| (D) demonstrate an in-depth understanding of Deaf history
and how it applies to the perspectives of American Deaf culture.
(3) Connections. The student uses ASL to make connections
with other subject areas and to acquire information. The student is
expected to:
(A) use resources and digital technology to gain access
to extensive information about ASL and Deaf culture; and
(B) apply ASL at the advanced proficiency level to
obtain, reinforce, or expand knowledge of other subject areas.
(4) Comparisons. The student expands insight into the
nature of language and culture by comparing the student's own language
and culture to ASL and American Deaf culture. The student is expected
to:
(A) apply ASL at the advanced proficiency level to
demonstrate an understanding of the nature of language through comparisons
of the student's own language and ASL;
(B) apply ASL at the advanced proficiency level to
demonstrate an understanding of the nature of culture through comparisons
of the student's own culture and the American Deaf culture; and
(C) apply ASL at the advanced proficiency level to
demonstrate an understanding of how one language and culture can influence
another.
(5) Communities. The student participates in the Deaf/ASL
community by using ASL. The student is expected to:
(A) apply ASL at the advanced proficiency level in
or out of the school setting through involvement in cultural activities
such as attending Deaf events;
(B) use technology to communicate with the Deaf/ASL
community; and
(C) show evidence of becoming a lifelong learner by
using ASL at the advanced proficiency level for personal enrichment
and career development.
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