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Foreign Language |
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Links to L.E.A.R.N.S. |
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Foreign Language |
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Links to L.E.A.R.N.S. |
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TABLE OF CONTENTS |
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| Frameworks Essential Learnings | 1 |
| Mission and Belief Statements | 2 |
| The Challenge to Make Connections | 3 |
| Thematic Learning | 4 |
| Acknowledgments | 8 |
| Foreign Language Essential Learnings | 9 |
| Goal 1-Communication | 9 |
| Goal 2-Cultures | 18 |
| Goal 3-Connections | 24 |
| Goal 4-Comparisons | 30 |
| Goal 5-Communities | 36 |
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Aligning Foreign Language and Nebraska L.E.A.R.N.S. Standards |
39 |
Nebraska Foreign Language Education
Mission:
The
Nebraska frameworks document provides direction and support for school
communities in the
development and assessment of an articulated foreign language
curriculum.
We Believe:
· A K-12 articulated foreign language program should be available to all students.
· All Students can learn and experience success in a foreign language.
· Second language acquisition provides the vision and skills necessary to be a global citizen.
· The primary goal of foreign language education should be real-life communication.
· Foreign language is a part of the core curriculum.
· Foreign language education develops critical-thinking skills.
· Assessments must reflect proficiency and communication as expressed in state and national standards/frameworks.
The Nebraska K-12 Foreign Language Frameworks provides a map for guiding Nebraska schools into the twenty-first century. It outlines important skills that students in our state will need to survive and prosper socially and economically.
The Frameworks presents a departure from the traditional grammar-based approach to instruction. It advocates that the opportunity for language learning be available to all with an emphasis on culture and communication. This reinforcement of cultural knowledge affirms the many cultures existing within the community and promotes awareness of the international connections that exist locally. It calls for students to be able to gain knowledge and understanding of other cultures, to develop insight into their own language and culture, to communicate in the language and to use authentic materials so that students can see the "real" connections to what they are learning in school and to their future career choices.
The Nebraska K-12 Foreign Language Frameworks mirrors the National Standards in Foreign Language developed by the American Council on the Teaching of Foreign Languages in 1995.
Nebraska L.E.A.R.N.S.
In 1998 the Nebraska State Board of Education approved academic content standards in reading/writing, mathematics, science, and social studies/history, called Nebraska L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards). The standards identify what students in our schools are to know and be able to do by the end of first grade, fourth grade, eighth grade, and twelfth grade.
The Nebraska L.E.A.R.N.S. document is a guide for schools, parents, teachers, and communities as they work together to provide the best possible education for all Nebraska students. The standards are challenging and rigorous, intended to stretch students to new heights of academic achievement.
The standards should be viewed as a work in progress with much work to be done by local communities as they engage in conversations about the importance of education and the kinds of schools they need to reach higher standards. The Nebraska State Board of Education and Department of Education are “committed to the importance of standards and the foundation they represent.”
The Challenge to Make Connections
Crosswalking Foreign Language Essential Learnings with the Nebraska Standards enables educators to identify important connections between disciplines. The challenge to make those connections was undertaken by foreign language educators from across Nebraska who were previously involved in developing the Nebraska K-12 Foreign Language Frameworks. They worked to develop learning scenarios that would provide examples of how educators could enrich and apply what students learn in the Nebraska L.E.A.R.N.S. content standards. In identifying these links we reaffirmed the importance of continuing our efforts to provide a quality education for all students in Nebraska.
**The Foreign Language Essential Learnings code reflects the Nebraska K-12 Foreign Language Frameworks standard represented, i.e. FL K12.1.1 means foreign language, kindergarten through grade twelve, Standard 1.1.
Nebraska
K-12 Foreign Language Frameworks
(Strategies for Diverse Learners pages 274-277)
Thematic Learning Thematic learning is a way to plan curriculum that meets the diverse needs and abilities of students. When properly designed, thematic units are appropriate for students at all ability levels (Winebrenner, 1996). Themes provide organizing centers for:
· Connecting various disciplines or subject matter content (see Frameworks Goal 3, page 51).
· Developing learning activities around the eight intelligences (see Multiple Intelligences, pages 257 and 263).
·
Providing learning opportunities that require different levels of
thinking (see Bloom’s Taxonomy of
Thinking,
page 272).
A theme may be used to plan a brief unit of study,, a comprehensive unit spanning a greater period of time, or to connect with other disciplines in a team or block-scheduling situation. Winebrenner (1992, page 74) provides a graphic organizer that connects subject areas and student capabilities around a main theme as shown in Figure G. Fogarty (1997, page 48) shows how activities for multiple intelligences might be planned in a theme organized around the Olympic Game--or Games of Life--Figure H.
Acknowledgments:
Link to L.E.A.R.N.S. Team Members
Marie
Blair |
Pat Branson Bellevue East High School |
Steve
Brock |
Jan Coone Wallace High School |
Colleen
Coram |
Susan Daum Nebraska Department of Education |
Marilyn
Gordon |
Liz Hoffman Nebraska Department of Education |
Stephanie
Iwan Flamme |
Marlene Knobbe West Point Central Catholic |
Pat
McGill |
Joyce Michaelis Wesleyan University |
Ali
Moeller |
Mel Nielsen IN-VISION Project |
Lon
Pearson |
Rita Ricaurte Wesleyan University |
Susan
Rodda |
Georgia Sarroub Northeast High School-Lincoln |
Erin
Sass |
Beth Sittig McMillan Magnet Center-Omaha |
Sue
Smith |
Harriet Turner University of Nebraska-Lincoln |
Sharon
Watts |
Rosa Zimmerman Ogallala High School |
Project
Facilitator |
Project Director Vickie Scow Nebraska Department of Education |
Special thanks and appreciation are extended to all Link to L.E.A.R.N.S. participants for their efforts in identifying the connections. Special recognition and appreciation is also extended to the following Nebraska Department of Education consultants for their expertise in facilitating the project: Pam Trefz, Reading/Writing; Deb Romanek, Mathematics; John LeFeber, Social Studies/History; and Sheila Brown, Visual and Performing Arts. A very special thanks also to Sharon Eberspacher, Secretary, Foreign language Education, Nebraska Department of Education.
Essential Learnings
FL K12.1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Beginning:
Express
likes and dislikes.
Respond to one-on-one interactions.
Express agreement and disagreement.
Ask and answer simple questions.
Developing:
Incorporate appropriate gestures into conversations.
Create
simple descriptions within a context.
Qualify likes and dislikes.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
Exchange information with peers and others.
Provide and request clarification.
Use different ways to express the same idea
(circumlocution).
Learning Scenario
Patterns of Colors in Our WorldContexts/Outcomes:
Students will engage in conversations and provide and obtain information using a theme of colors.
Activity Summary:
Students will conduct a survey and gather information via the Internet to include flags of the world, the cultural significance of colors, and the relevance of color found in nature. Students will also interview native speakers about the significance of colors in their respective countries and will enhance their knowledge of the theory of color through the target language. They will summarize data using graphs or tables and demonstrate the use of culturally acceptable norms for agreement or disagreement. They should be able to access and extract information from print and nonprint sources relevant to the topic and present results. Students will present the results orally and in graph form.
Assessment:
Graphs or charts, oral presentations, interviews, oral questioning, conversations, response journals, surveys, and/or projects.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.5
respond to literature.
1.1.7 write
(print) about experiences, stories, people, objects, and events.
By the end of fourth grade, students will:
4.1.1
draw on a variety of strategies to read and understand unfamiliar words
and phrases.
4.1.2
acquire and use correctly an advanced reading vocabulary.
4.1.4
locate, access, and evaluate resources to identify appropriate
information.
4.1.5
identify characteristics of different types of text.
4.1.8
identify similar ideas across a variety of narratives and stories.
4.2.4 use
a variety of forms to write for different audiences and purposes.
4.3.1
pose questions and contribute their own information or ideas in group
discussions in order to acquire new knowledge.
4.4.1 gain
information or complete tasks by listening.
By the end of eighth grade, students will:
8.1.2
students will locate, access, and evaluate resources to identify
appropriate information.
8.1.7 interpret
the meaning of literary works, nonfiction, films, and media by using different
analytic techniques.
By the end of twelfth grade, students will:
12.3.2
make oral presentations that demonstrate
appropriate consideration of audience, purpose, and information to be conveyed.
Social
Studies/History:
By the end of first grade, students will:
1.2 compare everyday life in different places and times and recognize that
people, places, and things change over time.
1.23
demonstrate good citizenship and demonstrate an understanding of its
importance.
1.29
identify ways that people grow and change over time.
1.30
identify how choices and actions affect themselves and others.
By the end of fourth grade, students will:
4.4
compare and contrast daily life in the past and present, considering
things, such as roles, jobs, communication,
technology, transportation, schools, and cultural traditions.
By the end of eighth grade, students will:
8.4.9
improve their skills in historical research and geographical analysis.
By the end of twelfth grade, students will:
12.2.4
analyze how certain cultural characteristics can link or divide regions,
such as language, ethnic heritage, religion,
political philosophy, shared history, and social and economic systems.
12.2.5
compare and contrast the distribution, growth rates, and characteristics
of human population, such as settlement
patterns and the location of natural and capital resources.
12.2.14 analyze the forces of conflict and
cooperation.
12.3.17 develop skills for historical analysis.
Essential Learnings
FL K12.1.2: Students understand and interpret written and spoken language on a variety of topics.Beginning:
Respond appropriately to directions, instruction, and commands.
Identify
main ideas and key words in oral and written material.
Developing:
Respond
appropriately to a series of directions, instructions, and
commands.
Respond appropriately
to complex oral and/or written descriptors.
Comprehend speech on familiar topics with some repetition.
Learning Scenario
Celebrations Across The World
Contexts/Outcomes:
Students
will understand, interpret and respond to a variety of written and
oral communications pertaining to celebrations
such as birthdays, quinceaneras, baptisms, weddings, etc.
Activity Summary:
Students
will be able to follow written and verbal directions to a
particular location, respond appropriately to invitations, and
research/locate information on the Internet or via native speakers
regarding the appropriate customs of celebrations such as
invitations, refreshments, and games. They will create and respond
appropriately to invitations, notes and requests in the target
language. Students will construct a Venn diagram comparing and
contrasting a holiday in the target culture with one in the United
States. Students will be given a problem-solving task related to
locating and purchasing an appropriate gift with limited funds.
Assessment: Interviews, projects, charts, oral questioning, create checklist, letters, memos and notes.
Reading/Writing:
By the end of first grade, students will:
1.1.1 read and write most
of the words they speak and use.
1.1.4 read and comprehend
print, and demonstrate the understanding that reading (like conversation)
communicates meaning.
1.1.5 respond to
literature.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety
of strategies to read and understand unfamiliar words and phrases.
4.1.2 acquire and use
correctly an advanced reading vocabulary.
4.1.3 identify the basic
facts and essential ideas in what they have read or viewed.
4.1.4 locate, access, and
evaluate resources to identify appropriate information.
4.1.5 identify
characteristics of different types of text.
4.1.7 identify and apply
knowledge of the structure, elements, and meaning of nonfiction or informational
material and provide evidence from the text to support their understanding.
4.2.4 use a variety of
forms to write for different audiences and purposes.
4.3.2 make oral
presentations that demonstrate appropriate consideration of audience, purpose,
and information to be conveyed.
By the end of eighth grade, students will:
8.1.1 identify the basic facts and essential ideas in
what they have read or viewed.
8.1.2 students will locate, access, and evaluate
resources to identify appropriate information.
8.1.7 interpret the
meaning of literary works, nonfiction, films, and media by using different
analytic techniques.
8.2.4 use a variety of forms to write for different
audiences and purposes.
8.3.1 pose questions and contribute their own information
or ideas in class discussions in order to acquire new knowledge.
8.3.2 make oral
presentations that demonstrate appropriate consideration of audience, purpose,
and information to be conveyed.
By the end of twelfth grade, students will:
12.1.1 identify the basic facts and
essential ideas in what they have read or viewed.
12.1.2 locate, access, and evaluate
resources to identify appropriate information.
12.1.6 read, identify, analyze, and
apply knowledge of the structure, elements, and meaning of nonfiction or
informational material and
provide evidence from the text to support their
understanding.
12.2.5 will use self-generated
questions, note-taking, summarizing, and outlining to enhance learning.
12.3.1 pose questions and contribute
their own information or ideas in group discussions in order to acquire new
knowledge.
12.3.2
make oral presentations that demonstrate appropriate consideration of
audience, purpose, and information to be conveyed.
Mathematics:
By
the end of first grade, students will:
1.6.1 identify, describe, extend, and create a variety of patterns, such as
objects, sounds, movements, shapes, numbers, and colors.
Social Studies/History:
By the end of first grade, students will:
1.4
measure time and time lines to show sequence and change by using
calendars and clocks.
1.6 compare
and contrast cultures of families, past and present.
1.8 compare
and contrast the relative location of people, places, and things.
1.23 demonstrate
good citizenship and demonstrate an understanding of its importance.
By the end of fourth grade, students will:
4.21 use the
concepts of absolute location, such as using grid systems, and relative
location, such as direction, reference to neighboring states, and water
features.
By the end of eighth grade, students will:
8.1.10 develop skills in discussion,
debate, and persuasive writing by analyzing historical situations and events.
8.2.7 develop skills for
historical analysis.
8.3.10 know how to interpret economic
and political issues as expressed in maps, tables, diagrams, charts, political
cartoons, and economic graphs.
By the end of twelfth grade, students will:
12.1.10 analyze major 20th century historical events.
12.2.1 analyze the physical and human
landscapes of the world using maps, globes, photographs, and pictures.
12.2.4 analyze how certain cultural
characteristics can link or divide regions, such as language, ethnic heritage,
religion, political
philosophy, shared history, and social and economic systems.
12.3.17 develop skills for historical analysis.
12.3.18 develop discussion, debate, and persuasive writing skills, focusing on
enduring issues and demonstrating how divergent
viewpoints have been addressed
and reconciled.
Essential Learnings
FL K12.1.3: Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
Beginning:
Present prepared material to an audience.
Developing: Speak
or write spontaneously.
Narrate,
present, past, and future events.
Contexts/Outcomes:
Students will convey information, concepts, and ideas to listeners and readers about our world.
Activity Summary:
Students
will choose any part of our world and research topics that
interest them such as people, environment,
ecosystems, current
events, history, arts and humanities, customs, etc.
Students can conduct interviews via the
Internet, read
stories, newspapers, magazines, listen to the radio on the
Internet, and utilize other available resources
to obtain needed
information. Students
will put themselves in that part of the world as a citizen and
write a diary.
Students
must share their diaries with others in English or the target
language. As a
culminating activity, the class
will have a panel discussion about
the intricacies of our world, the part they play in it, and the
part others play in it.
Assessment:
Interviews, diaries, panel discussion.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.1 read and write
most of the words they speak and use.
1.1.4 read and comprehend
print, and demonstrate the understanding that reading (like conversation)
communicates meaning.
1.1.5 respond to
literature.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety
of strategies to read and understand unfamiliar words and phrases.
4.1.2 acquire and use
correctly an advanced reading vocabulary.
4.1.3 identify the basic
facts and essential ideas in what they have read or viewed.
4.1.4 locate, access, and
evaluate resources to identify appropriate information.
4.2.4 use a variety of
forms to write for different audiences and purposes.
4.3.2
make oral presentations that demonstrate appropriate consideration of
audience, purpose, and information to be conveyed.
4.4.1 gain information or
complete tasks by listening.
By the end of eighth grade, students will:
8.1.1 identify the basic facts and essential ideas in
what they have read or viewed.
8.1.2 students
will locate, access, and evaluate resources to identify appropriate information.
8.2.4 use a variety of forms to write for different
audiences and purposes.
8.3.2 make oral
presentations that demonstrate appropriate consideration of audience, purpose,
and information to be conveyed.
By the end of twelfth grade, students will:
12.1.1 identify the basic facts and
essential ideas in what they have read or viewed.
12.1.2 locate, access, and evaluate
resources to identify appropriate information.
12.2.5 will use self-generated
questions, note-taking, summarizing, and outlining to enhance learning.
12.3.1 pose questions and
contribute their own information or ideas in group discussions in order to
acquire new knowledge.
12.3.2 make
oral presentations that demonstrate appropriate consideration of audience,
purpose, and information to be conveyed.
Science:
By the end of first grade, students will:
1.2.1 develop the
abilities needed to do scientific knowledge with scientific reasoning and
critical thinking to develop their understanding of science.
1.6.2 develop an
understanding of science and technology.
By the end of fourth grade, students will:
4.2.1 develop the
abilities needed to do scientific inquiry.
4.6.2 develop an
understanding of science and technology.
By the end of eighth grade, students will:
8.1.1 will develop an understanding of systems, order,
and organization.
8.2.1 develop
an understanding of evidence, models, and explanation.
8.6.2
develop an understanding of science and technology.
8.6.3
By the end of twelfth grade, students will:
12.2.1 develop the abilities needed to do scientific inquiry.
12.6.2 develop an understanding about science and technology.
Social Studies/History:
By the end of first grade, students will:
1.1
understand that history relates to events and people of other times and
places.
1.6 compare
and contrast cultures of families, past and present.
1.8 compare
and contrast the relative location of people, places, and things.
By the end of fourth grade, students will:
4.4 compare
and contrast daily life in the past and present, considering things, such as
roles, jobs, communication, technology, transportation, schools, and cultural
traditions.
By the end of eighth grade, students will:
8.4.9 improve their
skills in historical research and geographical analysis.
By the end of twelfth grade, students will:
12.1.11 demonstrate historical research and geographical skills.
12.2.14 analyze the forces of conflict and cooperation.
12.3.17 develop skills for historical analysis.
12.3.18 develop discussion, debate, and persuasive writing skills, focusing on
enduring issues and demonstrating how divergent
viewpoints have been
addressed and reconciled.
Essential Learning
FL K12.2.1: Students demonstrate an understanding of the relationship between the perspectivesBeginning:
Identify some
commonly held generalizations about the culture studied.
Developing: Analyze some commonly held generalizations about
the culture studied.
Learning Scenario
Contexts/Outcomes:
Students
demonstrate an understanding of the relationship between the
perspectives and practices of cultures
studied and are able to
identify and analyze some commonly held generalizations about
youth and aging in
reaching an urban planning decision.
Activity Summary:
Students
become members of an urban planning committee who must decide
whether to expend their limited
resources on constructing a day
care center, school, or elder care facility.
Students will use research strategies
to investigate
various cultures and determine generalizations about youth and
aging in those cultures. Students
will also conduct surveys and interviews via the Internet to
further identify different perspectives and practices
about youth
and aging in the targeted cultures.
Students analyze the data to make their decision.
Assessment:
Oral
Presentation: The urban planning committee presents their
recommendations to the city council with visual
aids. Various
students will represent different segments of the population.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.7 write (print) about
experiences, stories, people objects, and events.
By the end of fourth grade, students will:
4.1.8 identify similar
ideas across a variety of narratives and stories.
By the end of eighth grade, students will:
8.1.6
identify similar ideas across a variety of narratives and stories.
8.1.7 interpret the
meaning of literary works, nonfiction, films, and media by using different
analytic techniques.
By
the end of twelfth grade, students will:
12.1.1 identify the basic facts and essential ideas in what they have read or
viewed.
12.1.4 identify, analyze, and apply theme in literature and provide
evidence from the text to support their understanding.
12.1.8 interpret
the meaning of literary works, nonfiction, films, and media by using different
analytic techniques.
Social Studies/History:
By the end of first grade, students will:
1.1
understand
that history relates to events and people of other times and places.
1.7
describe how cultures contribute to school and family.
1.17 identify basic economic concepts.
1.20 explain
how limits on resources require people to make choices about producing and
consuming goods and services.
1.23 demonstrate
good citizenship and demonstrate an understanding of its importance.
1.30 identify how
choices and actions affect themselves and others.
By the end of fourth grade, students will:
4.15 describe the
economic specialization and interdependence involved in the production of goods
and services in various types of economic systems in the past and present.
By the end of eighth grade, students will:
8.4.9
improve their skills in historical research and geographical analysis.
By the end of twelfth grade, students will:
12.1.10 analyze major 20th
century historical events.
12.2.4 analyze
how certain cultural characteristics can link or divide regions, such as
language, ethnic heritage, religion, political philosophy, shared history, and
social and economic systems.
12.2.6 analyze past and present
trends in human migration and cultural interaction as they are influenced by
social, economic,
political, and environmental factors.
12.2.7 locate
and identify by name the major countries in each region, the world's major
rivers, mountain ranges, and surrounding
bodies of water.
12.2.10 analyze the patterns of urban development, such as site and situation;
the function of towns and cities; and problems related to
human mobility, social
structure, and the environment.
12.2.11 analyze the regional development of Asia, Africa, the Middle East, Latin
America, and the Caribbean, such as physical,
economic, and cultural
characteristics and historical evolution from 1000 A.D. to the present.
12.3.17 will develop skills for historical analysis.
Essential Learnings
FL K12.2.1: Students demonstrate an understanding of
the relationship between the
perspectives and practices of
cultures studied and use this knowledge to interact effectively in
cultural contexts.
Beginning:
Identify some
commonly held generalizations about the culture studied.
Developing: Analyze some commonly held generalizations about
the culture studied.
Learning Scenario
Contexts/Outcomes:
Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and are able to identify and analyze some commonly held generalizations about youth and aging in reaching an urban planning decision.
Activity Summary:
Students become members of an urban planning committee who must decide whether to expend their limited resources on constructing a day care center, school, or elder care facility. Students will use research strategies to investigate various cultures and determine generalizations about youth and aging in those cultures. Students will also conduct surveys and interviews via the Internet to further identify different perspectives and practices about youth and aging in the targeted cultures. Students analyze the data to make their decision.
Assessment:
Oral Presentation: The urban planning committee presents their recommendations to the city council with visual aids. Various students will represent different segments of the population.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.7 write (print) about
experiences, stories, people objects, and events.
By the end of fourth grade, students will:
4.1.8 identify similar ideas
across a variety of narratives and stories.
By the end of eighth grade, students will:
8.1.6 identify similar ideas
across a variety of narratives and stories.
8.1.7 interpret the meaning of
literary works, nonfiction, films, and media by using different analytic
techniques.
By the end of twelfth grade, students will:
12.1.1 identify the basic facts and essential ideas in what they have read or
viewed.
12.1.4 identify, analyze, and apply theme in literature and provide evidence
from the text to support their understanding.
12.1.8
interpret the meaning of literary works, nonfiction, films, and media by
using different analytic techniques.
Social Studies/History:
By the end of first grade, students will:
1.1
understand that history relates to events and people of other times and
places.
1.7
describe how cultures contribute to school and family.
1.17
identify basic economic concepts.
1.20
explain how limits on resources require people to make choices about
producing and consuming goods and services.
1.23
demonstrate good citizenship and demonstrate an understanding of its
importance.
1.30 identify how
choices and actions affect themselves and others.
By the end of fourth grade, students will:
4.15 describe the
economic specialization and interdependence involved in the production of goods
and services in various types of economic systems in the past and present.
By the end of eighth grade, students will:
8.4.9 improve their
skills in historical research and geographical analysis.
By the end of twelfth grade, students will:
12.1.10 analyze major 20th century historical events.
12.2.4
analyze how certain cultural characteristics can link or divide regions,
such as language, ethnic heritage, religion, political
philosophy, shared
history, and social and economic systems.
12.2.6 analyze past and present
trends in human migration and cultural interaction as they are influenced by
social, economic,
political, and environmental factors.
12.2.7
locate and identify by name the major countries in each region, the
world's major rivers, mountain ranges, and surrounding
bodies of water.
12.2.10analyze the patterns of urban development, such as site and situation;
the function of towns and cities; and problems related to
human mobility, social
structure, and the environment.
12.2.11 analyze the regional development of Asia, Africa, the Middle East, Latin
America, and the Caribbean, such as physical,
economic, and cultural
characteristics and historical evolution from 1000 A.D. to the present.
12.3.17
will develop skills for historical analysis.
Essential Learnings
FL K12.2.2: Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
Beginning: Identify and
explain how the needs, behaviors and beliefs of the culture that
are reflected in the products/contributions
of the culture.
Developing: Discuss and analyze external factors which
affect products and contributions.
Learning Scenario
Contexts/Outcomes:
Students demonstrate an understanding of the perspectives and contributions of cultures studied and are able to identify and analyze beliefs about youth and aging in reaching an urban planning decision.
Activity Summary:
Students become members of an urban planning committee who must decide whether to expend their limited resources on constructing a day care center, school, or elder care facility. Students will use research strategies to investigate youth and aging in various cultures and determine beliefs, including external factors that have affected beliefs about youth and aging. Students will also conduct surveys and interviews via the Internet to further identify different perspectives and contributions the targeted cultures have made about youth and aging. Students compare and analyze the data to make their decision.
Assessment:
Oral Presentation: The urban planning committee presents their recommendations to the city council with visual aids. Various students will represent different segments of the population.
Reading/Writing:
By the end of fourth grade, students will:
4.1.5
identify characteristics of different types of text.
4.1.8 identify similar ideas
across a variety of narratives and stories.
By the end of eighth grade, students will:
8.1.6
identify similar ideas across a variety of narratives and stories.
8.1.7 interpret the meaning of literary works,
nonfiction, films, and media by using different analytic techniques.
By the end of twelfth grade, students will:
12.1.4
identify, analyze, and apply theme in literature and provide evidence
from the text to support their understanding.
12.1.8 interpret the meaning of
literary works, nonfiction, films, and media by using different analytic
techniques.
Social Studies/History:
By the end of first grade, students will:
1.1
understand that history relates to events and people of other times and
places.
1.10
identify symbols.
1.12 describe how
climate, location, and physical surroundings affect the lives of people.
1.18 describe the
differences between human resources, such as people at work; natural resources,
such as water, soil, wood, and
coal; capital resources, such as machines and
tools used to produce different goods or services.
By the end of fourth grade, students will:
4.4
compare and contrast daily life in the past and present, considering
things, such as roles, jobs, communication, technology,
transportation, schools,
and cultural traditions.
4.8 identify
and describe cultural holidays and important events in their community,
Nebraska, and the United States.
4.10 analyze the
migration patterns in Nebraska.
4.14
identify examples of making economic choices and explain what is given up
when making a choice; distinguish between money
and barter economics; explain
the differences between using cash, checks, and credit to purchase goods and
services.
4.24 identify
examples of the extension of the rights and responsibilities of citizenship in
American history and the contributions of
Native Americans, Hispanic Americans,
African Americans, European Americans, Asian Americans, individuals, and groups.
By the end of eighth grade, students will:
8.1.2 trace the routes
and evaluate early explorations of the Americas.
8.4.7 describe, analyze,
and evaluate the history of Europe during the Middle Ages from about 500 to 1000
A.D., explaining its
impact on Western civilization.
By the end of twelfth grade, students will:
12.1.5 analyze the impact of European
expansion into the Americas, Africa, and Asia.
12.2.9 identify natural, human, and
capital resources; describe their distribution; and explain their significance,
such as location of
contemporary and selected historical economic and land-use
regions.
12.2.12analyze the patterns and networks of economic interdependence, such as
formation of multinational economic unions;
international trade; the theory of
competitive advantage; job specialization; competition for resources; and access
to labor,
technology, transportation, and communications.
12.3.7
analyze the impact of immigration on American life.
12.3.11 will demonstrate an understanding of the origins and effects of World
War II.
Essential Learnings
FL K12.3.1: Students reinforce and further knowledge of other disciplines through foreign languages.
Beginning: Identify
and apply, within a familiar context, information and skills
common to the foreign language classroom and other
disciplines.
Developing: Transfer
and apply, within a limited context, information and skills common
to the language classroom and other
disciplines.
Learning Scenario
Contexts/Outcomes:
Students
will reinforce and further their knowledge of other disciplines by
conducting the necessary preparation to have a
successful
experience traveling to a foreign country for an international
company.
Activity Summary:
Students
are employed by an international company and must travel to a
foreign country designated by the company CEO to
complete a
business transaction. Students
will conduct the necessary preparation and investigation to
successfully complete
their business trip.
They will participate in traveling simulations such as
applying for a passport, buying items in a market,
exchanging
money, finding your way when lost, eating in a restaurant,
entering/exiting the country, etc. In addition, students
will participate in business
simulations, such as proper cultural customs, human, political,
and economic issues, climate,
geography and other pertinent topics
needed to complete the business transaction.
Students will keep a journal of activities and connections
to other disciplines. The
culminating activities include an oral presentation and video
portfolio.
Assessment:
Simulations, journal, oral presentation, video portfolio.
Reading/Writing:
By the end of first grade, students will:
1.1.7 write (print) about
experiences, stories, people, objects, and events.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety
of strategies to read and understand unfamiliar words and phrases.
4.1.2 acquire and use
correctly an advanced reading vocabulary.
4.1.4 locate, access, and
evaluate resources to identify appropriate information.
By the end of eighth grade, students will:
8.1.2 locate, access, and evaluate resources to identify
appropriate information.
8.3.2 make oral
presentations that demonstrate appropriate consideration of audience, purpose,
and information to be conveyed.
By the end of twelfth grade, students will:
12.1.1 identify the basic facts and
essential ideas in what they have read or viewed.
12.1.2 locate, access, and evaluate
resources to identify appropriate information.
12.3.1 pose questions and contribute
their own information or ideas in group discussions in order to acquire new
knowledge.
12.3.2
make oral presentations that demonstrate appropriate consideration of
audience, purpose, and information to be conveyed.
12.4.1 apply listening skills for a
variety of purposes.
Social Studies/History:
By the end of first grade, students will:
1.4
measure time and time lines to show sequence and change by using
calendars and clocks.
1.6 compare
and contrast cultures of families, past and present.
1.10 identify
symbols.
1.12
describe how climate, location, and physical surroundings affect the
lives of people, such as their food, clothing, shelter,
transportation, and
recreation.
1.16
explain how people are connected through transportation and
communication.
1.17
identify basic economic concepts.
1.21 simulate the
exchange of money for goods and services and identify ways to save money.
1.23
demonstrate good citizenship and demonstrate an understanding of its
importance.
1.30 identify how
choices and actions affect themselves and others.
By the end of fourth grade, students will:
4.4 compare
and contrast daily life in the past and present, considering things, such as
roles, jobs, communication, technology,
transportation, schools, and cultural
traditions.
4.22 distinguish
between meridians of longitude and parallels of latitude and use the equator and
prime meridian to identify the
Northern, Southern, Eastern, and Western
Hemispheres.
By the end of eighth grade, students will:
8.3.7 compare the United
States economic system to systems such as China, Japan, Canada, South America,
and other Western
European nations.
8.3.10
know how to interpret economic and political issues as expressed in maps,
tables, diagrams, charts, political cartoons, and
economic graphs.
8.4.8 describe and
compare selected civilizations in Asia, Africa, and the Americas, focusing on
chronology, location, geography,
social structures, form of government, economy,
religion, and contribution to later civilizations.
By the end of twelfth grade, students will:
12.1.5 analyze the impact of European
expansion into the Americas, Africa, and Asia.
12.2.2
analyze how selected physical and ecological processes shaped the earth's
surface.
12.2.4 analyze how certain cultural
characteristics can link or divide regions, such as language, ethnic heritage,
religion, political
philosophy, shared history, and social and economic systems.
12.2.7
locate and identify by name the major countries in each region, the
world's major rivers, mountain ranges, and surrounding
bodies of water.
12.2.13distinguish between developed and developing countries, identifying and
relating the level of economic development to the
quality of life.
12.2.15apply geography to interpret the past, understand the present, and plan
for the future.
Essential Learnings
FL K12.3.1: Students reinforce and further knowledge of other disciplines through foreign languages.
Beginning:
Identify
and apply, within a familiar context, information and skills common to the
foreign language classroom and
other disciplines.
Developing: Transfer
and apply, within a limited context, information and skills common to the
language classroom and other
disciplines.
Learning Scenario
Business JunketContexts/Outcomes:
Students
will acquire information and perspectives through authentic
materials by conducting the necessary preparation
to have a
successful experience traveling to a foreign country for an
international company.
Activity Summary:
Students
are employed by an international company and must travel to a
foreign country designated by the company
CEO to complete a
business transaction. Students
will conduct the necessary preparation and investigation using
authentic materials to successfully complete their business trip.
They will participate in traveling simulations such as
applying for a passport, buying items in a market, exchanging
money, finding your way when lost, eating in a restaurant,
entering/exiting the country, etc. accessing authentic materials.
In addition, students will participate in business
simulations, such as proper cultural customs; human, political,
and economic issues, climate, geography and other
pertinent topics
needed to complete the business transaction.
Students will keep a journal.
The culminating activities
include an oral presentation and
video portfolio.
Assessment:
Simulations, journal, oral presentation, video portfolio.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.7 write (print)
about experiences, stories, people, objects, and events.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety
of strategies to read and understand unfamiliar words and phrases.
4.1.2 acquire and use
correctly an advanced reading vocabulary.
4.1.4 locate, access, and
evaluate resources to identify appropriate information.
By the end of eighth grade, students will:
8.1.2 students will locate, access, and evaluate
resources to identify appropriate information.
8.3.2 make oral
presentations that demonstrate appropriate consideration of audience, purpose,
and information to be conveyed.
By the end of twelfth grade, students will:
12.1.1 identify the basic facts and
essential ideas in what they have read or viewed.
12.1.2 locate, access, and evaluate
resources to identify appropriate information.
12.3.1 pose questions and contribute
their own information or ideas in group discussions in order to acquire new
knowledge.
12.3.2
make oral presentations that demonstrate appropriate consideration of
audience, purpose, and information to be conveyed.
12.4.1 apply listening skills for a
variety of purposes.
Mathematics:
By the end of
first grade, students will:
1.1.3
recognize numbers and applications in everyday situations.
1.2.2
determine the reasonableness of proposed solutions to mathematical
problems.
By the end of fourth grade, students will:
4.2.1
estimate and accurately calculate without and with calculators and solve
problems involving addition, subtraction,
multiplication, and division of whole
numbers and understand the relationships among the operations.
By the end of eighth grade, students will:
8.1.1
Recognize and utilize real numbers such as whole numbers, integers, and
rational numbers.
8.3.2
convert units within measurement systems using proper conversion factors
(standard and metric).
By the end of twelfth grade, students will:
12.1.2 express
the equivalent forms of numbers using exponents, radicals, scientific notation,
absolute values, fractions, decimals, and percents.
12.3.2 convert between metric and
standard units of measurement.
12.4.7 apply deductive reasoning to
arrive at valid conclusions.
Science:
By the end of first grade, students will:
1.5.3
develop an understanding of the changes in the earth and sky.
By the end of fourth grade, students will:
4.5.3 develop an
understanding of the changes in the earth and sky.
By the end of eighth grade, students will:
8.1.3 develop an
understanding of change, constancy, and measurement.
By the end of twelfth grade, students will:
12.1.3 develop an understanding of
change, constancy, and measurement.
Social Studies/History:
By the end of first grade, students will:
1.4 measure
time and time lines to show sequence and change by using calendars and clocks.
1.6 compare
and contrast cultures of families, past and present.
1.10 identify
symbols.
1.12
describe how climate, location, and physical surroundings affect the
lives of people, such as their food, clothing, shelter,
transportation, and
recreation.
1.16
explain how people are connected through transportation and
communication.
1.17
identify basic economic concepts.
1.21 simulate the
exchange of money for goods and services and identify ways to save money.
1.23 demonstrate good citizenship and demonstrate an understanding of its
importance.
1.30 identify how
choices and actions affect themselves and others.
By the end of fourth grade, students will:
4.4 compare
and contrast daily life in the past and present, considering things, such as
roles, jobs, communication, technology,
transportation, schools, and cultural
traditions.
4.22 distinguish
between meridians of longitude and parallels of latitude and use the equator and
prime meridian to identify the
Northern, Southern, Eastern, and Western
Hemispheres.
By the end of eighth grade, students will:
8.2.7 develop skills for
historical analysis.
8.3.10 know how to interpret economic and political issues as expressed in maps,
tables, diagrams, charts, political cartoons, and
economic graphs.
8.4.8 describe and
compare selected civilizations in Asia, Africa, and the Americas, focusing on
chronology, location, geography,
social structures, form of government, economy,
religion, and contribution to later civilizations.
By the end of twelfth grade, students will:
12.1.5 analyze the impact of European
expansion into the Americas, Africa, and Asia.
12.2.2 analyze
how selected physical and ecological processes shaped the earth's surface.
12.2.4 analyze how certain cultural
characteristics can link or divide regions, such as language, ethnic heritage,
religion, political
philosophy, shared history, and social and economic systems.
12.2.7 locate
and identify by name the major countries in each region, the world's major
rivers, mountain ranges, and surrounding
bodies of water.
12.2.13 distinguish between developed and developing countries, identifying and
relating the level of economic development to the
quality of life.
12.2.15 apply geography to interpret the past, understand the present, and plan
for the future.
Essential Learnings
FL K12.4.1: Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
Beginning: Identify
the sound patterns of the target language and compare them to
the student’s own language.
Identify the structural patterns of the target
language and compare them to the student’s own language.
Identify
the idiomatic expressions of the target language .
Developing: Apply,
within limited contexts, the sound patterns of the target
language.
Apply, within limited contexts, the structural
patterns of the target language.
Compare and contrast idiomatic expressions of the
target language and the student’s own language.
Contexts/Outcomes:
Students recognize that different
languages use different patterns and demonstrate an understanding
of them through the discovery
of patterns.
Activity Summary:
By
playing the role of checkpoint persons, students will discover
language patterns by identifying sounds, structure, and idiomatic
expressions in a variety of language samples.
Checkpoint persons will try to detect inconsistencies in
sound patterns, structural patterns or idiomatic expressions of
individuals crossing from one country to another.
Students will need to know sound structure
of the target
language, idiomatic expressions, gestures, and basic grammatical
structures such as adjective agreement.
Assessment:
Checklist responses, oral demonstrations, written demonstrations
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.2
demonstrate basic phonological awareness and familiarity with the letters
of the alphabet, exhibiting a working knowledge of
letters and sounds.
1.1.3 apply knowledge of the
organization of print to their reading and writing.
1.1.4
read and comprehend print and demonstrate the understanding that reading
communicates meaning.
1.1.6 print neatly and
correctly.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety of strategies to read and
understand unfamiliar words and phrases.
4.1.5 identify characteristics
of different types of text.
4.1.7 identify and apply
knowledge of the structure, elements, and meaning of nonfiction and
informational material and provide
evidence from the text to support their
understanding.
4.2.1. identify, describe, and apply
knowledge of the structure of the English language and standard English
conventions for sentence
structure, usage, punctuation, capitalization, and
spelling.
4.2.3 demonstrate improvement
in organization, content, word choice (vocabulary), voice, sentence fluency and
standard English
conventions after revising and editing their compositions.
4.2.4 use a variety of forms
to write for different audiences and purposes.
By the end of eighth grade, students will:
8.1.3 identify characteristics
of different types of text.
8.1.5 identify and apply
knowledge of the structure, elements, and meaning of nonfiction or informational
material and provide
evidence from the text to support their understanding.
8.2.1. identify, describe, and apply
knowledge of the structure of the English language and standard English
conventions for sentence
structure, usage, punctuation, capitalization and
spelling.
8.2.3 demonstrate improvement
in organization, content, word choice, voice, sentence fluency, and standard
English conventions
after revising and editing their compositions.
By the end of twelfth grade, students will:
12.1.3 identify, analyze, and apply
knowledge of characteristics of different types of text.
12.1.5 identify, analyze, and apply
knowledge of the structure and elements of fiction and provide evidence from the
text to support
their understanding.
12.1.6 read, identify, analyze, and apply knowledge of the structure, elements,
and meaning of nonfiction or informational material and
provide evidence from
the text to support their understanding.
12.2.1 identify, describe, and apply knowledge of the structure of the English
language and standard English conventions for sentence
structure, usage,
punctuation, capitalization, and spelling.
12.2.3 demonstrate improvement in organization, content, word choice, voice,
sentence fluency and standard English conventions after
revising and editing
their compositions.
12.2.4 use a variety of forms to write for different audiences and purposes.
Essential Learnings
FL
K12.4.2: Students
recognize that cultures use different patterns of interaction and can apply
this knowledge to
their own culture.
Beginning: Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Developing: Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Contexts/Outcomes:
Students will recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture by exploring an event/phenomenon and investigating the impact of other cultures on the United States.
Activity Summary:
Students have two choices: 1) analyze a major 20th century historical event (i.e. Fall of the Berlin Wall, coming of EuroDisney to France, Curie’s discovery of penicillin, rise/fall of Franco and/or adaptation of constitution); 2) examine a particular event/phenomenon from the perspective of the U.S. and the target culture (i.e. political situation of George W. Bush trying to appeal to Hispanic voters, popular music of Hispanics like Ricky Martin or Gloria Estefan, foreign/U.S. political events, fashion, religion, U.S. image abroad, U.S. foreign policy). Students will research the event/phenomenon, including accessing the Internet, and analyze the cultural implications leading up to and following the event. Students will use interpretive and analytical skills to examine how history is affected by social situations.
Assessment:
Research paper, visual representation, media presentation.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.2 demonstrate basic
phonological awareness and familiarity with the letters of the alphabet,
exhibiting a working knowledge of
letters and sounds.
1.1.3 apply knowledge of the
organization of print to their reading and writing.
1.1.4
read and comprehend print and demonstrate the understanding that reading
communicates meaning.
1.1.6 print neatly and
correctly.
1.3.1 listen and be
responsible members of the classroom.
By the end of fourth grade, students will:
4.1.1 draw on a variety of strategies to read and
understand unfamiliar words and phrases.
4.1.5 identify characteristics
of different types of text.
4.1.6. identify and apply
knowledge of the structure, elements, and meaning of fiction and provide
evidence from the text to support
their answers.
4.1.7 identify and apply
knowledge of the structure, elements, and meaning of nonfiction and
informational material and provide
evidence from the text to support their
understanding.
4.2.1. identify, describe, and apply
knowledge of the structure of the English language and standard English
conventions for sentence
structure, usage, punctuation, capitalization, and
spelling.
4.2.3 demonstrate improvement
in organization, content, word choice (vocabulary), voice, sentence fluency and
standard English
conventions after revising and editing their compositions.
4.2.4
use a variety of forms to
write for different audiences and purposes.
By the end of eighth grade, students will:
8.1.3
identify characteristics of
different types of text.
8.1.5
identify and apply knowledge
of the structure, elements, and meaning of nonfiction or informational material
and provide
evidence from the text to support their understanding.
8.2.1.
identify, describe, and apply
knowledge of the structure of the English language and standard English
conventions for sentence
structure, usage, punctuation, capitalization and
spelling.
8.2.3
demonstrate improvement in
organization, content, word choice, voice, sentence fluency, and standard
English conventions
after revising and editing their compositions.
By the end of twelfth grade, students will:
12.1.3
identify, analyze, and apply knowledge of characteristics of different
types of text.
12.1.5
identify, analyze, and apply knowledge of the structure and elements of
fiction and provide evidence from the text to support
their understanding.
12.1.6 read, identify, analyze, and apply knowledge of the structure, elements, and
meaning of nonfiction or informational material and
provide evidence from the
text to support their understanding.
12.2.1
identify, describe, and apply knowledge of the structure of the English language
and standard English conventions for sentence
structure, usage, punctuation,
capitalization, and spelling.
12.2.3
demonstrate improvement in organization, content, word choice, voice, sentence
fluency and standard English conventions after
revising and editing their
compositions.
12.2.4
use a variety of forms to write for different audiences and purposes.
Mathematics:
By
the end of first grade, students will:
1.1.2
communicate the mathematical relations of the number system.
By
the end of fourth grade, students will:
4.3.1
estimate, measure, and solve problems using metric units for linear
measure, area, mass/weight, and capacity.
4.3.3
tell correct time to the
minute on an analog clock.
Essential Learnings
FL K12.5.1: Students apply language skills and cultural knowledge within and beyond the school setting.
Beginning:
Identify the target language in the student’s
daily life.
Developing: Respond
to the target language encountered in the student’s daily
life.
Learning Scenario
Nebraska Students
Contexts/Outcomes:
Students apply language skills and cultural knowledge by creating a student survey focusing on daily life.
Activity Summary:
Before creating the student survey, students will research various cultures in Nebraska and gain knowledge of the locations of those cultures. Students can read stories, search the Internet for information, and interview individuals. Students will draft survey questions pertinent to the daily life of the various cultures represented. The survey will be sent via e-mail to schools across Nebraska where student populations represent various cultures. Students will calculate percentages and totals, and compile and analyze results. Students can also create a web site to share results of the survey with Nebraska students.
Assessment:
Survey, chart/graph, role-play a typical day in the life of an e-mail peer, write a feature news article reporting the results of the survey, web site.
Link to L.E.A.R.N.S.
Reading/Writing:
By the end of first grade, students will:
1.1.1
read and
write most of the words they speak and use.
1.1.4 read and comprehend print and demonstrate the
understanding that reading (like conversation) communicates meaning.
1.1.5
respond
to literature.
1.1.7 write
(print) about experiences, stories, people, objects, and events.
By the end of fourth grade, students will:
4.1.1
draw on a variety of strategies to read and understand unfamiliar words
and phrases.
4.1.4 locate, access, and
evaluate resources to identify appropriate information.
4.1.5 identify characteristics
of different types of text.
4.1.8 identify similar ideas across a variety of
narratives and stories.
4.2.4
use a variety of forms to write for different audiences and purposes.
4.2.5
use self-generated questions, note-taking, summarizing, and outlining to
enhance learning.
4.4.1 gain information or
complete tasks by listening.
By the end of eighth grade, students will:
8.1.1
identify
the basic facts and essential ideas in what they have read or viewed.
8.1.2 identify
characteristics of different types of text.
8.1.6
identify
similar ideas across a variety of narratives and stories.
8.2.4 use a
variety of forms to write for different audiences and purposes.
8.2.5
use self-generated questions, note-taking, summarizing, and outlining to
enhance learning.
8.3.1 pose questions and contribute their own information
or ideas in class discussions in order to acquire new knowledge.
8.4.1 apply listening skills in a variety of settings.
By the end of twelfth grade, students will:
12.1.2
locate, access, and evaluate resources to identify appropriate
information.
12.1.3 identify, analyze, and apply
knowledge of characteristics of different types of text.
Chart Aligning
Foreign Language Essential Learnings
with
Nebraska L.E.A.R.N.S.
Nebraska L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards) identifies what students in our schools are to know and be able to do in Reading/Writing (R/W), Mathematics (M), Science (S), and Social Studies/History (SS/H) by the end of first grade, fourth grade, eighth grade, and twelfth grade. The numbers on the following chart direct the reader to a specific standard within the L.E.A.R.N.S. document. For example, find Communication FL K12.1.1 under Reading/Writing 5-8 and look for the code 8.1.7. The code 8.1.7 means grade eight, topic strand or section one, the seventh standard.
Aligning Foreign Language and Standards
|
Reading/Writing |
K-1 |
2-4 |
5-8 |
9-12 |
Mathematics |
K-1 |
2-4 |
5-8 |
9-12 |
Science |
K-1 |
2-4 |
5-8 |
9-12 |
Social Studies/ History |
K-1 |
2-4 |
5-8 |
9-12 |
|
Communication FL K12.1.1 |
1.1.5 |
4.1.1 |
8.1.2 |
12.3.2 |
Communication FL K12.1.1 |
1.6.3 |
4.5.1 |
8.5.1 |
12.5.5 |
Communication FL K12.1.1 |
1.1.1 |
4.1.2 |
|
|
Communication FL K12.1.1 |
1.2 |
4.4 |
8.4.9 |
12.2.4 |
|
1.1.7 |
4.1.2 |
8.1.7 |
|
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4.2.1 |
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1.23 |
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12.2.5 |
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4.1.4 |
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1.29 |
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12.2.14 |
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4.1.5 |
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1.30 |
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12.3.17 |
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4.1.8 |
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4.2.4 |
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4.3.1 |
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4.4.1 |
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Communication FL K12.1.2 |
1.1.1 |
4.1.1 |
8.1.1 |
12.1.1 |
Communication FL K12.1.2 |
1.6.1 |
|
|
|
Communication FL K12.1.2 |
1.2.1 |
4.2.1 |
8.1.1 |
12.2.1 |
Communication FL K12.1.2 |
1.4 |
4.21 |
8.1.10 |
12.1.10 |
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1.1.4 |
4.1.2 |
8.1.2 |
12.1.2 |
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1.6.2 |
4.6.2 |
8.2.1 |
12.6.2 |
1.6 |
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8.2.7 |
12.2.1 |
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1.1.5 |
4.1.3 |
8.1.7 |
12.1.6 |
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8.6.2 |
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1.8 |
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8.3.10 |
12.2.4 |
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1.3.1 |
4.1.4 |
8.2.4 |
12.2.5 |
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1.23 |
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12.3.17 |
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4.1.5 |
8.3.1 |
12.3.1 |
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12.3.18 |
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4.1.7 |
8.3.2 |
12.3.2 |
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4.2.4 |
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4.3.2 |
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Communication FL K12.1.3 |
1.1.1 |
4.1.1 |
8.1.1 |
12.1.1 |
Communication FL K12.1.3 |
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Communication FL K12.1.3 |
1.2.1 |
4.2.1 |
8.1.1 |
12.2.1 |
Communication FL K12.1.3 |
1.1 |
4.4 |
8.4.9 |
12.1.11 |
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1.1.4 |
4.1.2 |
8.1.2 |
12.1.2 |
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1.6.2 |
4.6.2 |
8.2.1 |
12.6.2 |
1.6 |
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12.2.14 |
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1.1.5 |
4.1.3 |
8.2.4 |
12.2.5 |
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8.6.2 |
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1.8 |
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12.3.17 |
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1.3.1 |
4.1.4 |
8.3.2 |
12.3.1 |
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12.3.18 |
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4.2.4 |
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12.3.2 |
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4.3.2 |
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4.4.1 |
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Culture FL K12.2.1 |
1.1.7 |
4.1.8 |
8.1.6 |
12.1.1 |
Culture FL K12.2.1 |
1.1.3 |
4.3.1 |
8.4.6 |
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Culture FL K12.2.1 |
1.7.1 |
4.7.1 |
8.7.1 |
12.7.1 |
Culture FL K12.2.1 |
1.1 |
415 |
8.4.9 |
12.1.10 |
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8.1.7 |
12.1.4 |
1.6.3 |
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1.7.2 |
4.7.2 |
8.7.2 |
12.7.2 |
1.7 |
12.2.4 |
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12.1.8 |
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1.8.1 |
8.7.3 |
12.7.3 |
1.17 |
12.2.6 |
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8.7.4 |
12.7.4 |
1.20 |
12.2.7 |
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12.7.5 |
1.23 |
12.2.10 |
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12.7.6 |
1.30 |
12.2.11 |
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12.3.17 |
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Culture FL K12.2.2 |
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4.1.5 |
8.1.6 |
12.1.4 |
Culture FL K12.2.2 |
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12.2.3 |
Culture FL K12.2.2 |
1.8.1 |
4.4.3 |
8.8.3 |
12.8.3 |
Culture FL K12.2.2 |
1.1 |
44 |
8.1.2 |
12.1.5 |
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4.1.8 |
8.1.7 |
12.1.8 |
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12.5.5 |
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4.8.1 |
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1.10 |
4.8 |
8.4.7 |
12.2.9 |
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1.12 |
4.10 |
12.2.12 |
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