Standards Alignment: Mzolis Meat
Subject: LANGUAGE ARTS
NL-ENG.K-12.1 READING FOR PERSPECTIVE
Students read a wide range of print and nonprint 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.
NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE
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.
NL-ENG.K-12.3 EVALUATION STRATEGIES
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).
NL-ENG.K-12.6 APPLYING KNOWLEDGE
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.
NL-ENG.K-12.7 EVALUATING DATA
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 nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
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.
NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Subject: LIFE SCIENCE
NS.9-12.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades 9-12, all students should develop understanding of:
Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges
Subject: GEOGRAPHY
NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should:
Understand the physical and human characteristics of places.
Understand that people create regions to interpret Earth's complexity.
Understand how culture and experience influence people's perceptions of places and regions.
NSS-G.K-12.4 HUMAN SYSTEMS
As a result of their activities in grades K-12, all students should:
Understand the characteristics, distribution, and migration of human populations on Earth's surface.
Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
Understand the patterns and networks of economic interdependence on Earth's surface.
Understand the processes, patterns, and functions of human settlement.
Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should:
Understand how to apply geography to interpret the past.
Understand how to apply geography to interpret the present and plan for the future.
Subject: ECONOMICS
NSS-EC.9-12.1 SCARCITY
Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Choices made by individuals, firms, or government officials often have long run unintended consequences that can partially or entirely offset the initial effects of the decision.
NSS-EC.9-12.2 MARGINAL COST/BENEFIT
Effective decision making requires comparing the additional costs of alternatives with the additional benefits. Most choices involve doing a little more or a little less of something: few choices are "all or nothing" decisions.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Marginal benefit is the change in total benefit resulting from an action. Marginal cost is the change in total cost resulting from an action.
As long as the marginal benefit of an activity exceeds the marginal cost, people are better off doing more of it; when the marginal cost exceeds the marginal benefit, they are better off doing less of it.
To produce the profit-maximizing level of output and hire the optimal number of workers, and other resources, producers must compare the marginal benefits and marginal costs of producing a little more with the marginal benefits and marginal costs of producing a little less.
To determine the optimal level of a public policy program, voters and government officials must compare the marginal benefits and marginal costs of providing a little more of a little less of the program's services.
NSS-EC.9-12.3 ALLOCATION OF GOODS AND SERVICES
Different methods can be used to allocate goods and services. People acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Comparing the benefits and costs of different allocation methods in order to choose the method that is most appropriate for some specific problem can result in more effective allocations and a more effective overall allocation system.
NSS-EC.9-12.4 ROLE OF INCENTIVES
People respond predictably to positive and negative incentives.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Acting as consumers, producers, workers, savers, investors, and citizens, people respond to incentives in order to allocate their scarce resources in ways that provide the highest possible returns to them.
Small and large firms, labor unions and educational, and other not-for-profit organizations have different goals and face different rules and constraints. These goals, rules, and constraints influence the benefits and costs of those who work with or for those organizations, and, therefore, their behavior.
NSS-EC.9-12.5 GAIN FROM TRADE
Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and usually among individuals or organizations in different nations.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
A nation pays for its imports with is exports.
When imports are restricted by public policies, consumers pay higher prices and job opportunities and profits in exporting firms decrease.
NSS-EC.9-12.7 MARKETS -- PRICE AND QUANTITY DETERMINATION
Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
A shortage occurs when buyers want to purchase more than producers want to sell at the prevailing price.
A surplus occurs when producers want to sell more than buyers want to purchase at the prevailing price.
Shortages of a product usually result in price increases in a market economy; surpluses usually result in price decreases.
When the exchange rate between two currencies changes, the relative prices of the goods and services traded among countries using those currencies change; as a result, some groups gain and others lose.
NSS-EC.9-12.8 ROLE OF PRICE IN MARKET SYSTEM
Prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Demand for a product changes when there is a change in consumers' incomes or preferences, or in the prices of related goods or services, or in the number of consumers in a market.
Supply of a product changes when there are changes in either the prices of the productive resources used to make the good or service, the technology used to make the good or service, the profit opportunities available to producers by selling other goods or services, or the number of sellers in a market.
Changes in supply or demand cause relative prices to change; in turn, buyers and sellers adjust their purchase and sales decisions.
Government-enforced price ceilings set below the market-clearing price and government-enforced price floors set above the market-clearing price distort price signals and incentives to producers and consumers. The price ceilings cause persistent shortages, while the price floors cause persistent surpluses.
NSS-EC.9-12.9 ROLE OF COMPETITION
Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
The pursuit of self-interest in competitive markets generally leads to choices and behavior that also promote the national level of economic well-being.
The level of competition in an industry is affected by the ease with which new producers can enter the industry and by consumers' information about the availability, price and quantity of substitute goods and services.
Collusion among buyers or sellers reduces the level of competition in a market. Collusion is more difficult in markets with large numbers of buyers and sellers.
The introduction of new products and production methods by entrepreneurs is an important form of competition and is a source of technological progress and economic growth.
NSS-EC.9-12.13 ROLE OF RESOURCES IN DETERMINING INCOME
Income for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Changes in the structure of the economy, the level of gross domestic product, technology, government policies, and discrimination can influence personal income.
In a labor market, in the absence of other changes, if wage or salary payments increase, workers will increase the quantity of labor they supply and firms will decrease the quantity of labor they demand.
Changes in the prices for productive resources affect the incomes of the owners of those productive resources and the combination of those resources used by firms.
Changes in demand for specific goods and services often affect the incomes of the workers who make those goods and services.
Two methods for classifying how income is distributed in a nation the personal distribution of income and the functional distribution reflect, respectively, the distribution of income among different groups of households and the distribution of income among different businesses and occupations in the economy.
NSS-EC.9-12.14 PROFIT AND THE ENTREPRENEUR
Entrepreneurs are people who take the risks of organizing productive resources to make goods and services. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure.
At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also understand:
Entrepreneurial decisions affect job opportunities for other workers.
Entrepreneurial decisions are influenced by government tax and regulatory policies.
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