Colleen A. Thoma, PhD

Teacher's Manual

 Teacher's Manual

Self-Determination

The Self-Determined Learning Model of Instruction

Examples

Assessment

Evaluation

Lesson Plan Resources

Self-Determination and Standards of Learning

 

SOLS Tied to Self-Determination Skills for High School

Math | Science | History | English

Math

COM.1  The student will apply programming techniques and skills to solve practical problems in mathematics arising from consumer, business, other applications in mathematics.  Problems will include opportunities for students to analyze data in charts, graphs, and tables and to use their knowledge of equations, formulas, and functions to solve these problems. 

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Science

9.1      The student will apply health knowledge and skills to the development and analysis of personal goals to achieve and maintain long-term health and well-being. Key concepts/skills include

  • the use of current research and scientific study to interpret dietary principles;
  • a decision-making process for selecting health care products;
  • application of personal standards regarding the use of alcohol, tobacco, and other controlled substances;
  • maintenance of health habits that promote personal wellness;
  • implementation of a fitness and lifetime physical activity plan;
  • establishment of personal parameters for appropriate and inappropriate health behaviors;
  • utilization of a personal system for coping with distress and stress;
  • management of deadlines;
  • peaceful resolution of conflicts.

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9.2      The student will analyze and evaluate the relationship among healthy behaviors, disease prevention and control, and comprehensive wellness. Key concepts/skills include

  • participation in activities that improve the cardiovascular system;
  • development of a personal plan for remaining free of communicable diseases;
  • recognition of the value of proper nutrition, rest, and regular activity.

9.3      The student will analyze, synthesize, and evaluate the relationship between positive health behaviors and the prevention of injury and premature death. Key concepts/skills include

  • risky behaviors that may result in permanent disability for self or others;
  • the consequences of using weapons in acts of violence;
  • identification of situations involving risks;
  • identification of situations that require first aid or CPR;
  • the effects of alcohol and other drug use.

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9.4      The student will use various sources of information to evaluate global health issues. Key concepts/skills include

  • the connections between personal health goals and state or national health issues (e.g., as found in the Report of the Surgeon General);
  • the benefits of information provided by recognized sources such as state and local health departments, the Food and Drug Administration (FDA), the National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).

9.5      The student will evaluate the benefits of collaboration in relation to community health and wellness initiatives. Key concepts/skills include

  • the impact of developing positive relationships among health professionals for promotion of healthy communities;
  • promotion of community projects;
  • development of school and community health programs for citizens of all ages;
  • the need for community services;
  • the awareness of health-related social issues such as organ donation, homelessness, underage drinking, and substance abuse.

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10.1      The student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and well-being of self and others throughout life. Key concepts/skills include

  • the impact of poor dietary choices;
  • the effects of sedentary lifestyle;
  • the effects of tobacco, alcohol, inhalants, and other drug use;
  • behaviors that result in intentional and unintentional injury.

10.2      The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include

  • the power of assertiveness;
  • the impact of involvement in school and community activities;
  • the value of exercising self-control
  • the merits of goal setting;
  • the impact of emotions and peer approval on personal decision-making;
  • the effects of an individual’s environment;
  • family health habits and behaviors as they relate to health promotion;
  • the importance of support and encouragement from positive role models.

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10.3      The student will implement personal injury prevention and self-management strategies that promote personal, family, and community health throughout life. Key concepts/skills include

  • strategies to reduce and prevent violence;
  • peaceful resolution of conflicts;
  • administration of emergency care;
  • recognition of tendencies toward self-harm;
  • recognition of life-threatening situations;
  • crisis-management strategies;
  • methods of avoiding gang-related activity and the use of weapons to commit violent acts of aggression.

10.4      The student will synthesize and evaluate available health information, products, and services for the value and potential impact on his/her well-being throughout life. Key concepts/skills include

  • marketing and advertising techniques to promote health;
  • the use of current technological tools to analyze health products and services;
  • involvement of local, state, and federal agencies in health-related issues;
  • the impact of technology on the health status of individuals, families, communities, and the world;
  • employment opportunities in health-related careers and professions.

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10.5     The student will evaluate how different types of behaviors impact the community. Key concepts/skills include

  • the benefits of volunteerism;
  • the outcome of drinking and driving;
  • the effects of using acts of violence to settle disputes;
  • the need for organized efforts to address community health issues;
  • the responsibilities of citizens to promote the health goals of the community;
  • the value of positive role models;
  • the negative influence of teenage drug and alcohol use on younger members of the community.

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History

CE.3      The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by

  • describing the processes by which an individual becomes a citizen of the United States;
  • describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
  • describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
  • examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
  • evaluating how civic and social duties address community needs and serve the public good.

CE.4      The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

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CE.5      The student will demonstrate knowledge of the political process at the local, state, and national levels of government by

  • describing the functions of political parties;
  • comparing the similarities and differences of political parties;
  • analyzing campaigns for elective office, with emphasis on the role of the media;
  • examining the role of campaign contributions and costs;
  • describing voter registration and participation;
  • describing the role of the Electoral College in the election of the President and Vice President.

WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • explaining and analyzing reasons for the different spatial divisions at the local and regional levels;
  • explaining and analyzing the different spatial divisions at the national and international levels;

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WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • analyzing ways cooperation occurs to solve problems and settle disputes.

GOVT.3      The student will demonstrate knowledge of the concepts of democracy by

  • recognizing the fundamental worth and dignity of the individual;
  • recognizing the equality of all citizens under the law;
  • recognizing majority rule and minority rights;
  • recognizing the necessity of compromise;
  • recognizing the freedom of the individual.

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GOVT.9      The student will demonstrate knowledge of the process by which public policy is made by

  • examining different perspectives on the role of government;
  • explaining how local, state, and national governments formulate public policy;
  • describing the process by which policy is implemented by the bureaucracy at each level;
  • analyzing how individuals, interest groups, and the media influence public policy.

GOVT.11      The student will demonstrate knowledge of civil liberties and civil rights by

  • examining the Bill of Rights, with emphasis on First Amendment freedoms;
  • analyzing due process of law expressed in the 5th and 14th Amendments;
  • explaining selective incorporation of the Bill of Rights;
  • exploring the balance between individual liberties and the public interest;
  • explaining every citizen’s right to be treated equally under the law.

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GOVT.17   The student will demonstrate knowledge of personal character traits that           facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

GOVT.18      The student will understand that thoughtful and effective participation in civic life is characterized by

  • obeying the law and paying taxes;
  • serving as a juror;
  • participating in the political process;
  • performing public service;
  • keeping informed about current issues;
  • respecting differing opinions in a diverse society.

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CE.3      The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by

  • describing the processes by which an individual becomes a citizen of the United States;
  • describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
  • describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
  • examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
  • evaluating how civic and social duties address community needs and serve the public good.

CE.4      The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

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CE.5      The student will demonstrate knowledge of the political process at the local, state, and national levels of government by

           a)  describing the functions of political parties;

 b)  comparing the similarities and differences of political parties;

  • analyzing campaigns for elective office, with emphasis on the role of the media;
  • examining the role of campaign contributions and costs;
  • describing voter registration and participation;
  • describing the role of the Electoral College in the election of the President and Vice President.

WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • explaining and analyzing reasons for the different spatial divisions at the local and regional levels;
  • explaining and analyzing the different spatial divisions at the national and international levels;

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WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • analyzing ways cooperation occurs to solve problems and settle disputes.

GOVT.3      The student will demonstrate knowledge of the concepts of democracy by

  • recognizing the fundamental worth and dignity of the individual;
  • recognizing the equality of all citizens under the law;
  • recognizing majority rule and minority rights;
  • recognizing the necessity of compromise;
  • recognizing the freedom of the individual.

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GOVT.9      The student will demonstrate knowledge of the process by which public policy is made by

  • examining different perspectives on the role of government;
  • explaining how local, state, and national governments formulate public policy;
  • describing the process by which policy is implemented by the bureaucracy at each level;
  • analyzing how individuals, interest groups, and the media influence public policy.

GOVT.11      The student will demonstrate knowledge of civil liberties and civil rights by

  • examining the Bill of Rights, with emphasis on First Amendment freedoms;
  • analyzing due process of law expressed in the 5th and 14th Amendments;
  • explaining selective incorporation of the Bill of Rights;
  • exploring the balance between individual liberties and the public interest;
  • explaining every citizen’s right to be treated equally under the law.

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GOVT.17   The student will demonstrate knowledge of personal character traits that           facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

GOVT.18      The student will understand that thoughtful and effective participation in civic life is characterized by

  • obeying the law and paying taxes;
  • serving as a juror;
  • participating in the political process;
  • performing public service;
  • keeping informed about current issues;
  • respecting differing opinions in a diverse society.

Back to top

CE.3      The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by

  • describing the processes by which an individual becomes a citizen of the United States;
  • describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
  • describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
  • examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
  • evaluating how civic and social duties address community needs and serve the public good.

CE.4      The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

Back to top

CE.5      The student will demonstrate knowledge of the political process at the local, state, and national levels of government by

  • describing the functions of political parties;
  • comparing the similarities and differences of political parties;
  • analyzing campaigns for elective office, with emphasis on the role of the media;
  • examining the role of campaign contributions and costs;
  • describing voter registration and participation;
  • describing the role of the Electoral College in the election of the President and Vice President.

WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • explaining and analyzing reasons for the different spatial divisions at the local and regional levels;
  • explaining and analyzing the different spatial divisions at the national and international levels;

Back to top

WG.10      The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by

  • analyzing ways cooperation occurs to solve problems and settle disputes.

GOVT.3      The student will demonstrate knowledge of the concepts of democracy by

a)  recognizing the fundamental worth and dignity of the individual;

  • recognizing the equality of all citizens under the law;
  • recognizing majority rule and minority rights;
  • recognizing the necessity of compromise;
  • recognizing the freedom of the individual.

Back to top

GOVT.9      The student will demonstrate knowledge of the process by which public policy is made by

  • examining different perspectives on the role of government;
  • explaining how local, state, and national governments formulate public policy;
  • describing the process by which policy is implemented by the bureaucracy at each level;
  • analyzing how individuals, interest groups, and the media influence public policy.

GOVT.11      The student will demonstrate knowledge of civil liberties and civil rights by

  • examining the Bill of Rights, with emphasis on First Amendment freedoms;
  • analyzing due process of law expressed in the 5th and 14th Amendments;
  • explaining selective incorporation of the Bill of Rights;
  • exploring the balance between individual liberties and the public interest;
  • explaining every citizen’s right to be treated equally under the law.

Back to top

GOVT.17   The student will demonstrate knowledge of personal character traits that           facilitate thoughtful and effective participation in civic life by

  • practicing trustworthiness and honesty;
  • practicing courtesy and respect for the rights of others;
  • practicing responsibility, accountability, and self-reliance;
  • practicing respect for the law;
  • practicing patriotism.

GOVT.18      The student will understand that thoughtful and effective participation in civic life is characterized by

  • obeying the law and paying taxes;
  • serving as a juror;participating in the political process;
  • performing public service;
  • keeping informed about current issues;
  • respecting differing opinions in a diverse society.

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English

9.2       The student will make planned oral presentations.

  • Include definitions to increase clarity.
  • Use relevant details to support main ideas.
  • Illustrate main ideas through anecdotes and examples.
  • Cite information sources.
  • Make impromptu responses to questions about presentation.

f)    Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose

9.4       The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.

  • Identify a position/argument to be confirmed, disproved, or modified.
  • Evaluate clarity and accuracy of information.
  • Synthesize information from sources and apply it in written and oral presentations.
  • Identify questions not answered by a selected text.
  • Extend general and specialized vocabulary through speaking, reading, and writing.
  • Read and follow instructions to complete an assigned project or task.

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9.8       The student will credit the sources of both quoted and paraphrased ideas.

  • Define the meaning and consequences of plagiarism.
  • Distinguish one’s own ideas from information created or discovered by others.
  • Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources.

9.9       The student will use print, electronic databases, and online resources to access information.

  • Identify key terms specific to research tools and processes.
  • Narrow the focus of a search.
  • Scan and select resources.
  • Distinguish between reliable and questionable Internet sources and apply responsible use of technology.

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10.4     The student will read and interpret informational materials.

  • Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks.
  • Skim manuals or informational sources to locate information.
  • Compare and contrast product information contained in advertisements with that found in instruction manuals and warranties.

10.11   The student will collect, evaluate, organize, and present information.

  • Organize information from a variety of sources.
  • Develop the central idea or focus.
  • Verify the accuracy and usefulness of information.
  • Credit sources for both quoted and paraphrased ideas.
  • Present information in an appropriate format, such as an oral presentation, written report, or visual product.
  • Use technology to access information, organize ideas, and develop writing.

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11.3     The student will read and analyze relationships among American literature, history, and culture.

  • Describe contributions of different cultures to the development of American literature.
  • Compare and contrast the development of American literature in its historical context.
  • Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
  • Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.

11.4     The student will read and analyze a variety of informational materials.

  • Use information from texts to clarify or refine understanding of academic concepts.
  • Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
  • Apply concepts and use vocabulary in informational and technical materials to complete a task.
  • Generalize ideas from selections to make predictions about other texts.
  • Analyze information from a text to draw conclusions.

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12.1     The student will make a 5 to 10 minute formal oral presentation.

  • Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information.
  • Use a well-structured narrative or logical argument.
  • Use details, illustrations, statistics, comparisons, and analogies to support purposes.
  • Use visual aids or technology to support presentation.
  • Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

12.2     The student will evaluate formal presentations.

  • Critique relationships among purpose, audience, and content of presentations.
  • Critique effectiveness of presentations.

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12.4     The student will read and analyze a variety of informational materials, including electronic resources.

  • Identify formats common to new publications and information resources.
  • Recognize and apply specialized informational vocabulary.
  • Evaluate a product based on analysis of the accompanying warranty and instruction manual.
  • Evaluate the quality of informational and technical materials.

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