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.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.A: define the scope of agriculture.
  • 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.
  • Principles, of Agriculture, Food, and Natural Resources: 130.2.c.4.D: identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

  The student demonstrates appropriate personal and communication skills. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A: demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B: demonstrate effective listening skills appropriate for formal and informal situations.

• Principles of Agriculture, Food, and Natural Resources: 130.2.c.7

  The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B: use a variety of resources for research and development.
  • Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A: discuss major research and developments in the fields of agriculture, food, and natural resources.

• World Geography Studies: 113.43.c.11

  Economics. The student understands how geography influences economic activities.

  • 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.

• Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.c.10

  Economics. The student understands key components of economic growth.

  • Economics with Emphasis on the Free Enterprise System and Its Benefits: 10.B: The student is expected to analyze how technology relates to growth.

• World Geography Studies: 113.43.c.19

  Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment.

  • World Geography Studies: 19.C: The student is expected to analyze the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.

• Economics with Emphasis on the Free Enterprise System and Its Benefits: 113.31.c.2

  Economics. The student understands the interaction of supply, demand, and price.

  • Economics with Emphasis on the Free Enterprise System and Its Benefits: 2.A: The student is expected to understand the effect of changes in price on the quantity demanded and quantity supplied.
  • Economics with Emphasis on the Free Enterprise System and Its Benefits: 2.B: The student is expected to identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price.

• United States History Since 1877: 113.41.c.26

  Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.

  • U.S. History Since 1877: 26.B: The student is expected to explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine.

• 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.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.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.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.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.9

  Science concepts. The student knows the impact of human activities on the environment.

  • Environmental Systems: 9.I: The student is expected to discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards.