VII.
Relevant
National Learning Standards
A.
History
1)
Assess how
increased leisure time promoted the growth of
professional sports, amusement parks and national
parks.
2)
Investigate new forms of popular culture and leisure
activities at different levels of American society.
3)
Distinguish between past, present and future time.
4)
Identify
the temporal structure of a historical narrative or
story: its beginning, middle and end (the latter
defined as the outcome of a particular beginning).
5)
Identify
the author or source of the historical document or
narrative and assess its credibility.
6)
Reconstruct the literal meaning of a historical
passage by identifying who was involved, what
happened, where it happened, what events led to
these developments and what consequences or outcomes
followed.
7)
Identify
the central question(s) the historical narrative
addresses and the purpose, perspective or point of
view from which it has been constructed.
8)
Differentiate between historical facts and
historical interpretations but acknowledge that the
two are related; that the facts the historian
reports are selected and reflect therefore the
historian’s judgement of what is most significant
about the past.
9)
Read
historical narratives imaginatively, taking into
account what the narrative reveals of the humanity
of the individuals and groups involved--their
probable values, outlook, motives, hopes, fears,
strengths and weaknesses.
10)
Appreciate
historical perspectives:--(a) describing the past on
its own terms, through the eyes and experiences of
those who were there, as revealed through their
literature, diaries, letters, debates, arts,
artifacts and the like; (b) considering the
historical context in which the event unfolded--the
values, outlook, options and contingencies of that
time and place; and (c) avoiding
“present-mindedness,” judging the past solely in
terms of present-day norms and values.
11)
Draw upon
data in historical maps in order to obtain or
clarify information on the geographic setting in
which the historical event occurred, its relative
and absolute location, the distances and directions
involved, the natural and man-made features of the
place, and critical relationships in the spatial
distributions of those features and historical event
occurring there.
12)
Utilize
visual, mathematical, and quantitative data
presented in charts, tables, pie and bar graphs,
flow charts, Venn diagrams, and other graphic
organizers to clarify, illustrate, or elaborate upon
information presented in the historical narrative.
13)
Draw upon
visual, literary and musical sources including: (a)
photographs, paintings, cartoons, and architectural
drawings; (b) novels, poetry and plays; and, (c)
folk, popular and classical music, to clarify,
illustrate or elaborate upon information presented
in the historical narrative.
14)
Compare
and contrast differing sets of ideas, values,
personalities, behaviors and institutions by
identifying likenesses and differences.
15)
Draw
comparisons across eras and regions in order to
define enduring issues as well as large-scale or
long-term developments that transcend regional and
temporal boundaries.
16)
Hypothesize the influence of the past, including
both the limitations and the opportunities made
possible by past decisions.
17)
Formulate
historical questions from encounters with historical
documents, eyewitness accounts, letters, diaries,
artifacts, photos, historical sites, art,
architecture and other records from the past.
18)
Obtain
historical data from a variety of sources,
including: library and museum collections, historic
sites, historical photos, journals, diaries,
eyewitness accounts, newspapers and the like;
documentary films, oral testimony from living
witnesses, censuses, tax records, city directories,
statistical compilations and economic indicators.
19)
Interrogate historical data by uncovering the
social, political, and economic context in which it
was created; testing the data source for its
credibility, authority, authenticity, internal
consistency and completeness; and detecting and
evaluating bias, distortion and propaganda by
omission, suppression or invention of facts.
20)
Employ
quantitative analysis in order to explore such
topics as changes in family size and composition,
migration patterns, wealth distribution and changes
in the economy.
21)
Support
interpretations with historical evidence in order to
construct closely reasoned arguments rather than
facile opinions.
B.
Language
Arts
1)
Students
read a wide range of print and non-print texts to
build an understanding of texts, of themselves and
of the cultures of the
United States and the
world; to acquire new information; to respond to the
needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are
fiction and nonfiction, classic and contemporary
works.
2)
Students
read a wide range of literature from many periods in
many genres to build an understanding of the many
dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
3)
Students
apply a wide range of strategies to comprehend,
interpret, evaluate and appreciate texts. They draw
on their prior experience, their interactions with
other readers and writers, their knowledge of word
meaning and of other texts, their word
identification strategies and their understanding of
textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
4)
Students
adjust their use of spoken, written and visual
language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences
and for different purposes.
5)
Students
employ a wide range of strategies as they write and
use different writing process elements appropriately
to communicate with different audiences for a
variety of purposes.
6)
Students
apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media
techniques, figurative language and genre to create,
critique and discuss print and non-print texts.
7)
Students
conduct research on issues and interests by
generating ideas and questions, and by posing
problems. They gather, evaluate and synthesize data
from a variety of sources (e.g., print and non-print
texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and
audience.
8)
Students
use a variety of technological and information
resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize
information and to create and communicate knowledge.
9)
Students
develop an understanding of and respect for
diversity in language use, patterns and dialects
across cultures, ethnic groups, geographic regions
and social roles.
10)
Students
participate as knowledgeable, reflective, creative
and critical members of a variety of literacy
communities.
11)
Students
use spoken, written, and visual language to
accomplish their own purpose (e.g., for learning,
enjoyment, persuasion and the exchange of
information).
C.
Geography
1)
Students
understand how to use maps and other geographic
representations, tools, and technologies to acquire,
process and report information from a spatial
perspective.
2)
Students
understand how to use mental maps to organize
information about people, places and environments in
a spatial context.
3)
Students
understand how to analyze the spatial organization
of people, places and environments on Earth's
surface.
4)
Students
understand the physical and human characteristics of
places.
5)
Students
understand that people create regions to interpret
Earth's complexity.
6)
Students
understand how culture and experience influence
people's perceptions of places and regions.
7)
Students
understand the characteristics, distribution and
migration of human populations on Earth's surface.
8)
Students
understand the characteristics, distribution and
complexity of Earth's cultural mosaics.
9)
Students
understand the patterns and networks of economic
interdependence on Earth's surface.
10)
Students
understand the processes, patterns and functions of
human settlement.
11)
Students
understand how human actions modify the physical
environment.
12)
Students
understand how physical systems affect human
systems.
13)
Students
understand the changes that occur in the meaning,
use, distribution and importance of resources.
14)
Students
understand how to apply geography to interpret the
past.
15)
Students
understand how to apply geography to interpret the
present and plan for the future.
D.
Math
1)
Select
appropriate methods and tools for computing with
fractions and decimals from among mental
computation, estimation, calculators or computers,
and paper and pencil, depending on the situation,
and apply the selected methods.
2)
Develop
and analyze algorithms for computing with fractions,
decimals and integers and develop fluency in their
use.
3)
Develop
and use strategies to estimate the results of
rational-number computations and judge the
reasonableness of the results.
4)
Develop,
analyze and explain methods for solving problems
involving proportions, such as scaling and finding
equivalent ratios.
5)
Represent,
analyze, and generalize a variety of patterns with
tables, graphs, words and, when possible, symbolic
rules.
6)
Relate and
compare different forms of representation for a
relationship.
7)
Identify
functions as linear or nonlinear and contrast their
properties from tables, graphs or equations.
8)
Model and
solve contextualized problems using various
representations, such as graphs, tables and
equations.
9)
Use graphs
to analyze the nature of changes in quantities in
linear relationships.
10)
Use common
benchmarks to select appropriate methods for
estimating measurements.
11)
Formulate
questions that can be addressed with data and
collect, organize and display relevant data to
answer.
12)
Develop
and evaluate inferences and predictions that are
based on data.
E.
Visual
Arts
1)
Students
select media, techniques and processes; analyze what
makes them effective or not effective in
communicating ideas; and reflect upon the
effectiveness of their choices.
2)
Students
employ organizational structures and analyze what
makes them effective or not effective in the
communication of ideas.
3)
Students
select and use the qualities of structures and
functions of art to improve communication of their
ideas.
4)
Students
know and compare the characteristics of artworks in
various eras and cultures.
5)
Students
describe and place a variety of art objects in
historical and cultural contexts.
6)
Students
analyze, describe and demonstrate how factors of
time and place (such as climate, resources, ideas
and technology) influence visual characteristics
that give meaning and value to a work of art.
7)
Students
analyze contemporary and historic meanings in
specific artworks through cultural and aesthetic
inquiry.
8)
Students
compare the characteristics of works in two or more
art forms that share similar subject matter,
historical periods or cultural context.
9)
Students
describe ways in which the principles and subject
matter of other disciplines taught in the school are
interrelated with the visual arts.
F.
Science
1)
Students
develop abilities of
technological design.
2)
Students
develop understandings about science and technology.
3)
Students
develop understanding about personal health.
4)
Students
develop understanding about populations, resources
and environments.
5)
Students
develop understanding about natural hazards.
6)
Students
develop understanding about risks and benefits.
7)
Students
develop understanding about science and technology
in society.
G.
Economics
1)
Understand
scarcity is the condition of not being able to have
all of the goods and services that one wants. It
exists because human wants for goods and services
exceed the quantity of goods and services that can
be produced using all available resources.
2)
Understand
how to determine the best level of consumption of a
product, people must compare the additional benefits
with the additional costs of consuming a little more
or a little less.
3)
Understand
scarcity requires the use of some distribution
method, whether the method is selected explicitly or
not.
4)
Understand
as consumers, people use resources in different ways
to satisfy different wants. Productive resources can
be used in different ways to produce different goods
and services.
5)
Can list
the resources used to produce some item and identify
other items that could have been made from these
resources.
