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G101 and New York State Standards
As shown below, the material on Globalization101.org fits very well into the NY Standards for high-school students. Click on the subject standard below to see the related G101 alignments. Under each standard, click on the links to see sections of the site related to it.
Social Studies
Standard One: History of the United States and New York
Standard Two: World History
Standard Three: Geography
Standard Four: Economics
Mathematics, Science, and Technology
Technology:
Standard Five: Technology Education
Science:
Standard Four: The Living Environment
English Language Arts
Standard 1: Language for Information and Understanding
Standard 3: Language for Critical Analysis and Evaluation
Standard 4: Language for Social Interaction
Health, Physical Education, and Family and Consumer Sciences
Standard 1: Personal Health and Fitness
Standard 2: A Safe and Healthy Environment
Standard 3: Resource Management
Social Studies
Standard One: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups
- Understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom)
Globalization101.org material that addresses this standard:
Migration
Women and Globalization
Human Rights
Standard Two: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
- Define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religious and spiritual beliefs; and socialization or educational practices
- Understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
- Analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities
- Explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world
- Examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures
Globalization101.org material that addresses this standard:
Culture
Standard Three: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
- Describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities
- Investigate the characteristics, distribution, and migration of human populations on the Earth's surface
- Understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world
- Explain how technological change affects people, places, and regions
Globalization101.org material that addresses this standard:
Environment
Energy
Migration
Technology
Global Media
Global Education
Standard Four: Economics
Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
- Define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth
- Understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits
- Explain how economic decision making has become global as a result of an interdependent world economy
- Understand the roles in the economic system of consumers, producers, workers, investors, and voters
Globalization101.org material that addresses this standard:
Trade
Investment
Energy
Mathematics, Science, and Technology
Technology
Standard Five: Technology Education
History & Evolution of Technology
Commencement
Students will:
- explain how technological inventions and innovations have caused global growth and interdependence, stimulated economic competitiveness, created new jobs, and made other jobs obsolete
Impacts of Technology
Key idea: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
Commencement
Students will:
- explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology.
- explain how computers and automation have changed the nature of work
- explain how national security is dependent upon both military and nonmilitary applications of technology
Globalization101.org material that addresses this standard:
Technology
Science
Standard Four: The Living Environment
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
7. Human decisions and activities have had a profound impact on the physical and living environment.
- Describe the range of interrelationships of humans with the living and nonliving environment
- Explain how individual choices and societal actions can contribute to improving the environment
Globalization101.org material that addresses this standard:
Environment
International Law and Organizations
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Globalization101.org material that addresses these standards:
For Teachers:
Health, Physical Education, and Family and Consumer Sciences
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.
Globalization101.org material that addresses these standards:
Health
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