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Relevant
National Learning Standards
A.
U.S.
History
1.
Explain how principles of scientific
management and technological
innovations, including assembly lines, rapid
transit, household appliances, and
radio, continued to transform production,
work, and daily life.
2.
Examine the changes in the modern corporation,
including labor policies and the advent
of mass advertising and sales techniques.
3.
Analyze how radio, movies, newspapers, and
popular magazines created mass culture.
4.
Assess how increased leisure time promoted the
growth of professional sports, amusement
parks, and national parks.
5.
Explore the influence of popular culture and
analyze the role of the mass media in
homogenizing American culture.
6.
Examine how American technology ushered in the
communications revolution and assess its
global influence.
7.
Explain the influence of media on contemporary
American culture.
8.
Explain the reasons for the increased
popularity of professional sports and
examine the influence of spectator sports on
popular culture.
B.
Language Arts
1.
Explain how principles of scientific
management and technological
innovations, including assembly lines, rapid
transit, household appliances, and
radio, continued to transform production,
work, and daily life.
2.
Examine the changes in the modern corporation,
including labor policies and the
advent of mass advertising and sales
techniques.
3.
Analyze how radio, movies, newspapers, and
popular magazines created mass culture.
4.
Assess how increased leisure time promoted the
growth of professional sports, amusement
parks, and national parks.
5.
Explore the influence of popular culture and
analyze the role of the mass media in
homogenizing American culture.
6.
Examine how American technology ushered in the
communications revolution and assess its
global influence.
7.
Explain the influence of media on contemporary
American culture.
8.
Explain the reasons for the increased
popularity of professional sports and
examine the influence of spectator sports on
popular culture.
C.
Fine
Arts (Theatre)
1.
Students individually and in groups, create
characters, environments, and actions
that create tension and suspense.
2.
Students refine and record dialogue and
action.
3.
Students analyze descriptions, dialogue, and
actions to discover, articulate, and justify
character motivation and invent character
behaviors based on the observation of
interactions, ethical choices, and emotional
responses of people.
4.
Students demonstrate acting skills (such as
sensory recall, concentration, breath
control, diction, body alignment, control of
isolated body parts) to develop
characterizations that suggest artistic
choices.
5.
Students in an ensemble, interact as the
invented characters.
6.
Students explain the functions and
interrelated nature of scenery, properties,
lighting, sound, costumes, and makeup in
creating an environment appropriate for
the drama.
7.
Students analyze improvised and scripted
scenes for technical requirements.
8.
Students develop focused ideas for the
environment using visual elements (line,
texture, color, space), visual principles
(repetition, balance, emphasis,
contrast, unity), and aural qualities (pitch,
rhythm, dynamics, tempo, expression)
from traditional and nontraditional
sources.
9.
Students work collaboratively and safely to
select and create elements of scenery,
properties, lighting, and sound to signify
environments, and costumes and makeup to
suggest character.
10.
Students lead small groups in planning visual
and aural elements and in rehearsing
improvised and scripted scenes, demonstrating
social, group, and consensus skills.
11.
Students apply research from print and
nonprint sources to script writing,
acting, design, and directing choices.
12.
Students describe characteristics and compare
the presentation of characters, environments,
and actions in theatre, musical theatre,
dramatic media, dance, and visual arts.
13.
Students describe and analyze the effect of
publicity, study guides, programs, and
physical environments on audience response and
appreciation of dramatic performances.
14.
Students articulate and support the meanings
constructed from their and others'
dramatic performances Students use articulated
criteria to describe, analyze, and
constructively evaluate the perceived
effectiveness of artistic choices found
in dramatic performances.
15.
Students describe and evaluate the perceived
effectiveness of students' contributions
to the collaborative process of developing
improvised and scripted scenes.
16.
Students describe and compare universal
characters and situations in dramas from
and about various cultures and historical
periods, illustrate in improvised and
scripted scenes, and discuss how theatre
reflects a culture.
17.
Students explain the knowledge, skills, and
discipline needed to pursue careers and
avocational opportunities in theatre, film,
television, and electronic media.
18.
Students analyze the emotional and social
impact of dramatic events in their
lives, in the community, and in other
cultures.
19.
Students explain how culture affects the
content and production values of
dramatic performances.
20.
Students explain how social concepts such as
cooperation, communication,
collaboration, consensus, self-esteem, risk
taking, sympathy, and empathy apply in
theatre and daily life.
D.
Technology
1.
Students demonstrate a sound understanding of
the nature and operation of technology
systems.
2.
Students understand the ethical, cultural, and
societal issues related to technology.
3.
Students develop positive attitudes toward
technology uses that support lifelong
learning, collaboration, personal pursuits,
and productivity.
4.
Students use technology tools to enhance
learning, increase productivity, and
promote creativity.
5.
Students use productivity tools to collaborate
in constructing technology- enhanced
models, prepare publications, and produce
other creative works.
6.
Students use telecommunications to
collaborate, publish, and interact with
peers, experts, and other audiences.
7.
Students use a variety of media and formats to
communicate information and ideas
effectively to multiple audiences.
8.
Students use
technology to locate, evaluate, and collect
information from a variety of sources.
9.
Students use technology tools to process data
and report results.
10.
Students evaluate and select new information
resources and technological innovations
based on the appropriateness for specific
tasks.
11.
Students use technology resources for solving
problems and making informed decisions.
E.
Science
1.
IDENTIFY APPROPRIATE PROBLEMS FOR
TECHNOLOGICAL DESIGN. Students should develop
their abilities by identifying a specified
need, considering its various aspects, and
talking to different potential users
orbeneficiaries. They should appreciate that
for some needs, the cultural backgrounds and
beliefs of different groups can affect the
criteria for asuitable product.
2.
DESIGN A SOLUTION OR PRODUCT. Students should
make and compare different proposals in the
light of the criteria they have selected. They
must consider constraints--such as cost, time,
trade-offs, and materials needed--and
communicate ideas with drawings and simple
models.
3.
IMPLEMENT A PROPOSED DESIGN. Students should
organize materials and other resources, plan
their work, make good use of group
collaboration where appropriate, choose
suitable tools and techniques, and work with
appropriate measurement methods to ensure
adequate accuracy.
4.
EVALUATE COMPLETED TECHNOLOGICAL DESIGNS OR
PRODUCTS. Students should use criteria
relevant to the original purpose or need,
consider a variety of factors that might
affect acceptability and suitability for
intended users or beneficiaries, and develop
measures of quality with respect to such
criteria and factors; they should also suggest
improvements and, for their own products, try
proposed modifications.
5.
COMMUNICATE THE PROCESS OF TECHNOLOGICAL
DESIGN. Students should review and describe
any completed piece of work and identify the
stages of problem identification, solution
design, implementation, and evaluation.
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