AFNR Standards - National FFA Organization

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7. Students conduct research on issues and interests by generating ideasand questions, and by posing problems. They gather, evaluate, andsynthesize data from a variety of sources (e.g., print and non-printtexts, artifacts, people) to communicate their discoveries in ways thatsuit their purpose and audience.8. Students use a variety of technological and information resources(e.g., libraries, databases, computer networks, video) to gather andsynthesize information and to create and communicate knowledge.9. Students develop an understanding of and respect for diversity inlanguage use, patterns, and dialects across cultures, ethnic groups,geographic regions, and social roles.10. Students whose first language is not English make use of their firstlanguage to develop competency in the English language arts and todevelop understanding of content across the curriculum.11. Students participate as knowledgeable, reflective, creative, and criticalmembers of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish theirown purposes (e.g., for learning, enjoyment, persuasion, and theexchange of information).Social StudiesThe social studies standards and performance expectations presented here arefor high schools. They are organized by thematic strands according toinformation in the document entitled Expectations of Excellence: CurriculumStandards for Social Studies, published by the National Council for the SocialStudies, 1994. (© National Council for the Social Studies. www.socialstudies.org.Reprinted by permission.)1. Thematic Strand: CultureSocial studies programs should include experiences that provide for the study ofculture and cultural diversity, so that the learner can:1a. analyze and explain the ways groups, societies, and culturesaddress human needs and concerns;1b. predict how data and experiences may be interpreted by peoplefrom diverse cultural perspectives and frames of reference;68
1c. apply an understanding of culture and an integrated whole thatexplains the functions and interactions of language, literature,the arts, traditions, beliefs and values, and behavior patterns;1d. compare and analyze societal patterns for preserving andtransmitting culture while adapting to environmental or socialchange;1e. demonstrate the value of cultural diversity, as well as cohesion,within and across groups;1f. interpret patterns of behavior reflecting values and attitudes thatcontribute or pose obstacles to cross-cultural understanding;1g. construct reasoned judgments about specific cultural responsesto persistent human issues;1h. explain and apply ideas, theories, and modes of inquiry drawnfrom anthropology and sociology in the examination ofpersistent issues and social problems.2. Thematic Strand: Time, Continuity, and ChangeSocial studies programs should include experiences that provide for the study ofthe ways human beings view themselves in and over time, so that the learner can:2a. demonstrate that historical knowledge and the concept of timeare socially influenced constructions that lead historians to beselective in the questions they seek to answer and the evidencethey use;2b. apply key concepts such as time, chronology, causality, change,conflict, and complexity to explain, analyze, and showconnections among patterns of historical change andcontinuity;2c. identify and describe significant historical periods and patternsof change within and across cultures, such as the developmentof ancient cultures and civilizations, the rise of nation-states,and social, economic, and political revolutions;2d. systematically employ processes of critical historical inquiry toreconstruct and reinterpret the past, such as using a variety ofsources and checking their credibility, validating and weighingevidence for claims, and searching for causality;2e. investigate, interpret, and analyze multiple historical andcontemporary viewpoints within and across cultures related toimportant events, recurring dilemmas, and persistent issues,while employing empathy, skepticism, and critical judgment;2f. apply ideas, theories, and modes of historical inquiry to analyzehistorical and contemporary developments, and to inform andevaluate actions concerning public policy issues.69
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NationalAgriculture, Food andNatura
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PurposeAgriculture is a highly tech
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- Level II—These are activities/a
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Career Cluster: AGRICULTURE, FOOD A
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Level I Level II Level IIICS.01.04.
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Level I Level II Level IIINational
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Career Cluster: AGRICULTURE, FOOD A
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Page 23 and 24: Level I Level II Level IIINational
Page 27 and 28: Level I Level II Level IIIAS.02.02.
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AFNR Standards - National FFA Organization

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