Current through Register Vol. 50, No. 9, September 20, 2024
A.
Cross-referencing with State Standards for Curriculum Development in the
following academic areas reinforced the Marketing Education Content Standards
listed in this document: English/Language Arts, Mathematics, Social Studies and
Science. A comprehensive list of academic standards utilized, along with area
specific codes, is listed below. The five Louisiana Foundation Skills developed
by the Louisiana Content Standards Task Force, which apply to all students in
all disciplines, were also cross-referenced to the Marketing Education Content
Standards. The Foundation Skills are:
1.
communication;
2. problem
solving;
3. resource access and
utilization;
4. linking and
generating knowledge;
5.
citizenship.
B. Area
Specific Codes
1. English/Language Arts
(ELA). The standard number is given; then the benchmark number.
2. Mathematics. The strand letter is given;
then the benchmark number.
N Number and Number Relations
A Algebra
M Measurement
G Geometry
D Data Analysis, Probability, and Discrete Math
P Patterns, Relations, and Functions
3. Science. The strand letter is given; then
the benchmark letter and number are given.
SI Science As Inquiry
PS Physical Science
LS Life Science
ESS Earth and Space Science
SE Science and the Environment
4. Social Studies. The strand letter is
given; then the benchmark letter and number are given.
G Geography
C Civics
E Economics
H History
C. English Language Arts (ELA)*
Standard One: Students read, comprehend, and respond to a
range of materials using a variety of strategies for different purposes.
1-Using knowledge of word meaning and
extending basic and technical vocabulary, employing a variety of
strategies
2-Reading, responding
to, and critiquing written, spoken, and visual texts
3-Interpreting texts to generate connections
to real-life situations
4-Applying
reading strategies to achieve a variety of objectives
Standard Two: Students write competently for a variety of
purposes and audiences.
1-Writing a
composition of complexity that clearly implies a central idea with supporting
details in a logical, sequential order
2-Focusing on information, concepts, and
ideas that show an awareness of an intended audience and/or purpose
3-Applying the steps of the writing process,
emphasizing revising and editing in final drafts
4-Using narration, description, exposition,
and persuasion to develop various modes of writing
5-Recognizing and applying literary devices
and various stylistic elements
6-Responding to text and life experiences as
a basis for writing
Standard Three: Students communicate using conventional
grammar, usage, sentence structure, punctuation, capitalization, spelling, and
handwriting.
1-Writing
legibly
2-Using the grammatical and
mechanical conventions of standard English
3-Spelling accurately using strategies and
resources
Standard Four: Students demonstrate competence in speaking
and listening as tools for learning and communicating.
1-Speaking intelligibly
2-Giving and following
directions/procedures
3-Demonstrating a command of the features of
speaking when giving prepared and extemporaneous presentations
4-Speaking and listening for a variety of
audiences and purposes
5-Listening
and responding to a wide variety of media
6-Participating in a variety of roles in
group discussions
*This list reflects ELA Standards/Benchmarks referenced in
the Marketing Education Content Standards only. For a complete list of ELA
Content Standards, see Bulletin 1965.
Standard Five: Students locate, select, and make use of
information from a variety of texts, media, references, and technological
sources.
1-Recognizing and using
organizational features of printed text, other media, and electronic
information
2-Locating and
evaluating information sources
3-Accessing information and conducting
research using outlining, not taking, summarizing, interviewing, and surveying
to produce documented texts and graphics
4-Using available technology to produce,
revise, and publish a variety of works
5-Citing references using various
formats
6-Interpreting
charts/graphs, tables/schedules, diagrams/maps, and organizational
charts/flow-charts
Standard Seven: Students apply reasoning skills to their
reading, writing, speaking, listening, viewing, and visually
representing.
1-Using comprehension
strategies in all contexts
2-Problem solving by analyzing, prioritizing,
categorizing, and evaluating; incorporating life experiences; and using
available information
3-Distinguishing fact from opinion, skimming
and scanning for facts, determining cause and effect, generating inquiry, and
making connections with real-life situations
D. Mathematics*.
(N) Number and Number Relations: In
problem-solving investigations, use estimation, mental arithmetic, number
lines, graphs, appropriate models, manipulatives, calculators, and computers to
help develop an intuitive understanding of the real number system and
communicate the relationships within that system.
N.1-Demonstrating an understanding of number
systems
N.2-Demonstrating that a
number can be expressed in many forms, and selecting an appropriate form for a
given situation
N.3-Using number
sense to estimate and determine reasonableness of solutions
N.4-Determining whether an exact or
approximate answer is necessary
N.5-Selecting and using appropriate
computational methods for given situations
N.6-Applying ratios and proportional thinking
in a variety of situations
N.7-Justifying reasonableness of solutions
and verifying results
(A) Algebra: In problem-solving
investigations, use appropriate manipulatives, models, graphs, tables, and
technology to develop the understanding of concepts and to explore the
applications of algebra.
A.1-Demonstrating
the ability to translate real-world situations into algebraic expressions,
equations, and inequalities
A.2-Recognizing the relationship between
operations involving real numbers and operations involving algebraic
expression
A.3-Using tables and
graphs as tools to interpret algebraic expressions, equations and
inequalities
A.4-Solving algebraic
equations and inequalities using appropriate techniques
(M) Measurement: In problem-solving
investigations, use appropriate manipulatives and available technology to
develop the understanding of the concepts, processes, and real-life
applications of measurement.
M.1-Selecting and
using appropriate units, techniques, and tools to measure quantities in order
to achieve specified degrees of precision, accuracy, and error of
measurement
M.2-Demonstrating an
intuitive sense of measurement
M.3-Estimating, computing and applying
physical measurement using suitable units
M.4-Demonstrating the concept of measurement
as it applies to real-world experiences
*This list reflects Math Standards/Benchmarks referenced in
the Marketing Education Content Standards only. For a complete list of
Mathematics Content Standards see Bulletin 1955.
(G) Geometry: In problem-solving
investigations, use appropriate models, drawings, manipulatives, and technology
to understand concepts and explore real-world applications of one-, two-, and
three-dimensional geometry, and justify solutions.
G.1-Identifying, describing and comparing to
explore and make conjectures about geometric concepts and figures
G.2-Demonstrating deductive reasoning and
justification
(D) Data
Analysis, Probability, and Discrete Math: In problem-solving investigations,
use appropriate collecting and organizational techniques, manipulatives, and
technology in order to discover trends, to formulate conjectures regarding
cause-and-effect relationships, and to develop critical-thinking skills that
enable the student to make informed decisions.
D.1-Designing and conducting statistical
experiments that involve collecting and representing data in various
forms
D.2-Recognizing data that
relate two variables as linear, exponential, or otherwise in nature
D.3-Using simulations to estimate
probability
D.4-Demonstrating an
understanding of the calculation of finite probabilities using permutations,
combinations, sample spaces, and geometric figures
D.5-Recognizing events as dependent or
independent in nature and demonstrating techniques for computing multiple event
probabilities
D.6-Demonstrating the
concept of distributions and recognizing normal and non- normal
distributions
D.7-Making inferences
from data that are organized in charts, tables, and graphs
D.8-Demonstrating logical thinking procedures
such as flow charts and truth tables
D.9-Using discrete math to model real-life
situations
(P) Patterns,
Relations, and Functions: In problem-solving investigations, use appropriate
number sense, manipulatives, drawings, tables, graphs, symbolic formulas, and
technology to organize information, recognize patterns which may develop, and
use those patterns to make predictions.
P.1-Modeling the concepts of variables,
functions, and relations as they occur in the real world and using the basic
notations and terminology
E. Science*.
(SI) Science As Inquiry: Students do science by engaging in
partial and full inquiries that are within their developmental
capabilities.
Benchmark A: The Abilities Necessary to do Scientific
Inquiry
1-Identifying questions and
concepts that guide scientific investigations
2-Designing and conducting scientific
investigations
3-Using technology
to improve investigations and communications
Benchmark B: Understanding Scientific Inquiry
1-Understanding that scientists usually base
their investigations on existing questions or causal/functional
questions
2-Understanding that
scientists must adhere to criteria such as: A proposed explanation must have a
logical structure, abide by the rules of evidence, be open to questions and
modifications, be based on formulas, and technology to organize information,
recognize patterns which may develop, and use those patterns to make
predictions
3-Understanding that
results of scientific inquiry, new knowledge, and methods emerge from different
types of investigations and public communication among scientists
(PS) Physical Science: Students develop an understanding of
the characteristics and interrelationships of matter and energy in the physical
world.
Benchmark D: Chemical Reactions
1-Identifying important chemical reactions
that occur in living systems, the home, industry, and the environment
Benchmark F: Energy
1-Describing and representing relationships
among energy, work, power and efficiency
(SE) Science and the Environment: In learning environmental
science, students develop an appreciation of the natural environment, learn the
value of environmental quality, and acquire a sense of stewardship through
involvement in community action. As consumers and citizens, they are able to
recognize how personal, professional, and political actions affect the natural
world.
Benchmark B: Resources and Resource Management
1-Comparing and contrasting the various types
of renewable and nonrenewable resources and explaining the relationships
between these resources and populations
2-Explaining how natural resources affect
humans and how humans affect natural resources
*This list reflects Science Standards/Benchmarks referenced
in the Marketing Education Content Standards only. For a complete list of
Science Content Standards see Bulletin 1962.
3-Recognizing that people of the world
consume disproportionate amounts of the Earth's resources, a factor of both
population size and inequitable geographic or economic distribution of
resources
4-Demonstrating an
understanding that resource management issues and environmental problems may
arise when resource use is motivated by short- term goals instead of long-term
consequences
5-Comparing the
benefits and the costs of various resource management methods
6-Analyzing how management of resources
requires that they be viewed from a global, as well as a local,
perspective
7-Recognizing that
sustainable development is a process of change in which resource use,
investment direction, technological development, and institutional change meet
society's future as well as present needs
Benchmark C: Environmental Awareness and Protection
1-Evaluating the dynamic interaction of land,
water, and air and its relationship to living things in maintaining a healthy
environment
2-Evaluating the
relationships between quality of life and environmental quality
3-Investigating and communicating how
environmental policy is formed by the interaction of social, economic,
technological and political considerations
4-Demonstrating that environmental decisions
include analyses that incorporate ecological, health, social, and economic
factors
5-Analyzing how public
support effects the creation and enforcement of environmental laws and
regulations
Benchmark D: Personal Choices and Responsible Actions
1-Demonstrating an understanding of the
effects of personal choices and actions on the natural environment
2-Describing how a healthy environment
depends upon responsible human actions
3-Demonstrating that the most important
factor in prevention and control of pollution is education and the resulting
change in values, attitudes, and behavior patterns
4-Explaining that responsible environmental
decision making involves scientific and sociological research, consideration of
value systems, investigation and evaluation of alternative, and long-term
global perspectives
5-Demonstrating
a knowledge that environmental issues should be an international
concern
F. Social
Studies*
(G) Geography: Physical and Cultural
Systems: Students develop a spatial understanding of the Earth's surface and
the processes that shape it, the connections between people and places, and the
relationship between man and his environment.
Benchmark B: Places and Regions
1-Determining how social, cultural, and
economic processes shape the features of places
2-Explaining and evaluating the importance of
places and regions to cultural identity
Benchmark C: Physical and Human Systems
1-Determining the economic, political, and
social factors that contribute to human migration and settlement and evaluating
their impact on physical and human systems
2-Describing and evaluating spatial
distribution of economic systems and how they affect regions
3-Analyzing how cooperation, conflict, and
self-interests impact social, political, and economic entities on
Earth
Benchmark D: Environment and Society
1-Evaluating the ways in which technology has
expanded the human capability to modify the physical environment
2-Examining the challenges placed on human
systems by the physical environment and formulating strategies to deal with
these challenges
3-Evaluating
policies and programs related to the use of natural resources
(C) Civics: Citizenship and
Government: Students develop an understanding of the structure and purposes of
government, the foundations of the American democratic system, and the role of
the United States in the world while learning about the rights and
responsibilities of citizenship.
Benchmark A: Structure and Purposes of Government
1-Analyzing the necessity and purposes of
policies and government
2-Comparing
and evaluating the essential characteristics of various systems of government
and identifying historical and contemporary examples of each
3-Explaining and evaluating issues related to
the distribution of powers and responsibilities within the federal
system
4-Explaining the
organization and functions of local, state, and national governments and
evaluating their relationships
5-Evaluating the role and importance of law
in the American political system
*This list reflects Social Studies Standards/Benchmarks
referenced in the Marketing Education Content Standards only. For a complete
list of Social Studies Content Standards see Bulletin 1964.
6-Examining the major responsibilities of the
national government for domestic and foreign policy
7-Explain how government is financed through
taxation
Benchmark B: Foundations of the American Political
System
1-Evaluating issues related to
the differences between American ideals and the realities of American social
and political life
2-Analyzing the
historical and contemporary roles of associations and groups in local, state,
and national politics
Benchmark C: International Relationships
1-Analyzing how the world is organized
politically and evaluating how the interaction of political entities, such an
nation-states and international organizations, affects the United
States
2-Analyzing the major
foreign policy positions of the United States and evaluating their
consequences
3-Evaluating the
impact of American ideas and actions on the world and analyzing the effects of
significant international developments of the United States
Benchmark D: Roles of the Citizen
1-Evaluating and defending positions on
issues regarding the personal, political, and economic rights of
citizens
2-Evaluating and defending
positions regarding the personal and civic responsibilities of citizens in
American constitutional democracy
3-Explaining and evaluating the various forms
of political participation that citizens can use to monitor and shape the
formation and implementation of public policy
4-Analyzing and evaluating the importance of
political leadership, public service, and a knowledgeable citizenry to American
constitutional democracy
(D) Economics: Interdependence and Decision
Making: Students develop an understanding of fundamental economic concepts as
they apply to the interdependence and decision making of individuals,
households, businesses, and governments in the United States and the world.
Benchmark A: Fundamental Economic Concepts
1-Analyzing the impact of the scarcity of
productive resources and examining the choices and opportunity costs that
result
2-Analyzing the roles that
production, distribution, and consumption play in economic decisions
3-Applying the skills and knowledge necessary
in making decisions about career options
4-Comparing and evaluating basic economic
systems
5-Explaining the basic
features of market structures and exchanges
6-Analyzing the roles of economic
institutions, such as corporations and labor unions, that compose economic
systems
7-Analyzing the roles of
money and banking in an economic system
8-Applying economic concepts to understand
and evaluate historical and contemporary issues
Benchmark B: Individuals, Households, Businesses, and
Governments
1-Identifying factors that
cause changes in supply and demand
2-Analyzing how supply and demand, price,
incentives, and profit influence production and distribution in a competitive
market system
3-Analyzing the
impact of governmental taxation, spending, and regulation on different groups
in a market economy
4-Analyzing the
causes and consequences of worldwide economic interdependence
5-Evaluating the effects of domestic policies
on international trade
6-Analyzing
Louisiana 's role in the world economy
Benchmark C: The Economy as a Whole
1-Explaining the meanings of economic
indicators such as Gross Domestic Product, per capita GDP, real GDP, CPI, and
unemployment rate
2-Explaining how
interest rates, investments, and inflation/deflation impact the
economy
3-Analyzing unemployment
and income distribution in a market economy
4-Explaining the basic concepts of United
States fiscal policy and monetary policy and describing their effects on the
economy
(H) History:
Time, Continuity, and Change: Students develop a sense of historical time and
historical perspective as they study the history of their community, state,
nation, and world.
1-Analyzing cause/effect
relationships
2-Analyzing develop
ments and issues in contemporary American
society
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6(A)(10) and
R.S.
17:10.
