Post on 24-Dec-2021
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Required Material for Summative Evaluation #1
Subject: ELA
Grade Subject Standards Topics Learning Outcomes Resources
Grade 12 ELA RL.11-12.1
Cite strong and thorough
textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text, including
determining where the
text leaves matters
uncertain.
RL.11-12.2
Determine two or more
themes or central ideas
of a text and analyze
their development over
the course of the text,
including how they
interact and build on one
another to produce a
complex account;
provide an objective
summary of the text.
RL.11-12.3
Analyze the impact of
the author’s choices
regarding how to develop
and relate elements of a
story or drama.
RL.11-12.4
Determine the meaning
of words and phrases as
they are used in the text,
including figurative and
The Epic of Beowulf
The Pardoner’s Tale
- I can locate and summarize strong
and thorough evidence in the text to
support my analysis of what the text
says.
- I can draw conclusions based on what
the text suggests implicitly.
- I can analyze how central ideas of a
text are shaped, refined, and
complicated by specific details.
- I can analyze the specific choices an
author makes to develop and relate
elements of a story and discuss the
impact these choices have on the
overall work.
- I can trace how complex characters
develop over the course of a text.
- I can determine the meanings of
words and phrases as they are used in
a text.
- I can distinguish between the
figurative and connotative meanings
of words as they are used in a text.
- I can recognize satire, sarcasm, irony,
and understatement in a text.
Student’s Textbook
Into Literature
(Pages 9-23)
A Booklet provided
by teacher in class
(Shared on
Microsoft
Teams/Files)
Padlet Lessons (PDF
Documents shared
on Teams in a folder
named “Padlet
Lessons”)
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connotative meanings;
analyze the impact of
specific word choices on
meaning and tone.
RL.11-12.6
Analyze a case in which
grasping point of view
requires distinguishing
what is directly stated in
a text from what is really
meant (e.g., satire,
sarcasm, irony, or
understatement).
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Subject: Math
Grade Subject Standards Topics Learning Outcomes Resources
12 Calculus
and
AP-Calculus
CMS IF-1
Estimate a limit
using a numerical
and graphical
approach.
LC.1.C.5: Identify
and classify
graphically,
algebraically, and
numerically if a
discontinuity is
removable or non-
removable; identify
the three conditions
that must exist in
order for a function
to be continuous at x
= a
Limits
Continuity
I CAN Evaluate the limit of a
function by using a graphical
approach.
I CAN evaluate the limit of a
piece wise function at a certain
value of x = a by using the
substitution.
I CAN explain the existence of
the limit of a piece -wise
function by using the
definition.
I CAN explain the existence of
the limit of a function by using
indeterminate form.
I CAN evaluate the limit of a
rational function at a certain
value of x = a by using
factoring.
I CAN explain the existence of
the limit of a function
graphically by using the
definition.
I CAN evaluate the limit of a
function at a certain value of x
= a by using rationalizing.
I CAN evaluate the limit of
trigonometric functions at a
certain value of x = a by using
.
I CAN explain the existence of
the limit of a trigonometric
Students’
notebook +
Textbook +
PowerPoint on
the MS team
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function by using the
definition.
I CAN find points of
continuity of a function by
using the graph.
I CAN discuss the continuity
of a function at a point by
using the definition.
I CAN identify the points of
continuity of a rational
function by using the domain
of a rational function.
I CAN identify the points of
continuity of a square root
function by using the domain
of a square root function.
I CAN discuss the continuity
of a function on a closed
interval by using one-sided
limit.
12 Consumer
Math 2 SCP.A.1
Describe events as
subsets of a sample
space (the set of
outcomes) using
characteristics (or
categories) of the
outcomes, or as
unions, intersections,
or complements of
other events (“or,”
“and,” “not”).
Sets and Counting
Principle
Permutation and
Combination
I can perform the operations of
union, intersection and
complement on sets by using
proper notation.
I can draw and interpret Venn
diagrams of set relations and
operations by using Venn
diagrams to solve problems.
I can determine the cardinality
of a given set by using proper
notation.
I can solve counting problems
by using the Multiplication
Students’
Notebook +
Power Points on
MS Teams +
Homework
worksheets
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S.CP.2
Understand that two
events A and B are
independent if the
probability of A and
B occurring together
is the product of
their probabilities,
and use this
characterization to
determine if they are
independent
S.CP.A.3 Understand the
conditional
probability of A
given B as P(A and
B)/P(B), and
interpret
independence of A
and B as saying that
the conditional
probability of A
given B is the same
as the probability of
A, and the
conditional
probability of B
given A is the same
as the probability of
Probability of
Dependent and
Independent Events
Conditional
Probabilities
Probability
(Addition Rule)
Probability
(Compound
Events)
Principle.
I can find the number of an
arrangement of n distinct
objects by using factorial.
I can find the number of an
arrangement of n distinct
objects taken r objects by using
permutation.
I can find the number of
combinations of n distinct
objects taken r objects without
repetition by using
combination.
I can find the probability of
two dependent events by using
the product rule.
I can find the probability of
two independent events by
using the product rule.
I can find the probability of
three or more dependent events
by using the product rule.
I can find the probability of
three or more independent
events by using the product
rule.
I can understand Conditional
Probabilities by using Two-
Way Frequency Table.
I can distinguish between
conditional probability P(A/B)
based on the new sample space
B and P(A and B) and P(B)
based on the sample space S by
using Two-Way Frequency
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B.
S.CP.B.7 Apply the Addition
Rule, P(A or B) =
P(A) + P(B) - P(A
and B), and interpret
the answer in terms
of the model.
S-CP.B.9
Use permutations
and combinations to
compute
probabilities of
compound events
and solve problems
Table.
I can find conditional
probabilities by using Ven-
Diagram.
I can interpret on probabilities
by using counting principles
rules.
I can find the probability of an
event by using the addition
rule.
I can distinguish between the
addition and product
probabilities by solving more
examples.
I can find probability of an
event by using combination
and permutation.
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Subject: Science
Grade Subject Standards Topics Learning Outcomes Resources
Grade 12
AP Biology
HS-LS1-1.
Construct an
explanation based
on evidence for
how the structure
of DNA
determines the
structure of
proteins which
carry out the
essential functions
of life through
systems of
specialized cells.
Lesson 2: DNA Structure Chap. 10 Section 2
I CAN Evaluate the contributions of Franklin and Wilkins in helping Watson and Crick discover DNA’s double helix structure. I CAN Describe the general structure of DNA. I CAN Describe the detailed structure of DNA and the three parts of a nucleotide. I CAN Summarize the role of covalent and hydrogen bonds in the structure of DNA. I CAN State the types of nitrogenous bases and differentiate between them. I CAN Explain the base-pairing rules: “Chargaff’s rule”. I CAN Relate the role of the base-pairing rules to the structure of DNA.
Study the PowerPoint presentation “DNA Structure” carefully in details. Make sure that during studying you are covering all the learning outcomes. (The learning outcomes are put in order of study) Review the worksheet “DNA Structure” (Try to solve the worksheet alone after studying the PowerPoint without looking at its correction then correct to yourself) Watch the videos for more details (videos are uploaded on Microsoft Teams files class materials DNA structure videos) Note: By linking all the information together you can answer high thinking critical questions. Study the PowerPoint presentation “DNA Replication” carefully in details. Make sure that during studying you are covering all the learning outcomes. (The learning outcomes are put in order of study)
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Lesson 3: DNA Replication Chapter 10 Section 3
I CAN Define the polarity of the 2 antiparallel DNA strands I CAN Describe the structure of the replication eye bubble I CAN Differentiate between prokaryotic and eukaryotic replication eye bubble I CAN Explain the detailed role of the replicative machinery crew that initiate the DNA Replication
Review the worksheet “DNA Replication” 1 and “DNA Replication” 2 (Try to solve the worksheet alone after studying the PowerPoint without looking at its correction then correct to yourself) Watch the videos for more details (videos are uploaded on Microsoft Teams files class materials DNA Replication videos) Note: By linking all the information together you can answer high thinking critical questions. Study the PowerPoint presentation “DNA Transcription” carefully in details. Make sure that during studying you are covering all the learning outcomes. (The learning outcomes are put in order of study) Review the worksheet “DNA Transcription” (Try to solve the worksheet alone after studying the
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I CAN Recall the events happening in the DNA Replication Initiation I CAN Explain the detailed events happening in the DNA Replication Elongation and Termination I CAN State the role of enzymes in the replication of DNA I CAN Identify the errors that may happen during DNA replication by searching for them I CAN Explain damage that may happen to the DNA during replication by watching a video I CAN list the types of mutation that may occur during DNA replication by analysing a written document. I CAN relate each mutation to the effect that it may cause by watching a video. I CAN illustrate the function of DNA polymerase in proofreading by watching a
PowerPoint without looking at its correction then correct to yourself) Watch the videos for more details (videos are uploaded on Microsoft Teams files class materials DNA transcription videos) Note: By linking all the information together you can answer high thinking critical questions. All notes in the copybook. All files (Worksheets, Chapter review problems…) shared on MS Teams.
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Lesson 4: Synthesis “Transcription” Chapter 10 Section 4
video. I CAN Model the process of proofreading by sketching it on a well-designed paper/word document. I CAN recall the cell cycle check points by searching I CAN relate the cell cycle check points to the proofreading function of DNA polymerase I CAN outline the flow of genetic information from DNA to proteins (Central Dogma) by using descriptive figures I CAN Describe the function of the cell organelles that are responsible for protein synthesis using descriptive figures I CAN Differentiate between DNA and RNA by tabulating the similarities and the differences.
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
HRW: Chapter 14: Acids and Bases Section 1: Properties of Acids and Bases Page 451 – 461 Chapter 14: Acids and Bases Section 2: Acid Base Theories Page 460 – 464 Chapter 14: Acids and Bases Section 3: Acid Base Reactions Page 465 - 471 All revision material found on padlet: https://padlet.com/skhalife28/Bookmarks
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Grade 12
Physics
HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational
and electrostatic
forces between
objects.
- Electric Charge (16.1)
- Electric Force (16.2)
- I CAN identify the basic properties of electric charges by determining their source.
- I CAN calculate the quantity of charge contained in an object by identifying the positive and negative elementary charges.
- I CAN differentiate between electric conductors and electric insulators by comparing their properties.
- I CAN describe the different methods of charging an object based on their properties.
- I CAN calculate the final charge of objects after charging them by conduction.
- I CAN add and subtract vectors graphically.
- I CAN perform vector operations in vector notation.
- I CAN add vectors algebraically.
- I CAN convert vector representations from
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vector notation to magnitude and angle notation and vice versa.
- I CAN describe the relationship among the electric force, 2 charged objects, and the distance separating them.
- I CAN calculate the electric force using Coulomb’s Law.
- I CAN compare electric force to gravitational force using Newton’s law for universal gravitation.
- I CAN calculate the net electric force on an electric charge by using the superposition principle (linear system).
- I CAN determine the equilibrium position of a charge by using Coulomb’s law.
- I CAN sketch the net force on a charge by adding vectors graphically.
- I CAN calculate the net electric force on an electric charge by
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Grade 12
AP
Chemistry
HS-PS1-2.
Construct and
revise an
explanation for the
outcome of a
simple chemical
reaction based on
the outermost
electron states of
atoms, trends in
the periodic table,
and knowledge of
the patterns of
Chapter 14: Acids
and Bases Section 1:
Properties of Acids
and Bases
using the superposition principle (2D).
- I CAN compare electric force of charges in vacuum vs charges placed in a medium.
- I CAN calculate the electric force in a medium by using relative permittivity.
I CAN identify at least 5
general properties of aqueous
acids and bases by conducting
research online.
I CAN categorize food,
drinks, and other products
from our daily lives as either
acid or base by describing
their properties.
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chemical
properties.
I CAN distinguish between
common binary acids and
oxyacids by using their
chemical formula.
I CAN differentiate between
strong and weak oxyacids by
analyzing the number of
oxygen atoms surrounding
the central atom.
I CAN identify 5 acids
commonly used in industry
and the laboratory by
researching real life
examples. I CAN explain at least 2 uses
for each of the 5 acids by
researching their uses in our
daily lives.
I CAN define acid and base
by referring to the Arrhenius
theory of ionization
I CAN explain how aqueous
solutions of H2SO4, H3PO4
and HNO3 differ from one
another by referring to the
number of hydronium ions
produced in each case.
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Chapter 14: Acids
and Bases Section 2: Acid
Base Theories
I CAN construct ionization
equations in a series of steps
for common polyprotic acids.
I CAN detect and compare
monoprotic, diprotic and
triprotic acids by identifying
the number of hydrogens in
the acid molecule that can be
donated.
I CAN compare and detect
Lewis acids and bases from a
given equation by analyzing
which compound
donates/accepts electron pair
forming a covalent bond.
I CAN formulate and
determine compounds that are
acids under the Lewis
definition but not acids under
the Bronsted Lowry
definition by drawing and
annotating Lewis dot
diagrams.
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Chapter 14: Acids
and Bases Section 3: Acid
Base Reactions
I CAN describe a conjugate
acid/ base using acid base
equations
I CAN evaluate the strength
of an acid or base by pairing
the acid with its conjugate
base or base with its
conjugate acid.
I CAN define and describe
amphoteric compounds by
observing its behavior in
reactions
I CAN explain why an
oxyacid compound is
strong or weak by referring
to the strength of polarity
due to the no. of oxygen
atoms surrounding the central
atom.
I CAN construct balanced
neutralization reactions by
applying the neutralization
definition
I CAN explain the process
of neutralization by
analyzing the full ionic
equation of acids and bases
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Subject: Arabic A
Grade Subject Standards Topics Learning Outcomes Resources
1.3.2 لغة عربة الثان عشرأن مرأ المتعلم نصوصا
شعرة وأعمالا نثرة متنوعة وحللها وممها، ودمج الفكر الممدمة فها لبناء معرفة وفهم جددن عن الفكرة المحورة،
والرسائل المضمنة ف .الأعمال الأدبة
1.1.2
حدد المتعلم الفكر أن الرئسة والتفاصل المساندة الت تسهم ف توضح الفكرة الرئسة، أو الرسالة العامة،
أو الدروس الممدمة ف .النصوص الأدبة
.
2.2.6 أن تعرف المتعلم المفاهم
النحوة والصرفة وستخدمها استخداما صححا
.
:المراءة والبلاغةري: لصدة )أرق نص شع
على أرق( للمتنب
لصة لصرة: )نظرة خارج النافذة( للكاتبة لندا فون،
:المواعد النحوة :الجملة الاسمة
من 88إلى 31من ص
كتاب التطبمات النحوة، ومذكرة الأسبوع الثان عشر، وملف )الجملة
الاسمة( فclass material
أحدد الصور البانة والمحسنات البدعة أستطع أن -
.وأبن لمتها الفنة من خلال ربطها بالمعنىأستطع أن أحلل فكر النص من خلال ربطها برؤة -
.الشاعر
أستطع أن أتتبع الأثر الذي تركه أسلوب الكاتب -
لإصال الفكرة للمارئ من خلال ألوال وأفعال .الشخصات
ز لأدوات الت تساعدنا على فهم فكرة أستطع أن أم -
.المصة من خلال تتبع أسلوب الكاتبأستطع أن أحدد عناصر الجملة الاسمة من خلال -
.الأمثلة والنصوصأستطع أن أدرن التغرات الت تطرأ على ترتب -
.عناصر الجملة من خلال التمدم والتأخر
نص شعري: لصدة )أرق على أرق(
للمتنب، الأبات من ص من كتاب 05إلى 44
التطبمات اللغوة، ومذكرة الأسبوع
الخامس، وملف )أرق class على أرق( ف:
material
لصة لصرة: )نظرة خارج النافذة( للكاتبة
08لندا فون، من ص
من كتاب 66إلى
التطبمات اللغوة، ومذكرة الأسبوع الثان،
وملف )نظرة خارج النافذة( ف:
class material
:الجملة الاسمةمن 88إلى 31من ص
كتاب التطبمات النحوة، ومذكرة الأسبوع الثان عشر، وملف )الجملة
الاسمة( فclass material
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Subject: Arabic B
Grade Subject Standards Topics Learning Outcomes Resources
لغة عربة للناطمن الثان عشربغرها المستوى
الأول
المستوى الثان
المستوى الثالث
ستطع المارىء أن فهم الفكرة الرئسة والتفاصل
الداعمة ف موضوعات متنوعة مألوفة وغر مألوفة كما مدر أن فهم نصوصا
سردة ووصفة ذات فمرات أزمنة متعددة تحتوي على
.مختلفة
ستطع الكاتب أن كتب ف نطاق واسع من مواضع
أكادمة وتخصصة وعامة كما ستطع أن عبر عن
تجارب وأحداث ف أزمنة مختلفة مستخدما فمرات
مستفضة ومترابطة ومنظمة تنظما جدا
.
ستطع المارىء أن فهم
بعض المعلومات والتفاصل ة ف نصوص لصرة وبسطعندما تكون الموضوعات
مألوفة.
ستطع الكاتب أن كتب نصوصا لصرة وبسطة عن مواضع مألوفة لده ومدم
معلومات باستخدام سلسة من .الجمل البسطة
ستطع المارىء تعرف عدد من الحروف والحركات
وبعض الكلمات والعبارات
: لراءةدرس " حكاات كروة
"ملهمة
كتابة : .النعت والمنعوت .أسماء الإشارة
.الضمائر
لراءة : درس " رحلة ف ."مدنة الجمال
كتابة : .أسلوب التفضل .حروف الجر
ب –لراءة : الحروف " أ –ح –ج –ث –ت –
.ستطع المتعلم أن حلل النص -ستطع المتعلم أن مز معان المفردات الجددة -
الواردة ف النص
. ستطع المتعلم أن حدد أوجه التطابك بن النعت -
.والمنعوتالمتعلم أن صوغ جملا صححة تتضمن ستطع -
.النعت والمنعوت بشكل سلمستطع المتعلم أن ستخدم أسماء الإشارة استخدام -
.صححستطع المتعلم أن مز الضمائر المتصلة –
.والمنفصلة
.ستطع المتعلم أن حلل النصستطع المتعلم أن فسر معان المفردات الجددة -
ف النصالواردة . ستطع المتعلم أن صوغ جملا صححة تتضمن -
.أسلوب التفضلستطع المتعلم أن ستنبط حروف الجر والأسماء -
.المجرورة من الجمل بشكل سلمستطع المتعلم أن مز استخدامات حروف الجر ف –
.الجمل بشكل سلم
ستطع المتعلم أن مز مواضع الحروف ف -
لماتالك .
كتاب العربة تجمعنا 30 – 7ص
مذكرة اللغة العربة "حكاات كروة ملهمة
"، " النعت والمنعوت" ، 4-1-8للأسابع ) ).
البوربونت على مولع تمز درس " حكاات
"كروة ملهمة
كتاب العربة تجمعنا 30 – 7ص
لغة العربة مذكرة ال
"رحلة ف مدنة . "الجمال
بوربونت درس رحلة ف مدنة الجمال على
.مولع تمز
مذكرة اللغة العربة 0 – 4-1-8للأسابع ) ).
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
الت تعلمها.
ستطع الكاتب نسخ بعض وف والكلمات المكتوبةالحر
."خ
.أعضاء جسم
كتابة :الأصوات المصرة " فتحة
كسرة –ضمة – " . ."الأصوات الطولة " المد
.ـ ستطع المتعلم أن مز أعضاء الجسم .ستطع المتعلم أن مز الصوت المصر للكلمة - .ستطع المتعلم أن مز الصوت الطول للكلمة -
ستطع المتعلم أن ستنبط الصوت الطول الممابل -
.للصوت المصر .ستطع المتعلم أن كتب كلمات من حروف أمامه -المتعلم أن حدد الكلمة المناسبة للصورةستطع - .
البوربونت على مولع . تمز درس " الحروفبوربونت على مولع .تمز أعضاء جسم
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Subject: Islamic Education A
Grade Subject Standards Topics Learning Outcomes Resources
12 Islamic A ظهر الطالب حفظا متمنا للمرآن الكرم، -2.1.1
ومعرفة بمعانه وعلومه وتطبما لأحكامه
ظهر الطالب فهما وتطبما لآداب الإسلام -1.2.3
الأحكام ظهر الطالب معرفة وفهما لمواعد -1.3.4
.s الشرعة
وقاية المجتمع من الجرائم سورة النور ( 1 -10 )
النون الساكنة والتنوين
الإسلام ينبذ التطرف
الفراق بين الزوجين
.أن فسر مفردات الآات الكرمة -ذكر أسباب نزول الآات الواردة -
ف سورة النور أبن الآثار المترتبة على الزنا -
.أستنتج معنى اللعان والحكمة منه -حدد أحكام النون الساكنة -
.والتنون
.بن الممصود من التطرف -وضح مولف الإسلام من -
.التطرفستنبط الحكمة من تحرم -
.التطرف .حدد أسباب التطرف - .وضح آثار التطرف -
برهن على بطلان شبهات - المتطرفن
الزوجنبن انواع الفراق بن - ف وأحكامه الإسلام آداب أوضح -
. الطلاق استنتج انواع الطلاق والفاظ -
والتفرك الخلع مشروعة أعلل -الماض بأمر .
الزوجن بن الفراق من الحكمة أستنتج
الكتاب المدرس، النسخ المصورة مع
الطالب للدروس .الثلاث الممررة
البوربونت -2
للدروس الممررة الثلاث على ملفات
.التمزولاة المجتمع من )الجرائم الأخلالة،
الإسلام نبذ التطرف الفراق
(بن الزوجن
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Subject: Islamic Education B
Grade Subject Standards Topics Learning Outcomes Resources
12 Islamic B The Holy Quran
and its sciences
Divine Revelation:
2.1.1
A part of the chapter (the prescribed surah) is memorized, showing a general understanding of the meanings of the prescribed surah, applying the etiquette of recitation. 2- Contemporary Issues. 1.2.6- The student shows his understanding for the contemporary issues and trying to find solutions to them based on Islamic principles and provisions. 3- Principles of
1-“Surat An Nur “
Protecting Society against Moral Crimes. 2- Extremism 3-Marital Dissolution Separation between spouses
I can explain the effects of adultery. I can infer the meaning of “oath of
condemnation”. I can explain what is meant by
extremism. I can infer the attitude of Islam
towards extremism. I can explain the types of marital
dissolution. I can identify the etiquette and rulings
towards divorce.
Text Book pages From 10 till 20 33 till 63 All PowerPoints and revision sheets given
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
rulings. 1.3.4 The student shows his knowledge and understanding for the principles of Sharia rulings.
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
Subject: Civics
Grade Subject Standards Topics Learning Outcomes Resources
12 Civics HSS- 12.1.1 Students
explain the fundamental principles and moral values of American
democracy as
expressed in the U.S
Constitution and other
essential documents of American democracy. HSS- 12.1.2
Students explain the fundamental principles and moral values of American
democracy as
expressed in the U.S
Constitutio
- Why
Government
?
- The
Sovereign
State
- Who Rules?
1. I can identify the basic ideas on government from Thomas Hobbes and John Locke.
2. I can trace the development of the idea of the social contract from Thomas Hobbes to John Locke.
3. I can explain the importance of the social contract for both people and government.
4. I can analyze the role of social contract in keeping order and security.
5. I can identify and describe the four features of a state.
6. I can differentiate between a sovereign state and the “states” in the United States by deciding whether the four features of a state apply to each.
7. I can explain the four roles of government.
8. I can analyze the importance of sovereignty for any single country.
9. I can identify major forms of government (autocracy, monarchy, dictatorship, representative and direct democracy, oligarchy, theocracy, anarchy)
- Power Point
Presentatio
ns in
TEAMS.
- Summative
Evaluation 1
Revision
Material in
TEAMS.
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DIS-G Motto: Reaching the best potential of every learner in an inclusive, international environment
n and other essential
documents of American democracy.
10. I can compare the major features of different forms of government. 11. I can identify the relationships between countries in terms of goods and services in the global economy. 12. I can understand that no one country can be independent to make all the things they need without asking the help of other countries.
Subject: MSC No summative assessment will be done. Only ongoing/formative assessments. Subject: French No summative assessment will be done. Only ongoing/formative assessments. Subject: ICT No summative assessment will be done. Only ongoing/formative assessments.