1. Increase utilization of CITF programming by aligning it with the ILS.
2. Increase student chances of doing better on the TAP and CASE.
3. Help teachers by providing stickers with program names and aligned standards.
4. Increase technology use in schools by easily displaying standard alignment with technology such as video-taped educational programs.

Teachers cover the state and city standards, commonly called the Illinois Learning Standards (ILS) and the Chicago Academic Standards (CAS), since both of these standards are linked to major tests; the ILS are linked to the Test Of Achievement and Proficiency (TAP) and the CAS are linked to the Chicago Academic Standards Examination (CASE). Currently, in Chicago Public Schools (CPS), students can not move into high school without a TAP reading equivalency at the 8th grade level. Currently, a student can not move freely through the elementary grades without successful completion of the CASE.

The first time these standards were enforced (1998), CPS was applauded as a pioneer in ending social promotion; however, thousands of would-be graduating 8th graders were held back. Many never made it to high school; most were sent to transition centers. This process is still being modified, but a return to social promotion is not on the horizon. .

The Teacher’s Certificate Renewal Process, instituted by the Illinois State Board of Education (ISBE), is directly linked to the movement requiring teachers to renew their certificates each year by taking standards-based professional development courses. The hope behind certificate renewal is that teachers will understand the learning and teaching standards better. Thus the correlation between testing and standards will also be clearer.




















February Stickers - Black History Month
March Stickers - Women's History Month
April Stickers - Earth Day
May Stickers - Career Planning Month

The Almost Painless Guide	Civil Rights	The Road to Freedome  Social Science
S. G.#14.A.1, 2, 3, 4, 5	Social Science	S.G.#14.C.3, 4, 5, D.3, 4, 5,
S. G.#14.B.1, 2, 3, 4, 5	S. G.#18.B.3a.,4,5,3b	S.G.#14F.4a, 5, 3b,4b
		S.G.#18. A.3b, B.3a, 4, 5
America in Space	Crashing the Party 2000 - RNC or DNC	The Road to Freedome  Social Science
Science	(6-college) Social Science	S.G.#16.A.3a,4a, 5a, 3b,
S.G.#11.A.1a,2a,3a,4a,5a,1b,2c,2f,3g	S.G.#14.C.1, 2, 3, 4, 5	S.G.#16.A 4b. 5b. 3c. 4c,
	S.G.#14.D.2, 3, 4, 5	S.G.#16 D.2c,4a,4b,5
	S.G.#16.A.5a
America in Space	In Black and White	The Shadow of Hate  Social Science
Science	S.G.#2.A.3d, 4d, 5d	Social Science
S.G.#12.A.4c,D.1a,2a,3a,4a,5a	S.G.#4.A.4a, 5a, 4b, 5b, 4c, 4d	S.G.#16.A.4a, 5a,3b,4b,5b,3c
S.G.#12.A.1b,2b,3b,4b,5b	S.G.#5.C.5a, 5.C.5b
America in Space	It's A Wonderful Day	Stories from Around the World
Science	Social Science	World (primary) English
S.G.#11.B.1a,2a,3a,4a5a,1b,	S.G.#16.A.2a, 3a, 4a, 2b, 3b, 4b,	S.G.#2.A.1a, 2a, 1b, 2b, 1c, 2c
S.G.#11.B.2b,3b,4b,5b,1c,2c,3c,4c,5c	S.G.#16.A. 2c, 3c, S.G.#16.D.2b, 3b
	S.G.#18.A.2, 18.A.3, 18.A.4
Biology and Space Exploration	Martin Luther King Day	Stories from Around the World
(10-12) Science	Social Science	Primary (English)
S.G.#11.A.4a, 5a;	S.G.#14.C.1, 2, D.1,.2, F.1, 2	S.G.#4.A.2b, 1d
S.G.#11.B.4a, 5a, 4b, 5b, 4c, 5c;		S.G.#5.A.1b,2b, C.1b
Biology and Space Exploration	Martin Luther King Day	Stories from Around the World
(10-12) Science	Social Science	Primary (English)
S.G.#12.A.5a, 4b, 4c;	S.G.#16.A.1a, 2a, 1b, 2b, 1c, 2c	S.G.#1.C.1a, 2a, 1b, 2b, 1c, 2c, 1e, 2e
S.G.#12.B.5b	S.G.#16 B.1a, B.1b, D.2a, 2b, 2c
S.G.#12.D.4a, 5a, 4b, 5b
CITF 2001 Film and Video Festival	Martin Luther King Day	Stories from Around the World
(10-12)Fine Arts	Social Science	Inter (English)
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#18.B.1a, 18.B.2a	S.G.#1.C.3f
S.G.#26.B.2d, 3d, 4d		S.G.#4.A.2a, 3a, 2b, 3b
S.G.#27.A.2a, 3a,		S.G.#5.B.2a, 3a, C.3c
CITF 2001 Film and Video Festival	Portraits: The Americans	Stories from Around the World
(10-12)Fine Arts	Social Science	Inter (English)
S.G.#27.A.4a, 2b, 3b, 4b;	S.G.#14.C.2, 3, 4, 2, 3, 4	S.G.#2.A.2a,3a,2b,3b,2c,3c,3d
S.G.#27.B.1,2,3,4a, 4b	S.G.#14.F.2, 3a, 4a, 3b, 4b	B.2a,3a,2b,3b,2c,3c
Civil Rights	Portraits: The Americans	To Struggle For Justice
Social Science	S.G.#16.A.2a, 3a, 4a, 2b, 3b, 4b, 2c, 3c	Social Science
S.G.#14.C.3, 4, 5 D.3, 4, 5	S.G.#16.E.2a, 3a, 4a,	S.G.#14.C.3,C4,C5,D3,4,5F.4a,5,3b,4b,3c
S.G.#14.F.4a, 5, 3b, 4b	S.G.#16 E.2b, 3b, 4b .2c, 3c
Civil Rights	Portraits: The Americans	To Struggle For Justice
Social Science	Social Science	Social Science
S.G.# 16.A.3a, 4a, 5a, 3b,	S.G.#18.A.3b, B.2a, B3a, 4a, B.2b	S.G.#16.A.3a, 4a, 5a, 3b, 4b, 5b, 3c,
S.G.# 16.A.4b, 5b, 3c,		, S.G.#16D.2c, 5, 4b
S.G.# 16D2c, 4a, 5, 4b		S.G.#18.B.3a B.3a, 4, 5

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Affluenza - English	The Black Death (Gr. 7-12	China: Turning to the 21st Century
S.G.#1A3a, 4a, 5a, 3b, 4b, 5b	Social Sciences	Social Sciences
S.G.#2B4a; 4A3a, 4a, 5a, 3b, 4b, 5b	S.G.#16.A.4a, 5a, 4b, 5b	S.G.#18.A.2, 3, 4
	S.G.#17.C.5b
Affluenza	Body Image: Let's Get Real	Concepts in Nature Series
Social Science	(3-8) Physical Development and Health	(K-6) Science
S.G.#15A5a, 5b, 18C5	S.G.#20.A.2a, 3a, 4a, 2b, 3b	S.G.#12.A.1a, 2a, 1b, 2b
	S.G.#22.A.3a, 3b, 4b; B.2, 3, 4	S.G.#12.B.1a, 2a, 3a, 1b, 2b, 3b
	S.G.#23.B.2, ,3,4; C.2a, 3, 4, 2b
Affluenza	Building Connections to the Past	Everything Has a Spirit(Gr. 6-12)
Fine Arts	(9-12) Social Sciences	Social Science
S.G.#25A3e, 26A4e, 27A4a	S.G.#16.A.5a	S.G. # 16.A.2a, 3a, 4a, 5a, 2b, 3b, 4b, 5b, 2c, 3c
	S.G.#18.A.3, 4	S.G.#16 D.2b,3b
The Age of Reason	C-Squared: The Diversity of Life, Motion and Force, Flight	Everything Has a Spirit(Gr. 6-12)
S.G.#14.F.3a, 14.F.4a, 14.F.5,	S.G.# 12.B.2a, 3a, 4a	Social Science
S.G. #14.F.3b, 14.F.4b,	S.G.#12.B.2b, 3b	S.G.#18.A.2, 3, 4, 5
The Age of Reason	C-Squared: The Diversity of Life, Motion and Force, Flight	Human Communication
S.G. #16.D.4 (W), 16.D.5 (W),	S.G.#12.C.2a, 3a, 4a, 2b, 3b,	College English
S.G.#18.C.3a, 18.C.4a, S.G.#18.C.5, 18.C.3b	S.G.#12.C 4b	S.G.#1.C.3c, 4c, 5c
Behind the Scenes	C-Squared: The Diversity of Life, Motion and Force, Flight	Human Communication
Fine Arts	S.G.#12.D.2a, 3a, 4a, 2b, 3b, 4b	College English
S.G.#25.A.2a,3a,2b,3b,2c,3c,2d,3d,3e		S.G.#4.A.4a, 5a, 4b, 5b
S.G.#25.B.2,3,		S.G.#4.A.1d, 3d, 4d
Behind the Scenes	Central America Today Series (Gr. 4-9)	Human Communication
Fine Arts	Social Science	College English
S.G.#26.A.2a,3a,2b,3b,2c,3c,	S.G.#16.A.2a, 3a, 4a	S.G.#4.B.4a, 5a, 4b, 5b,
S.G.#26.A.2d,3d,2e,3e,2f	S.G.#18.A.2, 3, 4	S.G.#4.B. 4c, 5c , 4d, 5d
S.G.#26.B.2a,3a,2b,3b,2c,3c,2d,3d
China: Turning to the 21st Century	Central America Today Series (Gr. 4-9)	Human Communication
Social Science	Social Science	College Fine Arts
S.G.#16.A.2a, 3a, 4a, 5a, 2b, 3b, 4b, 5b,2c, 3c;	S.G.#17.a.2a, 3a, 4a, 2b, 3b, 4b	S.G.#26.A.5, 1e, 2e, 3e, 4e
S.G.#16.C.4b, 5b, 4c, 5c	S.G.#17.B.2a,3a, 4a, 2b, 3b, 4b	S.G.#27.A.1b, 2b, 3b, 4b
	S.G.#17.C.2a, 3a, 4a, 2b, 3b, 4b
	S.G.#17.C.2c, 3c, 4c
China: Turning to the 21st Century	Where the Spirit Lives	Where the Spirit Lives
Social Science	Social Science	Social Sciences
S.G.#17.B.2a, 3a, 4a, 2b, 3b, 4b	S.G.#18.A.2, 3 , 4, 5	S.G.#16.A.2a, 3a, 4a, 5a, 2b,3b,4b, 5b,
S.G.#17.C.4a, 2b, 3b, 4b, 2c, 3c, 4c		S.G.#16.A 2c, 3c.
		S.G.#16.D.2b, 3b
April Stickers	Earth Day	April Stickers
CITF 1999 Film and Video Festival	Geography in US History	I.M. Pei
Fine Arts	Social Science	Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#17.A.3a, 4a, 3b, 4b	S.G.#25.A.4, 5, 2d, 3d, 3e
S.G.#26.B.2d, 3d, 4d S.G.#27.A.2a, 3a	S.G.#17.C.3a, 4a, 5a, 3b, 4b, 5b	S.G.#26.A.5, 3e, 4e
	S.G.#17.C.3c, 4c, 5c
CITF 2000 Film and Video Festival	Geography in US History	I.M. Pei
Fine Arts	Social Studies	Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#17.D.3a, 4, 5, 3b	S.G.#27.A.3a, 4a, 5, 3b, 4b
S.G.#26.B.2d, 3d, 4d S.G.#27.A.2a, 3a,		S.G.#27.B.3, 4a, 5, 4b
CITF 2000 Film and Video Festival	Hands on Weather	Letter TV
Fine Arts	Science	English
S.G.#27.A.4a, 2b, 3b, 4b;	S.G.#11.A.2a, 3a, 4a, 2b, 3b, 4b	S.G.#1.A.1a, 1b,
S.G.#27. B.1, 2,3,4a, 4b	S.G.#11.A.2c, 3c, 4c, 2d, 3d, 4d	S.G.#4.A.1a, 1b, 1c, 1d
	S.G.#11.A.3f, 4f, 3g	S.G.#5.C.1a, 1b
CITF 2001 Film and Video Festival	Hands on Weather (Grades5-8)	Life on Our Planet
Fine Arts	Science	Science
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#11.B.2a, 3a, 4a, 2b, 3b, 4b	S.G.#12.B.3a, 4a, 5a,
S.G.#26.B.2d, 3d, 4d	S.G.#12.E.2a, 3a, 4a, 5, 2b, 3b, 4b	S.G.#12.B. 3b, 4b, 5b
S.G.#27.A.2a, 3a	S.G.#13.A.3c, 4c, 5c
CITF 2001 Film and Video Festival	Head to Toe	Liftoff to Learning
Fine Arts	Physical Health and Development	Science
S.G.#27.A.4a, 2b, 3b, 4b;	S.G.#19.A.1, 2, 3,B.1, 2, 3	S.G.#11.a.3a, 4a, 5a
S.G.#27.B.1, 2,3,4a, 4b	S.G.#19.C.1, 2a, 3a, 2b, 3b	S.G.#11.B.3a, 4a, 5a, 3b, 4b, 5b
Cycles of Life	Head to Toe	Liftoff to Learning
Science	Physical Health and Development	Science
S.G.#11.A.4a, 5a, 4b, 5b, 4c, 5c	S.G.#20.A.1a, 2a, 3a, 1b, 2b, 3b	S.G.#12.B.3a, 4a, 5a,
S.G.#12.A.4a, 5a, 4b, 5b, 4c	S.G.#22.A.1a, 2a, 3a, 1b, 2b, 3b	S.G.#12.3b, 4b, 5b
S.G.#12.B.4a, 5a, 4b, 5b	S.G.#22.A.1c, 2c, 3c	S.G.#12.D.3a, 4a, 5a,
		S.G.#12.D.3b, 4b, 5b
Eureka	Head to Toe	Liftoff to Learning
Science	Physical Health and Development	Science
S.G.#12.C.3a, 4a, 5a	S.G.#23.A.1, 2, 3;	S.G.#13.A.3a, 4a, 5a,
S.G.#12.C.3b, 4b, 5b		S.G.#13.A.3b, 4b, 5b,
		S.G.#13.A.3c, 4c, 5c, 4d, 5
Eureka	The Human Body Systems Series	Math Vantage
Science;	Science	Math
S.G.#12.D.3a, 4a, 5a	S.G.#11.A.3a, 4a, 5a, 3b, 4b, 5b	S.G.#7.4a, 5, 4b
S.G.#12.D.3b, 4b, 5b	S.G.#11.A.3c, 4c, 5c	S.G.#7.B.4, 5 S.G.#7.C.4a, 5a
		S.G.#7.C.4b, 5b, 4c
Geography in US History	The Human Body Systems Series	Math Vantage
Social Science	Science	Math
S.G.#16.A.3a, 4a, 5a, 3b, 4b, 5b, 3c	S.G.#12.A.2a, 3a, 4a, 2b, 3b, 4b	S.G.#8.B.4a, 5, 4b
S.G.#16.B.3a, 4, 5a, 3b, 5b, 3c, 3d	S.G.#12.A.3c, 4c	S.G.#10.C.4a, 5a, 4b, 5b, 4c, 5c
	S.G.#12.B.2a, 3a, 4a, 2b, 3b, 4b
Geography in US History	I.M. Pei	Our Water Planet from Space
Social Science	Science	Math
S.G.#16.D.3a, 5, 3b, 4b, 3, 4,	S.G.#9.A.2c, 3c	S.G.#12.E.2a, 3a, 4a, 5
	S.G.#9.B.3, 4	S.G.#12.E.2b, 3b, 4b, 2c, 3c

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MAY STICKERS	MAY STICKERS	MAY STICKERS
CITF 1999 Film and Video Festival	Geography in US History	I.M. Pei
Fine Arts	Social Sciences	Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#17.A.3a, 4a, 3b, 4b	S.G.#25.A.4, 5, 2d, 3d, 3e
S.G.#26.B.2d, 3d, 4d S.G.#27.A.2a, 3a,	S.G.#17.C.3a, 4a, 5a, 3b, 4b, 5b	S.G.#26.A.5, 3e, 4e
	S.G.#17.C.3c, 4c, 5c
CITF 2000 Film and Video Festival	Geography in US History	I.M. Pei
Fine Arts	Social Sciences	Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#17.D.3a, 4, 5, 3b	S.G.#27.A.3a, 4a, 5, 3b, 4b
S.G.#26.B.2d, 3d, 4d S.G.#27.A.2a, 3a,		S.G.#27.B.3, 4a, 5, 4b
CITF 2000 Film and Video Festival	Hands on Weather	Letter TV
Fine Arts	Sciences	English
S.G.#27.A.4a, 2b, 3b, 4b;	S.G.#11.A.2a, 3a, 4a, 2b, 3b, 4b	S.G.#1.A.1a, 1b,
S.G.#27. B.1, 2,3,4a, 4b	S.G.#11.A.2c, 3c, 4c, 2d, 3d, 4d	S.G.#4.A.1a, 1b, 1c, 1d
	S.G.#11.A.3f, 4f, 3g	S.G.#5.C.1a, 1b
CITF 2001 Film and Video Festival	Hands on Weather (5-8)	Seurat: Realm of Light
Fine Arts	Science	Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;	S.G.25.A.4, A.5, A.1d, A.2d, A.3d, A.3e
S.G.#26.B.2d, 3d, 4d	S.G.#12.E.2a, 3a, 4a, 5, 2b, 3b, 4b	S.G. 26.A.1e, A.2e, A.3e, A.4e
S.G.#27.A.2a, 3a,	S.G.#13.A.3c, 4c, 5c	26.A.1e, A.2e, A.3e, A.4e
CITF 2001 Film and Video Festival	Head to Toe	Liftoff to Learning
Fine Arts	Physical Development and Health	Science
S.G.#27.A.4a, 2b, 3b, 4b;	S.G.#19.A.1, 2, 3,B.1, 2, 3	S.G.#11.a.3a, 4a, 5a
S.G.#27.B.1, 2,3,4a, 4b	S.G.#19.C.1, 2a, 3a, 2b, 3b	S.G.#11.B.3a, 4a, 5a, 3b, 4b, 5b
Hamlet	Head to Toe	Liftoff to Learning
English	Physical Development and Health	Science
S.G. #2.A.1a, 2a, 3a, 4a, 5a, 2.A.1b, 2A.4d, 5d	S.G.#20.A.1a, 2a, 3a, 1b, 2b, 3b	S.G.#12.B.3a, 4a, 5a,
S.G. #2.B.3a, 4a, 5a,	S.G.#22.A.1a, 2a, 3a, 1b, 2b, 3b	S.G.#12.3b, 4b, 5b
S.G. #2.B.1b, 2b, 3b, 4b, 5b, S.G.4.a.1a, 2a, 3a,	S.G.#22.A.1c, 2c, 3c	S.G.#12.D.3a, 4a, 5a,
4.A.1b, 1d		S.G.#12.D.3b, 4b, 5b
Eureka!	Head to Toe	Liftoff to Learning
Science	Physical Development and Health	Science
S.G.#12.C.3a, 4a, 5a	S.G.#23.A.1, 2, 3	S.G.#13.A.3a, 4a, 5a,
S.G.#12.C.3b, 4b, 5b		S.G.#13.A.3b, 4b, 5b
		S.G.#13.A.3c, 4c, 5c, 4d, 5d
Eureka!	The Human Body Systems Series	Math Vantage
Science	Science	Math
S.G.#12.D.3a, 4a, 5a	S.G.#11.A.3a, 4a, 5a, 3b, 4b, 5b	S.G.#7.4a, 5, 4b
S.G.#12.D.3b, 4b, 5b	S.G.#11.A.3c, 4c, 5c	S.G.#7.B.4, 5 S.G.#7.C.4a, 5a
		S.G.#7.C.4b, 5b, 4c
Geography in US History	The Human Body Systems Series	Math Vantage
Social Sciences	Science	Math
S.G.#16.A.3a, 4a, 5a, 3b, 4b, 5b, 3c	S.G.#12.A.2a, 3a, 4a, 2b, 3b, 4b	S.G.#8.B.4a, 5, 4b
S.G.#16.B.3a, 4, 5a, 3b, 5b, 3c, 3d	S.G.#12.A.3c, 4c	S.G.#10.C.4a, 5a, 4b, 5b, 4c, 5c
	S.G.#12.B.2a, 3a, 4a, 2b, 3b, 4b
Geography in US History	I.M. Pei	Our Water Planet from Space
Social Sciences	Math	Science
S.G.#16.D.3a, 5, 3b, 4b, 3, 4, 5	S.G.#9.A.2c, 3c	S.G.#12.E.2a, 3a, 4a, 5
	S.G.#9.B.3, 4	S.G.#12.E.2b, 3b, 4b, 2c, 3c

The Almost Painless Guide to the Branches of the Government 5-Adult
S. G.14.A.1, 2, 3, 4, 5
S.G.14.B.1, 2, 3, 4, 5

STATE GOAL 14: Understand political systems, with an emphasis on the United States.
A. Understand and explain basic principles of the United States government

14.A.1 Describe the fundamental principles of government including representative government, government of law, individual rights and the common good.

14.A.2 Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution.

14.A.3 Describe how responsibilities are shared and limited by the United States and Illinois Constitutions and significant court decisions.

14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.

14.A.5 Analyze ways in which federalism protects individual rights and promotes the common good and how at times has made it possible for states to protect and deny rights for certain groups.

B. Understand the structures and functions of the political systems of Illinois, the United States and other nations.

14.B.1 Identify the different levels of government as local, state and national.

14.B.2 Explain what government does at local, state and national levels.

14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions.

14.B.4 Compare the political systems of the United States to other nations.

14.B.5 Analyze similarities and differences among world political systems (e.g., democracy, socialism, communism).

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America in Space: The First Forty Years 7 -Adult
America in Space Science
S.G.#11.A.1a,2a,3a,4a,5a,1b,2c,2f,3g
S.G.#11.B.1a,2a,3a,4a5a,1b,
S.G.#11.B.2b,3b,4b,5b,1c,2c,3c,4c,5c
S.G.#12.A.4c,D.1a,2a,3a,4a,5a,
S.G.#12.A.1b,2b,3b,4b,5b

STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.

A. Know and apply the concepts, principles and processes of scientific inquiry.

11.A.1a Describe an observed event.	11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.	11.A.3a Formulate hypotheses that can be tested by collecting data.	11.A.4a Formulate hypotheses referencing prior research and knowledge.	11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.1b Develop questions on scientific topics.
11.A.2c Construct charts and visualizations to display data.
11.A.1f Compare observations of individual and group results.
11.A.3g Report and display the process and results of a scientific investigation.

B. Know and apply the concepts, principles and processes of technological design.

11.B.1a Given a simple design problem, formulate possible solutions.	11.B.2a Identify a design problem and propose possible solutions.	11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.	11.B.4a Identify a technological design problem inherent in a commonly used product.	11.B.5a Identify a design problem that has practical applications and propose possible solutions, considering such constraints as available tools, materials, time and costs.
11.B.1b Design a device that will be useful in solving the problem.	11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology).	11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.	11.B.4b Propose and compare different solution designs to the design problem based upon given constraints including available tools, materials and time.	11.B.5b Select criteria for a successful design solution to the identified problem.
11.B.1c Build the device using the materials and tools provided.	11.B.2c Build a prototype of the design using available tools and materials.	11.B.3c Select the most appropriate design and build a prototype or simulation.	11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations).	11.B.5c Build and test different models or simulations of the design solution using suitable materials, tools and technology.

STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
A. Know and apply concepts that explain how living things function, adapt and change.

12.A.4c Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry.

D. Know and apply concepts that describe force and motion and the principles that explain them.

12.D.1a Identify examples of motion (e.g., moving in a straight line, vibrating, rotating).	12.D.2a Explain constant, variable and periodic motions.	12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects).	12.D.4a Explain and predict motions in inertial and accelerated frames of reference.	12.D.5a Analyze factors that influence the relative motion of an object (e.g., friction, wind shear, cross currents, potential differences).
12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism).	12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).	12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).	12.D.4b Describe the effects of electromagnetic and nuclear forces including atomic and molecular bonding, capacitance and nuclear reactions.	12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.

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Biology and Space Exploration
6 (20 min) programs 10-12

Biology and Space Exploration
(10-12) Science
S.G.#11.A.4a, 5a;
S.G.#11.B.4a, 5a, 4b, 5b, 4c, 5c;
Biology and Space Exploration
(10-12) Science
S.G.#12.A.5a, 4b, 4c;
S.G.#12.B.5b
S.G.#12.D.4a, 5a, 4b, 5b

STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.

A. Know and apply the concepts, principles and processes of scientific inquiry.
B. Know and apply the concepts, principles and processes of technological design.

11.A.4a Formulate hypotheses referencing prior research and knowledge.	11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.B.4a Identify a technological design problem inherent in a commonly used product.	11.B.5a Identify a design problem that has practical applications and propose possible solutions, considering such constraints as available tools, materials, time and costs.
11.B.4b Propose and compare different solution designs to the design problem based upon given constraints including available tools, materials and time.	11.B.5b Select criteria for a successful design solution to the identified problem.

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CITF 2001 Chicago Youth Film and Video Festival
CITF 2001 Film and Video Festival
Fine Arts
S.G.#25.A S.G.#26.A.2e, 3e, 4e, 2f;
S.G.#26.B.2d, 3d, 4d S.G.#27.A.2a, 3a,
S.G.#27.A.4a, 2b, 3b, 4b; B.1,2,3,4a, 4b

STATE GOAL 25: Know the language of the arts.
A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

STATE GOAL 26: Through creating and performing, understand how works of art are produced.
A. Understand processes, traditional tools and modern technologies used in the arts.

26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.	26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.	26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.

B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.

26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving.

STATE GOAL 27: Understand the role of the arts in civilizations, past and present.

A. Analyze how the arts function in history, society and everyday life

27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).	27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.	27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).	27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.	27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms.

B. Understand how the arts shape and reflect history, society and everyday life.

27.B.1 Know how images, sounds and movement convey stories about people, places and times.	27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.	27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.	27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.	27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
			27.B.4b Understand how the arts change in response to changes in society.

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Civil Rights: The Long Road to Freedom
5-12
:50

Civil Rights: Social Science
14.C.3, 4, 5 D.3, 4, 5 F.4a, 5, 3b, 4b
16.A.3a, 4a, 5a, 3b, 4b, 5b, 3c,
D2c, 4a, 5, 4b
18.B.3a, 4, 5, 3b

STATE GOAL 14: Understand political systems, with an emphasis on the United States.
C. Understand election processes and responsibilities of citizens.

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women's suffrage, voter registration, effects of media).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

F. Understand the development of United States political ideas and traditions.

	14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).	14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.	14.F.4b Describe how United States' political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation

16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.	16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b Compare competing historical interpretations of an event.	16.A.5b Explain the tentative nature of historical interpretations.
16.A.3c Identify the differences between historical fact and interpretation.

D. Understand Illinois, United States and world social history.

16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.	16.D.4a (US) Describe the immediate and long-range social impacts of slavery.	16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
	16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

A. Understand the roles and interactions of individuals and groups in society.

18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military).	18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental).	18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.
18.A.3b Explain how social institutions contribute to the development and transmission of culture.

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Crashing the Party The Republican National Party's Convention 2000
6-college

Crashing the Party 2000
(6-college) Social Science
S.G.#14.C.1, 2, 3, 4, 5
S.G.#14.D.2, 3, 4, 5
S.G.#16.A.5a

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.
booga booga

14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others.

14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States..

14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women’s suffrage, voter registration, effects of media).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

14.D.2 Explain ways that individuals and groups influence and shape public policy.

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).

Crashing the Party The Democratic National Party's Convention 2000
6-college

Crashing the Party 2000
(6-college) Social Science
S.G.#14.C.1, 2, 3, 4, 5
S.G.#14.D.2, 3, 4, 5
S.G.#16.A.5a

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.

14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others.

14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States..

14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women’s suffrage, voter registration, effects of media).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

14.D.2 Explain ways that individuals and groups influence and shape public policy.

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).

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In Black and White: Conversations with African American Writers
6 (30 min) programs
10-12

In Black and White
English State Goals:
S.G.#2.A.3d, 4d, 5d
S.G.#4.A.4a, 5a, 4b, 5b, 4c, 4d
S.G.#5.C.5a, 5.C.5b

STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.
A. Understand how literary elements and techniques are used to convey meaning.

2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint.

2.A.4d Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint.

2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works.

STATE GOAL 4: Listen and speak effectively in a variety of situations

A. Listen effectively in formal and informal situations.

4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).	4.A.5a Use criteria to evaluate a variety of speakers’ verbal and nonverbal messages.
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).	4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages.
4.A.4c Follow complex oral instructions.
4.A.4d Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

STATE GOAL 5: Use the language arts to acquire, assess and communicate information.

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.

5.C.5b Support and defend a thesis statement using various references including media and electronic resources.

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It's A Wonderful Day (3-5)

It's A Wonderful Day- Social Sciences
S.G.#16.A.2a, 3a, 4a, 2b, 3b, 4b, 2c, 3c,
S.G.#16.D.2b, 3b
S.G.#18.A.2, 18.A.3, 18.A.4

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Late Elementary	Middle/Junior High Schools	Early High Schools
16.A.2a Read historical stories and determine events which influenced their writing.	16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.	16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b Compare competing historical interpretations of an event.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.	16.A.3c Identify the differences between historical fact and interpretation.

D. Understand Illinois, United States and world social history

16.D.2b (US) Describe the ways in which participation in the westward movement affected families and communities.

16.D.3b (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

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Martin Luther King Day--Social Sciences

S.G.#14.C.1, C.2, D.1, D.2, F.1, F.2
S.G.#16.A.1a, A.2a, A.1b, A.2b, A.1c, A.2c
S.G.#16 B.1a, B.1b, D.2a, D.2b, D.2c
S.G.#18.B.1a, 18.B.2a

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.

Early Elementary	Late Elementary
14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others.	14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public service leaders).

14.D.2 Explain ways that individuals and groups influence and shape public policy.

E. Understand the development of United States political ideas and traditions

14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom.

14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights)

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.1a Explain the difference between past, present and future time; place themselves in time.	16.A.2a Read historical stories and determine events which influenced their writing.
16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).	16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.
16.A.1c Describe how people in different times and places viewed the world in different ways.	16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

B. Understand the development of significant political events.

16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).
16.B.1b (US) Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln’s Birthday, Martin Luther King’s Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans’ Day, Thanksgiving).

D.Understand Illinois, United States and world social history.

16.D.2a (US) Describe the various individual motives for settling in colonial America.

16.D.2b (US) Describe the ways in which participation in the westward movement affected families and communities.

16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

B. Understand the roles and interactions of individuals and groups in society.

18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

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Potraits: The Americans
4-8
12 (15 min) programs

Potraits: The Americans-Social Science
S.G.#14.C.2, C.3, C.4, D.2, D.3, D.4,
S.G.#14.F.2, F.3a, F.4a, F.3b, F.4b
S.G.#16.A.2a, 3a, 4a, 2b, 3b, 4b, 2c, 3c
S.G.#16.E.2a, 3a, 4a, E.2b, 3b, 4b E.2c, 3c
S.G.#18.A.3b, B.2a, B3a, 4a, B.2b

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.

14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations

14.D.2 Explain ways that individuals and groups influence and shape public policy.

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

Understand the development of United States political ideas and traditions.

14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights).	14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.	14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).
	14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.	14.F.4b Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.2a Read historical stories and determine events which influenced their writing.	16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.	16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b Compare competing historical interpretations of an event.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.	16.A.3c Identify the differences between historical fact and interpretation.

E. Understand Illinois, United States and world environmental history.

16.E.2a (US) Identify environmental factors that drew settlers to the state and region.	16.E.3a (US) Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818.	16.E.4a (US) Describe the causes and effects of conservation and environmental movements in the United States, 1900 - present.
16.E.2b (US) Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System.	16.E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.	16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
16.E.2c (US) Describe environmental factors that influenced the development of transportation and trade in Illinois.	16.E.3c (US) Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

B. Understand the roles and interactions of individuals and groups in society.

18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).	18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military).	18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental).
18.B.2b Describe the ways in which institutions meet the needs of society.	18.A.3b Explain how social institutions contribute to the development and transmission of culture.

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Stories from Around the World (intermediate) - Part 3 (4-8)

Stories from Around the World (intermediate)
English S.G.#1.C.3f
S.G.#2.A.2a, 3a, 2b,, 3b, 2c, 3c, 3d
B.2a, 3a, 2b, 3b, 2c, 3c
S.G.#4.A.2a, 3a, 2b, 3b S.G.#5.B.2a, 3a, C.3c

STATE GOAL 1: Read with understanding and fluency.

C. Comprehend a broad range of reading materials

LATE ELEMENTARY	MIDDLE/JUNIOR HIGH SCHOOL
	1.C.3f Interpret tables that display textual information and data in visual formats.

STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning

2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works.	2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.
2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning.	2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.
2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).	2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction).
	2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint.

B. Read and interpret a variety of literary works.

2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.	2.B.3a Respond to literary material from personal, creative and critical points of view.
2.B.2b Identify and explain themes that have been explored in literature from different societies and eras.	2.B.3b Compare and contrast common literary themes across various societies and eras.
2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives.	2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations.

STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.	4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.	4.A.3b Compare a speaker’s verbal and nonverbal messages.

STATE GOAL 5: Use the language arts to acquire, assess and communicate information.

A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).

C. Analyze and evaluate information acquired from various sources.

5.B.2a Determine the accuracy, currency and reliability of materials from various sources.

5.B.3a Choose and analyze information sources for individual, academic and functional purposes.

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

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Stories from Around the World (Primary) - Part 3 (1-3)

Stories from Around the World (primary)
English S.G.#1.C.1a, 2a, 1b, 2b, 1c, 2c, 1e, 2e
S.G.#2.A.1a, 2a, 1b, 2b, 1c, 2c
S.G.#4.A.2b, 1d S.G.#5.A.1b, 2b, C.1b

STATE GOAL 1: Read with understanding and fluency

C. Comprehend a broad range of reading materials.

EARLY ELEMENTARY	LATE ELEMENTARY
1.C.1a Use information to form questions and verify predictions.	1.C.2a Use information to form and refine questions and predictions.
1.C.1b Identify important themes and topics.	1.C.2b Make and support inferences and form interpretations about main themes and topics.
1.C.1c Make comparisons across reading selections.	1.C.2c Compare and contrast the content and organization of selections.
1.C.1d Summarize content of reading material using text organization (e.g., story, sequence).	1.C.2d Summarize and make generalizations from content and relate to purpose of material.
1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters).	1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor).

STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning.

2.A.1a Identify the literary elements of theme, setting, plot and character within literary works.	2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works.
2.A.1b Classify literary works as fiction or nonfiction.	2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning.
2.A.1c Describe differences between prose and poetry.	2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).

STATE GOAL 4: Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.

	4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
4.A.1d Use visually oriented and auditorily based media.

STATE GOAL 5: Use the language arts to acquire, assess and communicate information.

A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

5.A.1b Locate information using a variety of resources.

5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

5.C.1b Use print, nonprint, human and technological resources to acquire and use information.

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Road to Freedom: Documentary History of African Americans

7 (55 min) programs
10-12

Road to Freedom-Social Science
S.G.#14.C.3, 4, 5, D.3, 4, 5, F.4a, 5, 3b,4b
S.G.#16.A.3a,4a,5a,3b,4b.5b.3c.4c,D.2c,4a,4b,5
S.G.#18. A.3b, B.3a, 4, 5

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women’s suffrage, voter registration, effects of media).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

F. Understand the development of United States political ideas and traditions.

	14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).	14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.	14.F.4b Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.	16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b Compare competing historical interpretations of an event.	16.A.5b Explain the tentative nature of historical interpretations.
16.A.3c Identify the differences between historical fact and interpretation.

D. Understand Illinois, United States and world social history.

16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.	16.D.4a (US) Describe the immediate and long-range social impacts of slavery.	16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
	16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

B. Understand the roles and interactions of individuals and groups in society.

18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military).	18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental).	18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.
18.A.3b Explain how social institutions contribute to the development and transmission of culture.

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Shadow of Hate: A History of Intolerance in America
9-12
:40

The Shadow of Hate-Social Science
S.G.#16.A.4a, 5a,3b,4b,5b,3c

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.	16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b Compare competing historical interpretations of an event.	16.A.5b Explain the tentative nature of historical interpretations.
16.A.3c Identify the differences between historical fact and interpretation.

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To Struggle for Justice
6--12
1:40

To Struggle for Justice-Social Science
S.G.#14.C.3,C4, C5,D3, 4, 5 F.4a, 5, 3b, 4b,3c
S.G.#16.A.3a, 4a, 5a, 3b, 4b, 5b, 3c, D.2c, 5, 4b
S.G.#18.B.3a B.3a, 4, 5

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

C. Understand election processes and responsibilities of citizens.

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women’s suffrage, voter registration, effects of media).

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

F. Understand the development of United States political ideas and traditions.

	14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).	14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.	14.F.4b Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.3a/b> Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).	16.A.4a/b> Analyze and report historical events to determine cause-and-effect relationships.	16.A.5a/b> Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.3b/b> Make inferences about historical events and eras using historical maps and other historical sources.	16.A.4b/b> Compare competing historical interpretations of an event.	16.A.5b/b> Explain the tentative nature of historical interpretations.
16.A.3c Identify the differences between historical fact and interpretation.

D. Understand Illinois, United States and world social history.

16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. 16.D.4a (US) Describe the immediate and long-range social impacts of slavery. 16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.   16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).   STATE GOAL 18: Understand social systems, with an emphasis on the United States. B. Understand the roles and interactions of individuals and groups in society. 18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military). 18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental). 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience. 18.A.3b Explain how social institutions contribute to the development and transmission of culture. Click Here to Return to the Table Affluenza Grades 6-12 State Goals: Affluenza English: 1A3a, 4a, 5a, 3b, 4b, 5b 2B4a; 4A3a, 4a, 5a, 3b, 4b, 5b Fine Arts: 25A3e, 26A4e, 27A4a Social Science: 15A5a, 5b, 18C5 ENGLISH LANGUAGE ARTS STATE GOAL 1: Read with understanding and fluency. A. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1.A.4a Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development. 1.A.5a Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 1.A.3b Analyze the meaning of words and phrases in their context. 1.A.4b Compare the meaning of words and phrases and use analogies to explain the relationships among them. 1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices. STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials

STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.	4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).	4.A.5a Use criteria to evaluate a variety of speakers’ verbal and nonverbal messages
4.A.3b Compare a speaker’s verbal and nonverbal messages;	4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).	4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages

STATE GOAL 5: Use the language arts to acquire, assess and communicate information.

5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.

Fine Arts
STATE GOAL 25: Know the language of the arts.

25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.

STATE GOAL 26: Through creating and performing, understand how works of art are produced.

A. Understand processes, traditional tools and modern technologies used in the arts

26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.

STATE GOAL 27: Understand the role of the arts in civilizations, past and present.

A. Analyze how the arts function in history, society and everyday life.

27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.

SOCIAL SCIENCE

STATE GOAL 15: Understand economic systems, with an emphasis on the United States.

15.A.5a Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy.

15.A.5b Analyze the impact of economic growth.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

C. Understand how social systems form and develop over time.

18.C.5 Analyze how social scientists’ interpretations of societies, cultures and institutions change over time.

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The Age of Reason:
S.G.14.F.3a, 14.F.4a, 14.F.5,
S.G. 14.F.3b, 14.F.4b,
S.G. 16.D.4 (W), 16.D.5 (W),
S.G.18.C.3a, 18.C.4a, 18.C.5, 18.C.3b

STATE GOAL 14: Understand political systems, with an emphasis on the United States.

F. Understand the development of United States political ideas and traditions

MIDDLE/JUNIOR HIGH SCHOOL	EARLY HIGH SCHOOL	LATE HIGH SCHOOL
14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.	14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).	14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights).
14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.	14.F.4b Describe how United States' political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

D. Understand Illinois, United States and world social history

16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.

16.D.5 (W) Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history.

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

C. Understand how social systems form and develop over time.

18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).	18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).	18.C.5 Analyze how social scientists' interpretations of societies, cultures and institutions change over time.
18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.

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The Black Death
Grades 7-12
Social Sciences
S.G.#16.A.4a, 5a, 4b, 5b
S.G.#17.C.5b

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

16.A.4a Analyze and report historical events to determine cause-and-effect relationships.	16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.A.4b Compare competing historical interpretations of an event.
16.A.5b Explain the tentative nature of historical interpretations.

STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

C. Understand relationships between geographic factors and society.

17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems.

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Behind the Scenes Fine Arts
S.G.#25.A.2a,3a,2b,3b,2c,3c,2d,3d,3e
S.G.#25.B.2,3,
S.G.#26.A.2a,3a,2b,3b,2c,3c,2d,3d,2e,3e,2f
S.G.#26.B.2a,3a,2b,3b,2c,3c,2d,3d

Behind the Scenes
10 parts
3-8

Behind the Scenes Fine Arts
25.A.2a

STATE GOAL 25: Know the language of the arts.

A. Understand the sensory elements, organizational principles and expressive qualities of the arts

25.A.2a Dance: Identify and describe the elements of pathways, level, focus, range in space, sustained and percussive qualities of speed; the principles of ABA and round choreographic form, contrast and repetition; and the expressive qualities of mood and emotion.	25.A.3a Dance: Describe how elements are combined and contrasted; identify the principles of transition, variety and balance; and the expressive qualities of movement.
25.A.2b Drama: Understand the elements of acting, scripting, speaking, improvising, physical movement, gesture, and picturization (shape, line, and level); the principles of conflict/resolution and theme; and the expressive characteristics of mood and dynamics.	25.A.3b Drama: Understand how the elements of acting, directing, playwriting and designing combine with the principles of tension, rhythm, pattern, unity, balance, repetition and idea to communicate.
25.A.2c Music: Identify elements and expressive qualities such as tone color, harmony, melody, form (rondo, theme and variation), rhythm/meter and dynamics in a variety of musical styles.	25.A.3c Music: Identify and describe changes in elements and expressive qualities (e.g., crescendo, ritardando, fermata, meter, sforzando).;
25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story.	25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
	2