American Sign Language: Grade 11

Other Indiana World Languages and International Education sets

• American Sign Language: Kindergarten
• American Sign Language: Grade 1
• American Sign Language: Grade 2
• American Sign Language: Grade 3
• American Sign Language: Grade 4
• American Sign Language: Grade 5
• American Sign Language: Grade 6
• American Sign Language: Grade 7
• American Sign Language: Grade 8
• American Sign Language: Grade 9
• American Sign Language: Secondary: Advanced
• American Sign Language: Secondary: Intermediate
• American Sign Language: Secondary: Novice
• Classical-Modern Languages: Advanced
• Classical-Modern Languages: Intermediate
• Classical-Modern Languages: Novice
• East Asian Languages: Advanced
• East Asian Languages: Intermediate
• East Asian Languages: Novice
• Heritage Language Learners
• American Sign Language: Grade 10
• Workplace Spanish Standards: Grades 10-12
• American Sign Language: Grade 12

I can observe activities enjoyed by Deaf teenagers, such as sports, dance, games, and entertainment, and examine the social norms that underlie these activities. Examples: D-PAN (Deaf Professional Arts Network) attending a local, state, or regional Deaf sports tournament.11.2C.RC.1

I can discuss Deaf social, political, and educational institutions and their influences on Deaf culture and related issues. Examples: Examining the competing interests of the National Association of the Deaf and the Alexander Graham Bell Association; comparing how differences in education affect cultural identification; discussing the positive and negative implications of living in a tight-knit community. 11.2C.RC.2

I can explore the common patterns of resistance to, acceptance of, and eventual self-identification with Deaf culture as experienced by the majority of Deaf people. Examples: Examining the oral-to-ASL user phenomenon; analyzing the historical and contemporary benefits of identifying with the Deaf community; discussing how the shared experience of oppression encourages mutual support among Deaf people.11.2C.RC.3

I can explain Deaf culture to interact in a culturally appropriate manner with Deaf people in a variety of contexts. Examples: Visiting formal and informal Deaf community events open to the public; knowing how to alert Deaf people to environmental sounds and noises; interacting with Deaf customers or coworkers in the workplace. 11.2C.RC.4

I can identify patterns of behaviors and / or interaction in the context of Deaf culture. Examples: Observing patterns in ASL films; viewing personal vlogs and online news presented in ASL; reading printed materials about Deaf culture such as NAD Mag or Deaf Life. 11.2C.RC.5

I can learn about and participate in activities enjoyed by young Deaf adults, such as games, sports, ASL music, and entertainment. Examples: Playing the winking game; viewing ASL films; attending local Deaf sport events.11.3C.IP.1

I can interact in a culturally appropriate manner with Deaf people of various backgrounds. Examples: Welcoming guest speakers; participating in field trips; interacting with community members at Deaf events.11.3C.IP.2

I can analyze and reflect on expressive products of Deaf culture, such as stories, poetry, art, and literature, and explore the ways these products depict the lifestyles and the diverse perspectives of Deaf people. Examples: Analyzing Betty Miller’s Ameslan Prohibited; viewing Bird of A Different Feather; critically examining works by Evon Black, Debbie Rennie, and Ella Mae Lentz.11.3C.IP.3

I can show critical thinking in identifying and analyzing films, commercials or documentaries about Deaf people and evaluate the cultural patterns and social behaviors they demonstrate. Examples: Analyzing misrepresentations of Deaf people and Deaf culture in historical and contemporary films; identifying distinctive viewpoints unique to Deaf culture; comparing materials produced by Deaf and hearing individuals.11.3C.IP.4

I can expand their knowledge of the private and public life of Deaf people as they view and interpret authentic materials. Examples: Viewing personal ASL vlogs; analyzing position and advocacy statements presented in ASL; reading Deaf magazines and newspapers.11.3C.IP.5

I can understand and describe significant contributions of Deaf Americans to history, the arts, sciences, literature and other fields. Examples: Reading poetry and other works written in English by Deafblind poet John Lee Clark; investigating the life of the Deaf explorer, Edmund Booth; understanding the accomplishments of well-known actors, such as Phyllis Frelich, Marlee Matlin, or Nyle Dimacro.11.3C.MC.1

I can exchange views in ASL on topics from other content classes. Examples: Comparing the pros and cons of recycling; describing the characters and plot of a novel; explaining how different perspectives and angles in photography influence meaning. 11.3C.MC.2

I can expand their knowledge of world history, politics, and economics by studying relevant events in the Deaf world. Examples: Comparing employment patterns of Deaf and hearing people; debating whether political candidates have records considered to be Deaf friendly; sharing information about taxes and the economy. 11.3C.MC.3

I can present reports in ASL on topics being studied in other classes. Examples: Presenting on the immigration and citizenship process; discussing the effects of climate change around the world; creating news broadcasts of current events.11.3C.MC.4

I can make connections with information from other class subjects with content information available in the ASL classroom. Examples: Investigating the concept of Deaf Space in architecture; developing Deaf Understanding Week materials; hosting a panel discussion on current issues relevant to the Deaf community.11.3C.MC.5

I can recognize that lexicalized signs undergo changes in meaning and form in ASL. Examples: Analyzing differences between a fingerspelled word and a lexicalized sign; comparing the reasons a fingerspelled English word may be used rather than an established sign; researching reactions to introductions of new words borrowed from English.11.4C.LC.1

I can demonstrate understanding that the visual basis of ASL influences meaning, with the implication that many words, phrases, idioms, and figurative expressions do not translate directly from one language into another and vice versa. Examples: Analyzing the concept of run (running water vs. running on foot vs. a runny nose); researching iconic and arbitrary signs.11.4C.LC.2

I can analyze elements of ASL, such as time and tense formation, and compare them to linguistic elements in English. Examples: Analyzing how location conveys gender in certain signs; investigating number incorporation with pronouns; comparing differences in how time, number, and gender are expressed in depiction.11.4C.LC.3

I can demonstrate understanding that ASL principles of word order may differ from their own language and hypothesize about how this may or may not reflect the ways in which Deaf culture organizes information and views the world. Examples: Comparing sentence structure options and topicalization; discussing why time and place generally precedes action in ASL; analyzing the role classifiers have in sentence structure.11.4C.LC.4

I can demonstrate understanding of the difficulties that ASL presents to English speakers as well as the difficulties English presents to ASL users by analyzing and comparing linguistic differences. Examples: Analyzing the difficulty of interpreting classifier descriptions into English; examining the impact eye gaze shifts have on a message; comparing subtle differences between groups of related words and signs.11.4C.LC.5

I can use ASL to communicate with members of the Deaf community about personal interests or community and world events. Examples: Creating an ASL vlog post about community news; visiting ASL internet-based chat rooms to discuss topics important to Deaf peers; making plans to attend a Deaf-related performance.11.5C.SG.1

I can use ASL to interact with or help newcomers to the school and community. Examples: Serving as a mentor to a Deaf newcomer at school; volunteering to assist recent Deaf immigrants to the local area; providing outreach to hearing families with young Deaf children.11.5C.SG.2

I can participate in school-to-work projects or career-exploration activities in fields that require proficiency in ASL. Examples: Exploring a summer volunteer project at a Deaf cultural center and/or summer camps for the Deaf; investigating degree programs that offer advanced ASL studies; attending a career fair with a group of Deaf peers.11.5C.SG.3

I can communicate in ASL with Deaf community members from other countries about specific issues related to the local community. Examples: Interviewing Deaf people about their impressions of the attitudes of society at large in the United States; giving a presentation on differences between ASL and other foreign sign languages; volunteering at a local Deaf agency.11.5C.SG.4

I can give a performance at a school or community event. Examples: Participating in a Deaf Understanding Week skit; acting in a play with Deaf peers; sharing original ABC, handshape, and number stories.11.5C.SG.5