Texas Content Area Standards

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

  The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B: apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.3

  The student analyzes concepts related to global diversity. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.3.A: compare and contrast global agricultural markets, currency, and trends.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.3.B: evaluate marketing factors and practices that impact the global markets.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

  The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.B: analyze the scope of agriculture, food, and natural resources and its effect upon society.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.C: evaluate significant historical and current agriculture, food, and natural resources developments.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.E: describe how emerging technologies and globalization impacts agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.F: compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.

• World Geography Studies: 113.43.c.16

  Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.

  • World Geography Studies: 16.B: The student is expected to describe elements of culture, including language, religion, beliefs, institutions, and technologies.

• World Geography Studies: 113.43.c.11

  Economics. The student understands how geography influences economic activities.

  • World Geography Studies: 11.B: The student is expected to identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries.
  • World Geography Studies: 11.C: The student is expected to assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

• World Geography Studies: 113.43.c.18

  Culture. The student understands the ways in which cultures change and maintain continuity.

  • World Geography Studies: 18.D: The student is expected to evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, language, foods, technology, or global sports.

• Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.c.6

  Economics. The student understands the right to own, use, and dispose of private property.

  • Economics with Emphasis on the Free Enterprise System and Its Benefits: 6.B: The student is expected to identify and evaluate examples of restrictions that the government places on the use of business and individual property.

• English I: 110.36.c.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

  • English I: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English I: 1.C: The student is expected to give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English I: 1.D: The student is expected to participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

• English I: 110.36.c.11

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • English I: 11.A: The student is expected to develop questions for formal and informal inquiry.
  • English I: 11.E: The student is expected to locate relevant sources.
  • English I: 11.F: The student is expected to synthesize information from a variety of sources.
  • English I: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• English II: 110.37.c.1

  Developing and sustaining foundation language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

  • English II: 1.A: The student is expected to engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
  • English II: 1.C: The student is expected to give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English II: 1.D: The student is expected to participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

• English III: 110.38.c.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

  • English III: 1.A: The student is expected to engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax.
  • English III: 1.C: The student is expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
  • English III: 1.D: The student is expected to participate collaboratively, offering ideas or judgements that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

• English II: 110.37.c.11

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • English II: 11.A: The student is expected to develop questions for formal and informal inquiry.
  • English II: 11.E: The student is expected to locate relevant sources.
  • English II: 11.F: The student is expected to synthesize information from a variety of sources.
  • English II: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• English III: 110.38.c.11

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • English III: 11.A: The student is expected to develop questions for formal and informal inquiry.
  • English III: 11.E: The student is expected to locate relevant sources.
  • English III: 11.F: The student is expected to synthesize information from a variety of sources.
  • English III: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• English IV: 110.39.c.1

  Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

  • English IV: 1.A: The student is expected to engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies.
  • English IV: 1.D: The student is expected to participate collaboratively, offering ideas or judgements that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

• English IV: 110.39.c.11

  Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  • English IV: 11.A: The student is expected to develop questions for formal and informal inquiry.
  • English IV: 11.E: The student is expected to locate relevant sources.
  • English IV: 11.F: The student is expected to synthesize information from a variety of sources.
  • English IV: 11.I: The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

• Environmental Systems: 112.37.c.5

  Science concepts. The student knows the interrelationships among the resources within the local environmental system.

  • Environmental Systems: 5.E: The student is expected to analyze and evaluate the economic significance and interdependence of resources within the environmental system.

• Environmental Systems: 112.50.c.6

  Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

  • Environmental Systems: 112.50.c.6.E: analyze and evaluate the economic significance and interdependence of resources within the local environmental system