Identify the Georgia state academic standards for one course (Math or Science). An example would be the Algebra 1 course for a math teacher. (If possible, include a link to your content area standards. If your state does not have standards for your content area, refer to the national standards.) After reviewing the standards for the course, describe the standards and assess their thoroughness and clarity. Do you think these standards are relevant to students? Discuss how the standards prepare students for the rigor of college, career, and citizenship. How do the standards contribute to increased content knowledge and potential professional skills?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Georgia State Academic Standards for Algebra I
Overview of Standards
The Georgia Standards of Excellence (GSE) for Mathematics outline the expectations for student learning in Algebra I. These standards provide a framework for what students should know and be able to do at the end of the course. The standards emphasize conceptual understanding, procedural fluency, and application of mathematical concepts.
Link to Standards: Georgia Mathematics Standards
Description of the Standards
The Algebra I standards cover several key areas, including:
1. Algebraic Expressions and Operations: Students are expected to understand and manipulate algebraic expressions, including simplifying expressions and solving equations.
2. Functions: The standards emphasize the concept of functions, including linear functions, quadratic functions, and their properties. Students learn to interpret and model relationships using functions.
3. Equations and Inequalities: Students learn to solve various types of equations and inequalities, both algebraically and graphically.
4. Statistics and Probability: The standards include understanding data representation, measures of central tendency, and basic probability, which are essential for making informed decisions based on data.
5. Modeling with Mathematics: Students are encouraged to apply their mathematical understanding to real-world situations, enhancing their problem-solving skills.
Assessment of Thoroughness and Clarity
The GSE for Algebra I are comprehensive and well-structured, providing clear expectations for both teachers and students. Each standard is defined with specific learning targets, which helps educators design their lessons accordingly. The clarity of the language used in the standards makes it accessible for both teachers and students.
However, while the standards provide a solid foundation, some educators may find that additional resources or exemplars would enhance understanding and implementation. For instance, incorporating sample problems or project ideas could help bridge the gap between theoretical knowledge and practical application.
Relevance to Students
The relevance of these standards to students is significant. Algebra I serves as a gateway course that lays the groundwork for higher-level mathematics and other disciplines. Understanding algebraic concepts is crucial not only for success in advanced math courses but also for everyday problem-solving situations. Moreover, the skills gained in this course are applicable across various fields such as science, economics, engineering, and many others.
Preparation for College, Career, and Citizenship
The Algebra I standards prepare students for the rigor of college by equipping them with essential mathematical skills necessary for higher education courses. Colleges often require students to have a strong foundation in algebra as it is fundamental in STEM fields. The ability to analyze data and understand relationships through functions is critical for many college programs.
In terms of career readiness, the standards promote critical thinking and problem-solving skills that are highly valued in the workforce. Employers seek individuals who can interpret data, make informed decisions, and model real-world scenarios mathematically.
Moreover, the standards foster citizenship by encouraging students to become informed consumers and critical thinkers. Understanding statistics and probability can help students evaluate information presented in media or public policy discussions.
Contribution to Content Knowledge and Professional Skills
The GSE for Algebra I not only enhances students’ content knowledge but also develops professional skills such as analytical thinking, collaboration, and communication. By engaging in group problem-solving activities or projects related to real-world applications of algebra, students can develop teamwork skills that are essential in any career.
Furthermore, as students progress through the standards, they build confidence in their abilities to tackle complex problems. This confidence is vital for academic success and professional growth.
Conclusion
In summary, the Georgia Standards of Excellence for Algebra I provide a robust framework for student learning that is relevant and applicable to everyday life. The thoroughness and clarity of the standards ensure that students are well-prepared for future academic endeavors, career opportunities, and becoming responsible citizens. By fostering both content knowledge and professional skills, these standards play a crucial role in shaping well-rounded individuals ready to face the challenges of the modern world.
