and goods/services using the basic vocabulary of a market economy || <span style="font-family: 'Times New Roman',Times,serif;">2. Distinguish among different types of resources, (natural, human, renewable and nonrenewable, spiritual, aesthetic, recreational, and industrial) || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe how changes in transportation and communication have affected the trade of goods and services || <span style="font-family: 'Times New Roman',Times,serif;">2. Explain relationships between the locations of resources and patterns of population distribution ||
 * ^  ||^   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify cultural groups in the school community
 * ^  ||^   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify cultural groups in the school community
 * <span style="font-family: 'Times New Roman',Times,serif;">**Standard V Examines cultural practices and human interactions** || **<span style="font-family: 'Times New Roman',Times,serif;">Culture **


 * <span style="font-family: 'Times New Roman',Times,serif;">Individual Development & Identity **


 * <span style="font-family: 'Times New Roman',Times,serif;">Science, Technology & Society ** || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify traditions and cultures within the class and their families || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify traditions and cultures within the classroom and their families. || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe features of different cultures within the classroom || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify cultural groups in the school community || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe how cultural practices reflect tradition || <span style="font-family: 'Times New Roman',Times,serif;">1. Explain ways people attach importance to their culture. || <span style="font-family: 'Times New Roman',Times,serif;">1. Explain how people retain their cultural identity ||
 * ^  ||^   ||   || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify special celebrations people may share within their communities. || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify similarities and differences between cultures || <span style="font-family: 'Times New Roman',Times,serif;">2. Compare different cultures. || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify common needs across different cultures || <span style="font-family: 'Times New Roman',Times,serif;">2. Explain how cultures are influenced by people in positions of power.. || <span style="font-family: 'Times New Roman',Times,serif;">2. Describe cultural interactions that occur as a consequence of human migration ||
 * **<span style="font-family: 'Times New Roman',Times,serif;">Standard VI Apply literacy skills and understandings of key ideas, details, structure, and integration of knowledge. **
 * <span style="font-family: 'Times New Roman',Times,serif;">(inclusive of Digital Literacy) **
 * <span style="font-family: 'Times New Roman',Times,serif;">(new literacy standard in history/social science added 8 Oct. 2010) **

//**<span style="font-family: 'Times New Roman',Times,serif;">English LA IV: Research **// //**<span style="font-family: 'Times New Roman',Times,serif;">Use skills and strategies of the research process: Gather, Analyze & Interpret, Respond **// || || <span style="font-family: 'Times New Roman',Times,serif;">1. ELA-6.PK.2. Begins to identify relevant information || <span style="font-family: 'Times New Roman',Times,serif;">1. ELA-6.K.1. Identify factual information with guidance || <span style="font-family: 'Times New Roman',Times,serif;">1. COMBO: ELA-6.1.1. Select appropriate material to gather factual information **AND** <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.1.2. Understand how to read for information. || <span style="font-family: 'Times New Roman',Times,serif;">1. ELA-6.2.2. Use a variety of sources to gather information (e.g., informational books, charts, own observations) || <span style="font-family: 'Times New Roman',Times,serif;">1. ELA-6.3.1. Use text media and electronic media to gather information (with guidance) || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.4.1 Use text media and electronic media to gather information || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.5.1. Use organizational features of printed text (e.g., bold topics and words, glossary, table of contents) to locate relevant information  || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.5.3. Organize information according to a focus question or topic in the form of note taking or basic outlining ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. ELA-6.PK.1. Begins to differentiate between non-fiction and fiction  || <span style="font-family: 'Times New Roman',Times,serif;">2. ELA-6.K.2. Make links with own knowledge and information from non-fiction text with guidance || <span style="font-family: 'Times New Roman',Times,serif;">2. ELA-6.1.2 Sort and classify information into two or more categories. Understand concept of categories. || <span style="font-family: 'Times New Roman',Times,serif;">2. ELA-6.2.1. Generate questions about topics of personal interest  || <span style="font-family: 'Times New Roman',Times,serif;">2. COMBINATION: ELA-6.3.2. Organize ideas chronologically or around major points of information (with guidance) AND ELA-6.3.5 Distinguish between opinion and verifiable facts || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.4.2 Organize ideas chronologically or around major points of information || <span style="font-family: 'Times New Roman',Times,serif;">COMBINATION: ELA-6.5.4. Use and list resources (e.g., encyclopedias, articles, Internet, and nonfiction texts) to locate information AND
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. ELA-6.PK.3 Begins to apply information  TO?? || <span style="font-family: 'Times New Roman',Times,serif;">3. ELA-6.K.3. Report information. ||   || <span style="font-family: 'Times New Roman',Times,serif;">3. ELA-6.2.3 Present information in written and oral format (Exp. 2)  || <span style="font-family: 'Times New Roman',Times,serif;">3. ELA-6.3.3. Present information in written, oral and electronic format.  || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.4.3 Present information in written, oral and electronic format ||   ||
 * ^  || ||   ||   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif;">4. ELA-6.3.4. Clarify and enhance oral and written presentations through the use of appropriate props (e.g., objects, pictures, charts) || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.4.4 Clarify and enhance oral and written presentations through use of appropriate props (e.g., objects, pictures, charts) ||   ||
 * ^  || ||   ||   ||   ||   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif;">ELA-6.5.2. Use resources (e.g., thesaurus and dictionary) to identify alternative word choices and meanings and to increase vocabulary in different subject areas ||

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Grades 6-10 (Final) ** =

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Comments welcomed through discussion link above. Please do not edit this version. ** =


 * ** SAS STRANDS (SKILLS) ** ||  ** NCSS STRANDS **  ||  ** (Grade 6) **  ||  ** (Grade 7) **  ||  ** (Grade 8) **  ||  ** Asian History **  ||  ** Grade 10 **
 * (World History) ** ||
 * ** Standard I: Analyze how individuals, **
 * groups, and institutions create and change **
 * structures of power, authority, and governance ** || Individuals, Groups, & Institutions

Power, Authority, & Governments || <span style="font-family: 'Times New Roman',Times,serif;">1.1. Describe major issues involving rights, responsibilities, roles, and status of individuals and social groups || <span style="font-family: 'Times New Roman',Times,serif;">1. Examine the various forms institutions take and the interactions of people with and within institutions || <span style="font-family: 'Times New Roman',Times,serif;">1. Examine issues involving the rights, roles and status of the individual in relation to society || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify the structures of power, authority, and governance within and between societies || <span style="font-family: 'Times New Roman',Times,serif;">1. Analyze major responsibilities of governing bodies for domestic and foreign policy || Global Connections || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify patterns of historical change using key terminology such as chronology, causality, and conflict to explain. || <span style="font-family: 'Times New Roman',Times,serif;">1. Uncover causes and effects of key events in selected historical periods || <span style="font-family: 'Times New Roman',Times,serif;">1. Analyze multiple interpretations of a historical or current event or issue, to distinguish between fact and opinion within the texts || <span style="font-family: 'Times New Roman',Times,serif;">1) Describe the role of enduring belief systems in society over time || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe the various perspectives on historical events in and over time || Individual Development & Identity    Science, Technology & Society  || <span style="font-family: 'Times New Roman',Times,serif;">1. Identify the values and beliefs that motivate cultural identity || <span style="font-family: 'Times New Roman',Times,serif;">1. Examine how elements of culture develop during selected periods of history || <span style="font-family: 'Times New Roman',Times,serif;">1. Illustrate how information and experiences may be interpreted by people from diverse cultural perspectives || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe the development of cultures in relation to forces of change || <span style="font-family: 'Times New Roman',Times,serif;">1. Recognize how states attempt to assert their cultural identity || (new literacy standard in history/social science added 8 Oct. 2010) || || <span style="font-family: 'Times New Roman',Times,serif;">1. Draw inferences from archaeological evidence (from V.2) || <span style="font-family: 'Times New Roman',Times,serif;">1. Determine the central idea of information from primary or secondary sources || <span style="font-family: 'Times New Roman',Times,serif;">2. Apply digital tools to gather, evaluate, and use information || <span style="font-family: 'Times New Roman',Times,serif;">1. Determine the nature and extent of the information needed. || <span style="font-family: 'Times New Roman',Times,serif;">1. Determine the nature and extent of the information needed. ||
 * || || <span style="font-family: 'Times New Roman',Times,serif;">2. DESCRIBE reasons AND INDIVIDUAL’S MOTIVATION for change || <span style="font-family: 'Times New Roman',Times,serif;">2. Analyze the role of individuals and institutions in furthering both continuity and change || <span style="font-family: 'Times New Roman',Times,serif;">2. IDENTIFY motivations behind changes within society (MOVED FROM G10) || <span style="font-family: 'Times New Roman',Times,serif;">2. Analyze the cause and effect relationships of changes within society || <span style="font-family: 'Times New Roman',Times,serif;">2. EXPLAIN the motivations within groups to affect changes (moved from G9) ||
 * || || <span style="font-family: 'Times New Roman',Times,serif;">3. Describe how leadership powers are acquired, and used] ||  || <span style="font-family: 'Times New Roman',Times,serif;">3. Breakdown the purposes of government and how power is acquired, used and justified ||   || <span style="font-family: 'Times New Roman',Times,serif;">3. Explain how ideologies and laws are set and shape society ||
 * ** Standard II Explore and apply geographic knowledge and skills ** || People, Places & Environments  || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe ways that humans have been influenced by geographic conditions  || <span style="font-family: 'Times New Roman',Times,serif;">1. Examine ways that humans have influenced, and are influenced by, geographic conditions || <span style="font-family: 'Times New Roman',Times,serif;">1) Explain and give examples of voluntary and involuntary movement of humans || <span style="font-family: 'Times New Roman',Times,serif;">1) Explain how human actions impact geography and vice versa USING GEOGRAPIC TERMINOLOGY AND SKILLS || <span style="font-family: 'Times New Roman',Times,serif;">1) Apply geographic resources as a tool to understand history ||
 * || || <span style="font-family: 'Times New Roman',Times,serif;">2. ANALYZE THE RELATIONSHIP BETWEEN PEOPLE, PLACES AND ENVIRONMENTS using a variety of TOOLS (e.g. charts, graphs, MAPS, GLOBES AND OTHER GEOSPATIAL TECHNOLOGIES) || <span style="font-family: 'Times New Roman',Times,serif;">2. Locate and identify physical and political features of selected regions || <span style="font-family: 'Times New Roman',Times,serif;">2) Integrate demographic and visual information to analyze and make inferences relative to different populations || <span style="font-family: 'Times New Roman',Times,serif;">2) Describe how natural boundaries shape history and society using geographic terminology || <span style="font-family: 'Times New Roman',Times,serif;">2) Recognize how geography can cause alliances and divisions between and amongst states (i.e., geography – political/ social) ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Locate and identify physical and political features of selected regions  ||   || <span style="font-family: 'Times New Roman',Times,serif;">3) Recognize that people create places and institutions that reflect cultural values and ideas || <span style="font-family: 'Times New Roman',Times,serif;">3) Apply geographic terminology and skills in relation to history || <span style="font-family: 'Times New Roman',Times,serif;">Analyze the cause of geographic changes and their effects ||
 * ** Standard III Recognize how time, continuity, and change affect perspectives and relationships ** || Time, continuity & Change
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. || <span style="font-family: 'Times New Roman',Times,serif;">2. Explain current events utilizing knowledge of the past and its trends || <span style="font-family: 'Times New Roman',Times,serif;">2. Defend a point of view by examining historic and current resources || <span style="font-family: 'Times New Roman',Times,serif;">2) Interpret historical events citing a variety of sources || <span style="font-family: 'Times New Roman',Times,serif;">2. Explain why historic interpretations vary ||
 * ^  ||^   ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Establish a point of view, make decisions and form opinions on historic events drawing from historical resources || <span style="font-family: 'Times New Roman',Times,serif;">3. Justify how knowledge of the past and trends can help explain current events || <span style="font-family: 'Times New Roman',Times,serif;">3) Identify the long and short term effects behind the sequence of historical events || <span style="font-family: 'Times New Roman',Times,serif;">3. Categorize and explain the effects that cause historical change ||
 * ^  ||^   ||^   ||^   ||^   || <span style="font-family: 'Times New Roman',Times,serif;">4) Analyze the impact of change on societies (i.e., politics and economies) || <span style="font-family: 'Times New Roman',Times,serif;">4. Explain forces of change that impact on societies (i.e., politics and economies) ||
 * ** Standard IV Applies economic concepts ** ||  Production, Distribution, & Consumption  || <span style="font-family: 'Times New Roman',Times,serif;">1. Describe the role of specialization in the division of labor in society. || <span style="font-family: 'Times New Roman',Times,serif;">1. Examine how societies address the economic problem of scarcity. || <span style="font-family: 'Times New Roman',Times,serif;">1. Explain historic events, current events, and social issues through the distinction and description of economic systems || <span style="font-family: 'Times New Roman',Times,serif;">1. Analyze ways in which trade has contributed to economic change in selected societies || <span style="font-family: 'Times New Roman',Times,serif;">1. Analyze how economic forces can change and influence governments and/or government policies ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. Identify patterns of resource distribution and use (trade, ideas) || <span style="font-family: 'Times New Roman',Times,serif;">2. Investigate the factors that motivate trade (e.g., technology and innovation) || <span style="font-family: 'Times New Roman',Times,serif;">2. Explain the allocation of goods and services in a market economy. || <span style="font-family: 'Times New Roman',Times,serif;">2. Analyze and evaluate economic issues from a geographical point of view || <span style="font-family: 'Times New Roman',Times,serif;">2. Recognize the interconnectedness of national economies throughout the world ||
 * ^  ||^   ||^   ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Explain how values and beliefs influence economic decisions || <span style="font-family: 'Times New Roman',Times,serif;">3. Project the impact of values and beliefs on economic forces. || <span style="font-family: 'Times New Roman',Times,serif;">3. Describe how economic forces determine an individuals and groups power and status in society ||
 * ** Standard V Examines cultural practices and human interactions ** || Culture
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2.  Find examples of tension between individuality and social conformity || <span style="font-family: 'Times New Roman',Times,serif;">2. Interpret examples of tension between expressions of individuality and forces of social conformity || <span style="font-family: 'Times New Roman',Times,serif;">2. Examine examples of tension between expressions of individuality and forces of social conformity || <span style="font-family: 'Times New Roman',Times,serif;">2. Evaluate the causes and effects of cultural diffusion || <span style="font-family: 'Times New Roman',Times,serif;">2. Examine the development of culture of selected time periods ||
 * ** Standard VI Apply literacy skills and understandings of key ideas, details, structure, and integration of knowledge. **
 * (inclusive of Digital Literacy) **
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">2. Cite specific textual evidence to support analysis || <span style="font-family: 'Times New Roman',Times,serif;">2. Break down the differences between fact, opinion, and reasoned judgment in a text. (From v.2) || <span style="font-family: 'Times New Roman',Times,serif;">1. Locate, synthesize, and ethically use information from a variety of sources including media || <span style="font-family: 'Times New Roman',Times,serif;">2. Access the needed information effectively and efficiently. || <span style="font-family: 'Times New Roman',Times,serif;">2. Access the needed information effectively and efficiently. ||
 * ^  ||^   || <span style="font-family: 'Times New Roman',Times,serif;">3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others || <span style="font-family: 'Times New Roman',Times,serif;">3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others || <span style="font-family: 'Times New Roman',Times,serif;">3. Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others || <span style="font-family: 'Times New Roman',Times,serif;">3. Evaluate information and its sources critically and incorporate selected information into ones knowledge base and value system. || <span style="font-family: 'Times New Roman',Times,serif;">3. Evaluate information and its sources critically and incorporate selected information into ones knowledge base and value system. ||