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Guide's Youthhood : Curriculum Guide

National Academic Standards Addressed in The High School

The following national academic standards are addressed in The High School:

National Social Studies Standards

  • Culture
  • Time, Continuity, and Change
  • People, Places, and Environments
  • Individual Development and Identity
  • Individuals, Groups, and Institutions
  • Power, Authority, and Governance
  • Production, Distribution, and Consumption
  • Science, Technology, and Society
  • Global Connections
  • Civic Ideals and Practices

National Economics Standards

  • Scarcity
  • Marginal Cost/Benefit
  • Allocation of Goods and Services
  • Role of Incentives
  • Gain from Trade
  • Specialization and Trade
  • Markets - Price and Quantity Determination
  • Role of Price in Market System
  • Role of Competition
  • Role of Economic Institutions
  • Role of Money
  • Role of Interest Rates
  • Role of Resources in Determining Income
  • Profit and the Entrepreneur
  • Growth
  • Role of Government
  • Using Cost/Benefit Analysis to Evaluate Government Programs
  • Macroeconomy-Income/Employment Prices
  • Unemployment and Inflation
  • Monetary and Fiscal Policy

National English Language Standards

  • 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.
  • 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  • Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
  • Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

National Standards for Family and Consumer Science Education

  • Career, Community, and Family Connections
  • Consumer and Family Resources
  • Consumer Services
  • Facilities Management and Maintenance
  • Family
  • Family and Community Services
  • Food Production and Services
  • Food Science, Dietetics, and Nutrition
  • Hospitality, Tourism, and Recreation
  • Housing, Interiors, and Furnishings
  • Human Development
  • Interpersonal Relationships
  • Nutrition and Wellness
  • Parenting
  • Textiles and Apparel

About Academic Standards

For more information on academic standards, visit the National Center on Secondary Education and Transition Academic Standards Web Topic.

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This page was updated December 5, 2018
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