Hospitality, Tourism, and Recreation

California Career Technical Education Model Curriculum Standards

Food Science, Dietetics, and Nutrition

Hospitality, Tourism, and Recreation

Food Service and Hospitality

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Tourism, and Recreation

Table of ContentsHospitality, Tourism, and Recreation

Overview ............................................................................................................................................ iii

California Standards for Career Ready Practice ........................................................................... vi

Sector Description .............................................................................................................................1

Knowledge and Performance Anchor Standards ............................................................................2

1.0 Academics ..........................................................................................................................................2

2.0 Communications ...............................................................................................................................2

3.0 Career Planning and Management ..............................................................................................2

4.0 Technology .........................................................................................................................................3

5.0 Problem Solving and Critical Thinking .......................................................................................3

6.0 Health and Safety ............................................................................................................................3

7.0 Responsibility and Flexibility ........................................................................................................4

8.0 Ethics and Legal Responsibilities .................................................................................................4

9.0 Leadership and Teamwork ..............................................................................................................5

10.0 Technical Knowledge and Skills ....................................................................................................5

11.0 Demonstration and Application ...................................................................................................6

Pathway Standards ............................................................................................................................7

A. Food Science, Dietetics, and Nutrition Pathway .........................................................................7

B. Food Service and Hospitality Pathway ........................................................................................10

C. Hospitality, Tourism, and Recreation Pathway ..........................................................................15

Academic Alignment Matrix ..........................................................................................................20

Contributors .....................................................................................................................................36

References ........................................................................................................................................37

HTR | California Career Technical Education Model Curriculum Standardsii

Overview

The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.

Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.

Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)

California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.

Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).

Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.

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HTR | California Career Technical Education Model Curriculum Standards

The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.

Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.

Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:

• unique to an industry sector

• has an occupational focus

• consistent in size and scope

• composed of similar functions

• inclusive of all aspects of the industry

• includes 8–12 pathway-specific standards

• demonstrates sequence potential

• reasonable and appropriate for high school

• leads to high-skill, high-wage, or high-demand jobs

• sustainable and viable over the next 10 years

Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.

The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.

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Hospitality, Tourism, and Recreation | HTR

ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.

The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.

The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.

Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.

The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.

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California Standards for Career Ready Practice

Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.

1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.

2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.

3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.

4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.

6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace per-formance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.

7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.

8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.

9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.

10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.

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11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.

12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.

Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).

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https://careertech.org/



Sector DescriptionThe Hospitality, Tourism, and Recreation sector provides students with the academic

and technical preparation necessary to pursue high-skill, high-demand careers in

these related and growing industries. The sector encompasses three distinct, yet

interrelated, career pathways: Food Science, Dietetics, and Nutrition; Food Service

and Hospitality; and Hospitality, Tourism, and Recreation. The standards are

designed to integrate academic and career technical concepts. The anchor standards

include Consumer and Family Studies comprehensive technical knowledge and skills

that prepare students for learning in the pathways. The knowledge and skills are

acquired within a sequential, standards-based pathway program that integrates

hands-on projects, work-based instruction, and leadership development such as

that offered through Family, Career and Community Leaders of America (FCCLA).

Standards in this sector are designed to prepare students for technical training,

postsecondary education, and entry to a career.

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Hospitality, Tourism, and RecreationKnowledge and Performance Anchor Standards

1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Hospitality, Tourism, and Recreation academic alignment matrix for identification of standards.

2.0 CommunicationsAcquire and accurately use Hospitality, Tourism, and Recreation sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)

2.1 Recognize the elements of communication using a sender–receiver model.

2.2 Identify barriers to accurate and appropriate communication.

2.3 Interpret verbal and nonverbal communications and respond appropriately.

2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.

2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.

3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.

3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.

3.3 Explore how information and communication technologies are used in career planning and decision making.

3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.

3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.

3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.

3.7 Recognize the importance of small business in the California and global economies.

3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.

3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.

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4.0 TechnologyUse existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment with WS 11-12.6)

4.1 Use electronic reference materials to gather information and produce products and services.

4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.

4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.

4.5 Research past, present, and projected technological advances as they impact a particular pathway.

4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Hospitality, Tourism, and Recreation, using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)

5.1 Identify and ask significant questions that clarify various points of view to solve problems.

5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.

5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.

5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.

6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Hospitality, Tourism, and Recreation sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)

6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.

6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.

6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.

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6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.

6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.

6.6 Maintain a safe and healthful working environment.

6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).

7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Hospitality, Tourism, and Recreation sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)

7.1 Recognize how financial management impacts the economy, workforce, and community.

7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

7.3 Understand the need to adapt to changing and varied roles and responsibilities.

7.4 Practice time management and efficiency to fulfill responsibilities.

7.5 Apply high-quality techniques to product or presentation design and development.

7.6 Demonstrate knowledge and practice of responsible financial management.

7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.

7.8 Explore issues of global significance and document the impact on the Hospitality, Tourism, and Recreation sector.

8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organiza-tional norms. (Direct alignment with SLS 11-12.1d)

8.1 Access, analyze, and implement quality assurance standards of practice.

8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Hospitality, Tourism, and Recreation industry sector.

8.3 Demonstrate ethical and legal practices consistent with Hospitality, Tourism, and Recreation sector workplace standards.

8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.

8.5 Analyze organizational culture and practices within the workplace environment.

8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.

8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Hospitality, Tourism, and Recreation sector laws and practices.

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9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynam-ics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the career technical student organization (FCCLA). (Direct alignment with SLS 11-12.1b)

9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.

9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.

9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.

9.4 Explain how professional associations and organizations (such as FCCLA) and associated leadership development and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.

9.5 Understand that the modern world is an international community and requires an expanded global view.

9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.

9.7 Participate in interactive teamwork to solve real Hospitality, Tourism, and Recreation sector issues and problems.

10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Hospitality, Tourism, and Recreation sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)

This section is specific to the foundational knowledge and skills required for Consumer and Family Studies.

10.1 Interpret and explain terminology and practices specific to the Hospitality, Tourism, and Recreation sector.

10.2 Comply with the rules, regulations, and expectations of all aspects of the Hospitality, Tourism, and Recreation sector.

10.3 Construct projects and products specific to the Hospitality, Tourism, and Recreation sector requirements and expectations.

10.4 Collaborate with industry experts for specific technical knowledge and skills.

10.5 Define the principles of nutrition and their relationship to good health through the life cycle.

10.6 Define and identify the basic principles of food safety and sanitation and the proper techniques for preparing and serving food.

10.7 Apply the principles of food purchasing, food preparation, and meal management in a variety of settings.

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10.8 Describe commonly accepted food customs as well as table setting, meal service, and etiquette practices of the United States and other cultures.

10.9 Identify the aspects of science related to food preparation, product development, and nutrition.

10.10 Describe food production, processing, and distribution methods and the relationship of those techniques to consumer food supply and nutrition.

10.11 Explain how to select, safely use, and efficiently care for facilities and equipment related to food product development, food preparation, dining, lodging, tourism, and recreation.

10.12 Assess the individual, family, and workplace factors that influence decisions related to health, leisure, and recreation at each stage of the life cycle and quality of life.

10.13 Explain how individuals apply strategies that enable them to manage personal, family, and work responsibilities to enhance productivity.

10.14 Demonstrate an understanding of how knowledge, skills, attitudes, and behaviors learned in Consumer and Family Studies can be transferred to advanced education and training or careers in Hospitality, Tourism, and Recreation.

11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Hospitality, Tourism, and Recreation anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the career technical student organization (FCCLA).

11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Hospitality, Tourism, and Recreation sector program of study.

11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.

11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.

11.4 Employ entrepreneurial practices and behaviors appropriate to Hospitality, Tourism, and Recreation sector opportunities.

11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.

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Hospitality, Tourism, and RecreationPathway Standards

A. Food Science, Dietetics, and Nutrition PathwayThe Food Science, Dietetics, and Nutrition pathway focuses on three specializations centered on the science of food and its relationship to the health and well-being of individuals. Students pursu-ing this career pathway learn about industry awareness; food safety and sanitation; workforce and organizational management; food, fitness, and wellness; nutritional requirements and processes; food chemistry and technology; research and product development; and marketing and public relations.

Sample occupations associated with this pathway:

Food Demonstrator

Certified Fitness Nutritionist

Nutritionist

Registered Dietitians

A1.0 Demonstrate an understanding of key aspects of the food science, dietetics, and nutrition industry and the role of the industry in the local, state, national, and global economies.

A1.1 Define and compare core elements of the food science, dietetics, and nutrition industry from the supporting industries and regulatory agencies.

A1.2 Evaluate the contributions of the various segments of the industry to local, state, national, and international economies.

A1.3 Create a product depicting the different requirements and standards for employees in the industry, including education, training, licensures, and certifications.

A2.0 Identify important workforce and organizational management concepts.

A2.1 Find information on the primary business procedures for food science, dietetics, and nutrition organizations.

A2.2 Explain the differences and importance of the main elements in day-to-day operational procedures at various types of food-related facilities.

A2.3 Evaluate important management strategies for planning, decision making, shared responsibility, and negotiations.

A3.0 Demonstrate the application of primary standards and regulations for safe food handling and sanitation practices.

A3.1 Practice industry-recommended standards for personal grooming and hygiene.

A3.2 Interpret safe and sanitary food-handling procedures as set forth by local, state, and federal health and safety codes, including reporting and dealing with violations of the food safety code.

A3.3 Produce a product that integrates the use of procedures for preventing the spread of food-borne pathogens and illness, allergens, cross-contacts, and contaminants.

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A4.0 Recognize the relationship of basic nutritional principles and concepts to the physical and emotional well-being of individuals.

A4.1 Understand the relationship of emotional, psychological, and physiological needs to food intake and natural hunger cues.

A4.2 Analyze appropriate nutrient intake, diet, and energy expenditure for individuals of different ages and with different dietary and health needs.

A4.3 Illustrate the anatomical structure and functions of the digestive system, including the biochemical processes involved in digestion, absorption, metabolism, energy balance, and food-drug interactions.

A4.4 Formulate recommended diets for different dietary and health needs.

A5.0 Demonstrate an understanding of the correlation of food and fitness to wellness.

A5.1 Explain how research-based, recognized dietary guidelines relate to nutrition, fitness, and overall wellness.

A5.2 Interpret nutritional information needed to implement and sustain change in behavior and lifestyle management.

A5.3 Analyze popular diets for recommendations that are consistent with, or contrary to, approved dietary guidelines.

A5.4 Analyze nutrient density as it relates to food quality and dietary choices for individual nutrition, fitness, and wellness goals.

A5.5 Provide examples of how social and cultural norms and barriers relate to the imple-mentation of nutrition, fitness, and wellness changes.

A6.0 Identify the basics of community collaborative opportunities and methods of outreach in the field of nutrition, fitness, and wellness.

A6.1 Classify the available community services, agencies, and outreach programs that provide nutrition, fitness, and wellness information and services.

A6.2 Understand the differences in services and outreach methods of community organiza-tions that provide nutrition, fitness, and wellness information and services.

A6.3 Provide examples of the influence of cultural health-related practices and food preferences on the nutrition, fitness, and wellness of individuals.

A7.0 Explain the basic principles of managing and operating food service outreach programs.

A7.1 Identify the types of community-based and institutional programs that provide food and nutrition outreach services.

A7.2 Summarize the factors that affect the management and operation of a food service outreach program.

A7.3 Explain the training needs of an effective food service outreach staff.

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A8.0 Interpret the basic principles of chemistry and physics related to changes in foods and food products during preparation, processing, and preservation.

A8.1 Recognize terminology, methods, and equipment used in the food science and technology industry.

A8.2 Practice safe laboratory and equipment use and maintenance procedures.

A8.3 Understand important chemical and physical changes that occur during food preparation.

A8.4 Conduct scientific experiments using the scientific method.

A8.5 Document experiments and maintain laboratory records.

A9.0 Demonstrate an understanding of the basic principles of research and development, food analysis, and sensory evaluation in the field of food science and technology.

A9.1 Understand the purpose, importance, and basic procedures of sensory evaluation experiments.

A9.2 Explain quality control, assurance standards, and the procedures for each used in research and development.

A9.3 Analyze research implications on food trends, value-added processing, genetic engineering, and irradiation.

A9.4 Prepare and test formulas for developing new food products.

A9.5 Test food products by using controls, variables, and random sampling.

A9.6 Create a product that explores global, logistical, ecological, and economic impacts of food production and packaging methods, including genetic engineering.

A10.0 Describe the fundamental concepts of marketing and public relations used in the dissemina-tion of information about food science, dietetics, and nutrition.

A10.1 Explain the differences between public relations, advertising, and provision of accurate information to consumers.

A10.2 Understand the methods and importance of communicating accurate information to consumers about nutrition, food safety, and food products.

A10.3 Evaluate the psychological effects of market branding, subliminal messages, and advertising on consumer choices.

A10.4 Explain the use of technical reports in preparing and disseminating information.

A10.5 Compare and contrast the influence of consumer trends and expectations on product development and marketing.

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B. Food Service and Hospitality PathwayThe Food Service and Hospitality pathway focuses on the key aspects of the industry. Students pursuing this career pathway have in-depth, hands-on experiences that emphasize industry aware-ness; sanitation and safe food handling; food and beverage production; nutrition; food service management; and customer service.


Food Expeditor

Restaurant Manager

Banquet and Catering Director

Research Chef

Executive Chef

B1.0 Demonstrate an understanding of major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies.

B1.1 Define and compare core elements of the food service and hospitality industry from various supporting industries.

B1.2 Understand how the various segments of the industry contribute to, and impact, local, state, national, and international economies, cultures, and the environment.

B1.3 Explain the relationship between industry trends and local, state, national, and interna-tional economic trends.

B1.4 Research the advantages and disadvantages of the working conditions of various careers in the food service and hospitality industry.

B2.0 Demonstrate the basics of safe work habits, security, and emergency procedures required in food service and hospitality establishments.

B2.1 Identify the causes, prevention, and treatment of common accidents and the reporting procedures involved.

B2.2 Practice the basic procedures for the safety of employees and guests, including the procedures for emergency situations.

B2.3 Understand the role of the California Occupational Safety and Health Administration, the Environmental Protection Agency, and other agencies in regulating practices in the food service and hospitality industry.

B2.4 Understand the source and purpose of information in the Material Safety Data Sheets (MSDS) and know the proper use of personal protective equipment (PPE).

B3.0 Interpret the basic principles of sanitation and safe food handling.

B3.1 Employ the standards of personal grooming and hygiene required by local, state, and federal health and safety codes.

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B3.2 Understand basic local, state, and federal sanitation regulations as they pertain to food production and service.

B3.3 Explain the types of food contamination, the potential causes, including cross- contamination, and methods of prevention.

B3.4 Practice safe and sanitary procedures in all food handling, including food receiving, storage, production, service, and cleanup.

B3.5 Understand the essential principles of Hazard Analysis Critical Control Points, including the use of flowcharts.

B3.6 Understand the purpose and process of required industry certification (e.g., ServSafe, California Food Handlers Card).

B4.0 Analyze the basics of food service and hospitality management.

B4.1 Understand the responsibilities of management, such as ensuring safe work practices and conditions and complying with important laws and regulations that affect employ-ment, such as wage and hour laws, tenant status, and accommodation of minors.

B4.2 Understand the importance of specific human resource practices and procedures that address workplace diversity, harassment, personal safety, and discrimination.

B4.3 Interpret the differences in goals and organizational management of various food service businesses.

B4.4 Understand the relationship of effective management and business procedures to important outcomes, such as profitability, productivity, workplace atmosphere, consumer and guest satisfaction, and business growth.

B4.5 Design and interpret business plans including: the mission, vision, target market, location, financing, and the community and ecological context of the business.

B5.0 Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies.

B5.1 Apply the procedures for cleaning and maintaining facilities and equipment and the importance of preventive maintenance and the use of nontoxic and less toxic materials.

B5.2 Recognize the types of materials and supplies used in the maintenance of facilities, including the identification of the hazardous environmental and physical properties of chemicals and the use of Material Safety Data Sheets (MSDS).

B5.3 Practice the procedures for maintaining inventories: ordering food, equipment, and supplies; and storing and restocking supplies.

B5.4 Understand the relationship between facilities management and profit and loss, including the costs of resource consumption, breakage, theft, supplies use, and decisions for repairs or replacement.

B5.5 Understand how various departments in a food service facility contribute to the economic success of a business.

B5.6 Prioritize tasks and plan work schedules based on budget and personnel.

11


B6.0 Illustrate and apply the basics of food preparation and safety and sanitation in professional and institutional kitchens.

B6.1 Use, maintain, and store the tools, utensils, equipment, and appliances safely and appropriately for preparing a variety of food items.

B6.2 Apply the principle of mise en place, including the placement and order of use of ingredients, equipment, tools, and supplies.

B6.3 Prepare food by using the correct terminology, food safety, techniques, and procedures specified in recipes and formulas.

B6.4 Plan and follow a food production schedule, including timing and prioritizing of tasks and activities.

B6.5 Evaluate the qualities and properties of food items and ingredients used in food preparation.

B6.6 Design plating techniques, including accurate portioning and aesthetic presentation skills.

B6.7 Develop a food preparation plan using forecasting and cross-utilization of products to maximize profit and eliminate waste.

B7.0 Illustrate and apply the basics of baking, pastry, and dessert preparation and safety and sanitation in professional and institutional kitchens.

B7.1 Use, maintain, and store the tools, utensils, equipment, and appliances safely and appropriately for preparing, serving, and storing baked goods, pastries, and desserts.

B7.2 Apply the principle of mise en place, including the placement and order of use of the ingredients, equipment, tools, and supplies unique to baking and pastry production.

B7.3 Produce baked goods, pastries, and desserts by using the correct terminology, food safety, techniques, procedures, and various finishing techniques.

B7.4 Evaluate the qualities and properties of food items and ingredients used for baked goods, pastries, and desserts.

B7.5 Understand packaging and merchandising techniques to feature seasonal and standard bakery products.

B7.6 Develop a plan using forecasting and cross-utilization of products to maximize profit and eliminate waste.

B8.0 Apply the knowledge and skills essential for effective customer service.

B8.1 Analyze the importance of customer service to the success of the food service establishment.

B8.2 Demonstrate the concept of exceptional customer service and know ways of anticipat-ing the needs and desires of customers to exceed their expectations.

B8.3 Recognize common customer complaints and the service solutions for preventing or resolving complaints.

12


B8.4 Understand the roles of management and employees in effectively meeting the needs of culturally, generationally diverse, special needs customers.

B8.5 Interact with customers in a positive, responsive, and professional manner.

B9.0 Apply the basic procedures and skills needed for food and beverage service.

B9.1 Differentiate the required duties of various positions, including those of the host/hostess, wait staff, bus person, and others related to opening, closing, change-of-shift, and preparatory work.

B9.2 Apply the concept of mise en place in relation to food and beverage service.

B9.3 Practice safe, efficient, and proper procedures for setting, serving, maintaining, and busing tables.

B9.4 Practice proper techniques for customer service, including greeting, seating, presenting and explaining menu items, and taking customer orders.

B9.5 Integrate appropriate, effective, and efficient techniques for writing food and beverage orders, relaying orders to the kitchen, coordinating and assembling food orders, and preparing and presenting checks to customers.

B9.6 Apply procedures for handling cash transactions, converting currency, and identifying counterfeit currency.

B9.7 Apply the procedures for handling noncash transactions including: credit cards, debit cards, ATM cards, money orders, personal checks, coupons, discounts, and online transactions.

B9.8 Conduct all financial transactions in an accurate, professional, and ethical manner, including gratuities.

B9.9 Produce a product that identifies and explains the impact of theft on the food service and hospitality industry.

B10.0 Demonstrate and apply basic nutritional concepts in meal planning and food preparation.

B10.1 Apply basic nutritional principles and know how to use food preparation techniques that conserve nutrients.

B10.2 Interpret nutritional or ingredient information from food labels and fact sheets and analyze menu items to meet the dietary needs of individuals.

B10.3 Create nutritious, creative, and profitable menus in accord with availability and demand.

B11.0 Demonstrate an understanding of the basic processes of costing and cost analysis in food and beverage production and service.

B11.1 Understand the customer’s perception of value and its relationship to profit and loss.

B11.2 Understand the components of a profit and loss statement emphasizing food and labor costs.

B11.3 Utilize the practices of reduce, reuse, and recycle to maximize profits.

13


B11.4 Understand the importance and structure of standardized systems, such as the Uniform System of Accounts for Restaurants.

B11.5 Evaluate the importance of the menu as the primary source of revenue generation and cost control.

B11.6 Calculate recipe costs and pricing per portion and compare the cost per cover to the theoretical cost.

B12.0 Describe the fundamentals of successful sales and marketing methods.

B12.1 Recognize methods to develop and maintain long-term customer relations.

B12.2 Identify the major market segments of the industry and understand how marketing principles and procedures can be applied to target audiences.

B12.3 Understand basic marketing principles for maximizing revenue based on supply and demand and competition.

B12.4 Understand the value of advertising, public relations, social networking, and community involvement.

B12.5 Research the various types of entrepreneurial opportunities in the food service industry.

B12.6 Design marketing strategies, including branding, benchmarking, and promotional selling and upgrading and their effect on profits.

14



C. Hospitality, Tourism, and Recreation Pathway The Hospitality, Tourism, and Recreation pathway integrates various facets of the hospitality industry: lodging, travel, and tourism; event planning; theme parks, attractions, and exhibitions; and recreation. Students engaged in this pathway have broad experiences related to the specific industry segments, including: industry awareness; organizational management; customer service; sales and marketing; facilities management; lodging; travel destinations; and reservations, ticketing, and itineraries.


Guest Services Agent

Director of Conference Services

Certified Meeting/Event Planner

Theme Park Director

C1.0 Demonstrate an understanding of the major aspects of the hospitality, tourism, and recreation industry (i.e. lodging, travel, and tourism; event planning; theme parks, attractions, and exhibi-tions; and recreation) and the industry’s role in local, state, national, and global economies.

C1.1 Define and compare core elements of the hospitality, tourism, and recreation industry from those of various supporting industries.

C1.2 Analyze the working conditions of various careers in the hospitality, tourism, and recreation industry.

C1.3 Analyze the impact and contributions of various segments of the industry on local, state, national, and international economies and cultures, and the environment.

C1.4 Compare and contrast the relationship between industry trends and local, state, national, and international economic trends.

C2.0 Analyze the basic elements of workforce and organizational management, including the roles and responsibilities of effective management and employees in the industry.

C2.1 Interpret how the mission and goals of a business affect operations in the hospitality, tourism, and recreation industry.

C2.2 Understand the importance of specific human resource practices and procedures that address workplace diversity, harassment, personal safety, and discrimination.

C2.3 Explain common safety, security, and emergency policies and procedures used in the hospitality, tourism, and recreation industry to protect guests, visitors, and employees, such as safe work practices and conditions, confidentiality of customer information, control of keys, infectious disease control, first aid procedures, and emergency training.

C2.4 Analyze the relationship of management techniques and appropriate business procedures, such as spreadsheets for payroll and inventories, tools for budgeting, recordkeeping, and corresponding to key outcomes: profitability, productivity, positive work environment, consumer and client satisfaction, business growth, business plans, corporate social responsibility, and environmental stewardship.

15


C2.5 Create a product which explains the impact of main laws and regulations that affect accommodations and practices, including the requirements of the California Occupa-tional Safety and Health Administration and the Americans with Disabilities Act, wage and hour laws, tenant status, and accommodation of minors.

C3.0 Apply the knowledge and skills essential for effective guest services in the hospitality, tourism, and recreation industry sector.

C3.1 Analyze the importance of guest services to the success of the industry.

C3.2 Demonstrate the concept of exceptional guest service.

C3.3 Anticipate the needs, desires, and interests of guests in order to exceed their expectations by implementing total quality management practices (TQM).

C3.4 Recognize common guest complaints and the service solutions for preventing or resolving them.

C3.5 Understand the roles of management and employees in effectively meeting the needs of culturally and generationally diverse guests and special needs customers.

C3.6 Interact with guests in a positive, responsive, and professional manner.

C4.0 Describe the fundamentals of successful sales and marketing methods.

C4.1 Recognize ways of developing and maintaining long-term guest relationships.

C4.2 Identify the major market segments of the hospitality, tourism, and recreation industry.

C4.3 Understand basic marketing principles for maximizing revenue based on supply and demand and competition.

C4.4 Understand the value of advertising, public relations, social networking, and community involvement.

C4.5 Analyze marketing strategies, including promotional selling and upgrading, and their effect on profits.

C4.6 Analyze the way in which basic marketing principles and procedures can be applied to targeting an audience, including: branding, bench marking, and promotional selling and upgrading and their effect on profits.

C5.0 Demonstrate an understanding of the basics of systems operations and the importance of maintaining facilities, equipment, tools, and supplies.

C5.1 Apply the procedures for cleaning, maintaining, and repairing facilities and equipment and the importance of preventive maintenance.

C5.2 Recognize the types of materials and supplies used in the maintenance of facilities, including the identification of the hazardous properties of chemicals and the use of Material Safety Data Sheets (MSDS).

C5.3 Practice procedures for maintaining inventories, requisitioning equipment and tools, and storing and restocking supplies.

16


C5.4 Understand the relationship between facilities management and profit and loss, includ-ing the costs of resource consumption, breakage, theft, supplies use, and decisions for repairs or replacement.

C5.5 Analyze work to be completed, prioritize tasks, and prepare a schedule to meet facility and personnel needs within an allotted budget.

C5.6 Understand how essential departments in a hospitality, tourism, and recreation business contribute to economic success.

C6.0 Implement procedures for common types of financial transactions.

C6.1 Apply procedures for handling cash transactions, such as balancing cash, handling cash control, converting currency, and identifying counterfeit currency.

C6.2 Apply the procedures for handling noncash transactions: credit cards, debit cards, ATM cards, money orders, personal checks, coupons, discounts, and online transactions.

C6.3 Conduct all financial transactions in an accurate, professional, and ethical manner.

C6.4 Produce a product that identifies and explains the impact of identity theft on the hospitality, tourism, and recreation industry.

C7.0 Demonstrate an understanding of the essential aspects of the lodging industry.

C7.1 Distinguish between the segments of the lodging industry, such as motels, limited service, full service resorts, all suites, extended-stay hotels, convention hotels, boutique hotels, and bed and breakfast facilities.

C7.2 Differentiate the required duties of various positions, including those of front desk and other service providers in relation to the functions of the business: checking guests in and out, greeting, assessing needs, delivering services, and closing the transaction.

C7.3 Understand the internal hierarchy and departmental interrelationships of lodging establishments.

C7.4 Compare the types of food service offered at various lodging facilities.

C8.0 Interpret the basics of global and domestic physical and cultural geography in relation to the hospitality, tourism, and recreation industry.

C8.1 Understand fundamental ways in which physical geography, culture, and politics, affect local economies and world travel and tourism.

C8.2 Create a product using types of basic information that international travelers need, including physical geography, time zones, International Date Line, rights and responsi-bilities, laws, insurance, emergency services, and customs.

C9.0 Apply the basic processes of making reservations, ticketing, and developing travel itineraries.

C9.1 Interpret the costs and other travel considerations involved in creating itineraries to meet client needs, including types of travel, types of fares, basic fare codes, costs, penalty charges, and types of accommodations.

17


C9.2 Evaluate important travel information, including insurance needs, vehicle rentals, pass-ports, visas, and health documents, as well as how to plan specialty tour packages to fit client needs.

C9.3 Classify the characteristics and configurations of common air and rail carriers, cruise ships, and attractions, including the most frequently used codes and terminology for ports of travel.

C9.4 Understand the basic purpose, function, and operation of various travel systems and authorities, including the Airline Reporting Corporation, the Federal Aviation Adminis-tration, the major centralized reservation systems, and the Computerized Reservation System.

C9.5 Research the role and importance of online reservation services to marketing and profitability.

C10.0 Explain the fundamental purpose and basic organizational structure of a variety of theme parks, attractions, and exhibitions.

C10.1 Understand how the various internal departments of theme parks, attractions, or exhibitions interrelate and support each other.

C10.2 Understand the internal hierarchy and departmental relationships of theme parks, attractions, or exhibitions.

C10.3 Analyze the ways in which the purposes of various industries; entertainment, education, and community relations affect their financial structure.

C10.4 Compare the purposes, implications, and strategies of special promotions, such as season passes, multiple-day visits, retail items, and discount coupons.

C11.0 Illustrate the fundamentals of planning events for a diverse clientele.

C11.1 Explain the purposes and target audiences of various venues.

C11.2 Demonstrate the essential procedures for planning, promoting, publicizing, coordinating, and evaluating a program or event.

C11.3 Understand how to establish business relationships with a variety of locations, food suppliers, and other vendors.

C11.4 Demonstrate procedures for setting up facilities, equipment, and supplies.

C11.5 Develop schedules, registration tools, event materials, and programs.

C11.6 Plan special events (e.g., meetings, trade shows, fairs, conferences) based on specific themes, budgets, agendas, space and security needs, and itineraries.

C12.0 Demonstrate an understanding of the value of recreation and the fundamentals of recreational facilities and services.

C12.1 Recognize the variety of parklands, wilderness areas, and waterways available for recreation.

C12.2 Explain the outdoor recreational opportunities that promote physical and mental health.

18


C12.3 Understand how the needs of various clients may be met through appropriate outdoor recreational activities, outdoor experiences, special tours, and environmentally responsible education.

C12.4 Evaluate the requirements of outdoor recreational businesses, including benefits, risks, required skills, and costs.

C12.5 Explore the departments, functions, and restrictions of public and private parks and recreational facilities and the outdoor recreational programs they offer.

C12.6 Create a product describing the types of insurance, licenses, and permits needed for the operation and management of various popular outdoor activities.

19


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20


Acad

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6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C5

.0, C

6.0,

C7.

0, C

8.0,

ho

w M

adis

on d

efine

s fa

ctio

n in

Fed

eral

ist N

o. 1

0). (

See

grad

e 11

/12

Lang

uage

A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

stan

dard

s 4-

6 on

pag

e 46

for

add

ition

al e

xpec

tatio

ns.)

11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in d

iffe

r-A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

en

t m

edia

or f

orm

ats

(e.g

., vi

sual

ly, q

uant

itativ

ely)

as

wel

l as

in w

ords

in o

rder

to

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

addr

ess

a qu

estio

n or

sol

ve a

pro

blem

. A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST (

Stan

dard

Are

a, G

rade

Lev

el, S

tand

ard

#)11

-12.

1. C

ite s

peci

fic t

extu

al e

vide

nce

to s

uppo

rt a

naly

sis

of s

cien

ce a

nd t

echn

ical

te

xts,

att

endi

ng t

o im

port

ant

dist

inct

ions

the

aut

hor m

akes

to

any

gaps

or i

ncon

-A1

.0, A

4.0,

A8.

0, A

9.0

sist

enci

es in

the

acc

ount

.

11-1

2.2.

Det

erm

ine

the

cent

ral i

deas

or c

oncl

usio

ns o

f a t

ext;

sum

mar

ize

com

plex

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

co

ncep

ts, p

roce

sses

, or i

nfor

mat

ion

pres

ente

d in

a t

ext

by p

arap

hras

ing

them

in

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

sim

pler

but

stil

l acc

urat

e te

rms.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.3.

Fol

low

pre

cise

ly a

com

plex

mul

tiste

p pr

oced

ure

whe

n ca

rryi

ng o

ut e

xper

i-B2

.0, B

3.0,

B5.

0, B

6.0,

A

2.0,

A3.

0, A

4.0,

C1

.0, C

4.0,

C5.

0, C

6.0,

m

ents

, tak

ing

mea

sure

men

ts, o

r per

form

ing

tech

nica

l tas

ks; a

naly

ze t

he s

peci

fic

B7.0

, B9.

0, B

10.0

, B11

.0,

A5.0

, A8.

0, A

9.0

C9.0

resu

lts

base

d on

exp

lana

tions

in t

he t

ext.

B12.

0

11-1

2.4.

Det

erm

ine

the

mea

ning

of s

ymbo

ls, k

ey t

erm

s, a

nd o

ther

dom

ain-

spec

ific

B2.0

, B3.

0, B

5.0,

B6.

0,

A2.

0, A

3.0,

A4.

0,

C1.0

, C4.

0, C

5.0,

C6.

0,

wor

ds a

nd p

hras

es a

s th

ey a

re u

sed

in a

spe

cific

sci

entifi

c or

tec

hnic

al c

onte

xt

B7.0

, B9.

0, B

10.0

, B11

.0,

A5.0

, A8.

0, A

9.0

C9.0

rele

vant

to

grad

es 1

1-12

tex

ts a

nd t

opic

s.B1

2.0

11-1

2.5.

Ana

lyze

how

the

tex

t st

ruct

ures

info

rmat

ion

or id

eas

into

cat

egor

ies

or

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

hier

arch

ies,

dem

onst

ratin

g un

ders

tand

ing

of t

he in

form

atio

n or

idea

s.A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0

11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

dive

rse

form

ats

and

med

ia (e

.g.,

quan

titat

ive

data

, vid

eo, m

ultim

edia

) in

orde

r to

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

addr

ess

a qu

estio

n or

sol

ve a

pro

blem

.A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

21


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Read

ing

Stan

dard

s fo

r Li

tera

cy in

Sci

ence

and

Tec

hnic

al S

ubje

cts

– RL

ST (

Stan

dard

Are

a, G

rade

Lev

el, S

tand

ard

#) (c

ontin

ued)

11-1

2.8.

Eva

luat

e th

e hy

poth

eses

, dat

a, a

naly

sis,

and

con

clus

ions

in a

sci

ence

or

tech

nica

l tex

t, ve

rifyi

ng t

he d

ata

whe

n po

ssib

le a

nd c

orro

bora

ting

or c

halle

ngin

g A8

.0, A

9.0

conc

lusi

ons

with

oth

er s

ourc

es o

f inf

orm

atio

n.

11-1

2.9

Synt

hesi

ze in

form

atio

n fr

om a

ran

ge o

f sou

rces

(e.g

., te

xts,

exp

erim

ents

, A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

si

mul

atio

ns) i

nto

a co

here

nt u

nder

stan

ding

of a

pro

cess

, phe

nom

enon

, or c

once

pt,

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

reso

lvin

g co

nflic

ting

info

rmat

ion

whe

n po

ssib

le.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.10

. By

the

end

of g

rade

12,

rea

d an

d co

mpr

ehen

d sc

ienc

e/te

chni

cal t

exts

in

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

the

grad

es 1

1-12

tex

t co

mpl

exit

y ba

nd in

depe

nden

tly a

nd p

rofic

ient

ly.

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Writ

e ar

gum

ents

to

supp

ort

clai

ms

in a

n an

alys

is o

f sub

stan

tive

topi

cs o

r A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

te

xts,

usi

ng v

alid

rea

soni

ng a

nd r

elev

ant

and

suffi

cien

t ev

iden

ce.

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.2.

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts

to e

xam

ine

and

conv

ey c

ompl

ex

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

idea

s, c

once

pts,

and

info

rmat

ion

clea

rly a

nd a

ccur

atel

y th

roug

h th

e ef

fect

ive

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

sele

ctio

n, o

rgan

izat

ion,

and

ana

lysi

s of

con

tent

.A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

11-1

2.3

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ined

exp

erie

nces

or e

vent

s us

ing

C1.0

, C2.

0, C

4.0,

C5.

0,

A1.0

, A2.

0, A

3.0,

A5.

0,

B1.0

, B3.

0, B

4.0,

B5.

0,

effe

ctiv

e te

chni

que,

wel

l-ch

osen

det

ails

, and

wel

l-st

ruct

ured

eve

nt s

eque

nces

.C7

.0, C

8.0,

C9.

0, C

10.0

, A6

.0,A

7.0,

A9.

0, A

10.0

B10.

0, B

12.0

C11.

0, C

12.0

11-1

2.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

dev

elop

men

t, or

gani

za-

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

tion,

and

sty

le a

re a

ppro

pria

te t

o ta

sk, p

urpo

se, a

nd a

udie

nce.

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

re

writ

ing,

or t

ryin

g a

new

app

roac

h, f

ocus

ing

on a

ddre

ssin

g w

hat

is m

ost

sign

ifi-

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

cant

for

a s

peci

fic p

urpo

se a

nd a

udie

nce.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

in

divi

dual

or s

hare

d w

ritin

g pr

oduc

ts in

res

pons

e to

ong

oing

fee

dbac

k, in

clud

ing

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C3.0

, C6.

0, C

8.0,

C9.

0ne

w a

rgum

ents

or i

nfor

mat

ion.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

22


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(c

ontin

ued)

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er

a qu

estio

n (in

clud

ing

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r C3

.0, C

6.0,

C8.

0, C

9.0,

A4

.0, A

5.0,

A8.

0, A

9.0

B6.0

, B7.

0br

oade

n th

e in

quir

y w

hen

appr

opria

te; s

ynth

esiz

e m

ultip

le s

ourc

es o

n th

e su

bjec

t, C1

1.0

dem

onst

ratin

g un

ders

tand

ing

of t

he s

ubje

ct u

nder

inve

stig

atio

n.

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal

sour

ces,

usi

ng a

dvan

ced

sear

ches

eff

ectiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns

A1.0

, A2.

0, A

3.0,

A4.

0,

of e

ach

sour

ce in

ter

ms

of t

he t

ask,

pur

pose

, and

aud

ienc

e; in

tegr

ate

info

rmat

ion

A5

.0, A

6.0,

A7.

0, A

8.0,

in

to t

he t

ext

sele

ctiv

ely

to m

aint

ain

the

flow

of i

deas

, avo

idin

g pl

agia

rism

and

A9

.0, A

10.0

over

relia

nce

on a

ny o

ne s

ourc

e an

d fo

llow

ing

a st

anda

rd f

orm

at f

or c

itatio

n in

clud

ing

foot

note

s an

d en

dnot

es.

11-1

2.9.

Dra

w e

vide

nce

from

lite

rary

or i

nfor

mat

iona

l tex

ts t

o su

ppor

t an

alys

is,

A1.0

, A2.

0, A

4.0,

A5.

0,

C1.0

, C3.

0, C

8.0,

C9.

0,

refle

ctio

n, a

nd r

esea

rch.

A6.0

, A8.

0, A

9.0,

B1

.0, B

4.0,

B12

.0C1

0.0,

C11

.0, C

12.0

A10.

0

11-1

2.10

Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(tim

e fo

r res

earc

h, r

eflec

tion,

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

an

d re

visi

on) a

nd s

hort

er t

ime

fram

es (a

sin

gle

sitt

ing

or a

day

or t

wo)

for

a r

ange

A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C5

.0, C

6.0,

C7.

0, C

8.0,

of

tas

ks, p

urpo

ses,

and

aud

ienc

es.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce, a

nd

Tech

nica

l Sub

ject

s –

WH

SST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Writ

e ar

gum

ents

foc

used

on

disc

iplin

e-sp

ecifi

c co

nten

t.A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C5

.0, C

6.0,

C7.

0, C

8.0,

A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

11-1

2.2.

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts,

incl

udin

g th

e na

rrat

ion

of h

isto

rical

A5

.0, A

6.0,

A7.

0, A

8.0,

B5

.0, B

6.0,

B7.

0, B

8.0,

C5

.0, C

6.0,

C7.

0, C

8.0,

ev

ents

, sci

entifi

c pr

oced

ures

/exp

erim

ents

, or t

echn

ical

pro

cess

es.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

11-1

2.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

dev

elop

men

t, or

gani

za-

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

tion,

and

sty

le a

re a

ppro

pria

te t

o ta

sk, p

urpo

se, a

nd a

udie

nce.

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

23


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

and

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce, a

nd

Tech

nica

l Sub

ject

s –

WH

SST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(c

ontin

ued)

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

2.0,

B3.

0, B

4.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

re

writ

ing,

or t

ryin

g a

new

app

roac

h, f

ocus

ing

on a

ddre

ssin

g w

hat

is m

ost

sign

ifica

nt

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

for a

spe

cific

pur

pose

and

aud

ienc

e.A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e in

di-

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

vidu

al o

r sha

red

writ

ing

prod

ucts

in r

espo

nse

to o

ngoi

ng f

eedb

ack,

incl

udin

g ne

w

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

argu

men

ts o

r inf

orm

atio

n.A9

.0, A

10.0

B9.0

, B10

.0, B

11.0

, B12

.0C9

.0, C

10.0

, C11

.0, C

12.0

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er a

que

s-tio

n (in

clud

ing

a se

lf-ge

nera

ted

ques

tion)

or s

olve

a p

robl

em; n

arro

w o

r bro

aden

the

C3

.0, C

6.0,

C8.

0, C

9.0,

A4

.0, A

5.0,

A8.

0, A

9.0

B6.0

, B7.

0in

quir

y w

hen

appr

opria

te; s

ynth

esiz

e m

ultip

le s

ourc

es o

n th

e su

bjec

t, de

mon

stra

ting

C11.

0un

ders

tand

ing

of t

he s

ubje

ct u

nder

inve

stig

atio

n.

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal

sour

ces,

usi

ng a

dvan

ced

sear

ches

eff

ectiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns o

f A1

.0, A

2.0,

A3.

0, A

4.0,

ea

ch s

ourc

e in

ter

ms

of t

he s

peci

fic t

ask,

pur

pose

, and

aud

ienc

e; in

tegr

ate

info

rma-

A5.0

, A6.

0, A

7.0,

A8.

0,

tion

into

the

tex

t se

lect

ivel

y to

mai

ntai

n th

e flo

w o

f ide

as, a

void

ing

plag

iaris

m a

nd

A9.0

, A10

.0ov

erre

lianc

e on

any

one

sou

rce

and

follo

win

g a

stan

dard

for

mat

for

cita

tion.

11-1

2.9.

Dra

w e

vide

nce

from

info

rmat

iona

l tex

ts t

o su

ppor

t an

alys

is, r

eflec

tion,

and

A1

.0, A

2.0,

A4.

0, A

5.0,

C1

.0, C

3.0,

C8.

0, C

9.0,

B1

.0, B

4.0,

B12

.0re

sear

ch.

A6.0

, A8.

0, A

9.0

C10.

0, C

11.0

, C12

.0

11-1

2.10

Writ

e ro

utin

ely

over

ext

ende

d tim

e fr

ames

(tim

e fo

r refl

ectio

n an

d re

visi

on)

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B2.

0, B

3.0,

B4.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

and

shor

ter t

ime

fram

es (a

sin

gle

sitt

ing

or a

day

or t

wo)

for

a r

ange

of d

isci

plin

e-

A5.0

, A6.

0, A

7.0,

A8.

0,

B5.0

, B6.

0, B

7.0,

B8.

0,

C5.0

, C6.

0, C

7.0,

C8.

0,

spec

ific

task

s, p

urpo

ses,

and

aud

ienc

es.

A9.0

, A10

.0B9

.0, B

10.0

, B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

MAT

HEM

ATIC

SAl

gebr

a –

A-SS

E –

Seei

ng S

truc

ture

in E

xpre

ssio

nsIn

terp

ret t

he st

ruct

ure

of e

xpre

ssio

ns

1. In

terp

ret

expr

essi

ons

that

rep

rese

nt a

qua

ntit

y in

ter

ms

of it

s co

ntex

t.a.

Inte

rpre

t pa

rts

of a

n ex

pres

sion

, suc

h as

ter

ms,

fac

tors

, and

coe

ffici

ents

.b.

Inte

rpre

t co

mpl

icat

ed e

xpre

ssio

ns b

y vi

ewin

g on

e or

mor

e of

the

ir pa

rts

as a

A4

.0B1

0.0,

B11

.0si

ngle

ent

ity.

For

exa

mpl

e, in

terp

ret P

(1+r

)’ as

the

prod

uct o

f P a

nd a

fact

or n

ot

depe

ndin

g on

P.

24


Acad

emic

Aig

nmen

tl

Mat

rixPA

THY

WA

S

A

.

B.

C.H

OS

PA

ITL

,IT

Y T

OU

RIS

M,

AN

D R

EC

RT

IE

AO

NFo

od S

cince

e ,

Food

Sre

icve

H

ospi

itta

l,y T

uris

m,

o

Dics

,et

eti

n a

dd

Han

opsit

ital

yan

cd

Rere

atoni

Nut

ion

rit

Age

bra

– A-

lC

D –

CrE

ng E

quat

ions

eati

Crte

equ

atea

onit

s tha

des

cri

eb n

mb

ures o

r rlae

itsh

onpi

s

.1 C

rte

eea

uaqon

s a

tid

in

enuaq

ilesti

in o

ne v

raab

le in

iud

icl

g on

en

s w

th a

bi

slo

te v

ua

e a

lud n

usm

e th

e t

o s

lov

oe

prleb

nm

s i

n a

t of

cd

ouno

etxt

, icln

iud

g e

nuaq

ons

arti

iis

g f

nro

m l

nea

i r

fucntoi

s.nA4

.05B

.0C5

.01

1 Ju

dge

the

v.

ladi

tiy

n o

f ar

ag

me

utn a

cr

cod

nih

g to

wr t

he p

ret

heop

reetis

of r

ela n

mb

ure

s,

exp

neotns,

ad

lon

rga

im

s ha

ve b

the

nep

apl

eid

crore

ctl

ty

a e

ach

stpe. (

Ct

A S

nar

dad

gebr

Al

a II

- 1

.12)

2. C

rte

eea

qti

uan

ons

i t

o or

mor

we

vra

able

is

to r

prees

et

rn

laeon

shti

pis

bte

ew

n q

eau

tinetis;

A4

.0B5

.01

, B0,

B1.

2.10

C5.0

gra

h e

puaq

ons

on c

tioo

rid

te a

naexs

wth

lab

ils

ae

d s

nca

els.

3.pr

Re

ese

t c

nnso

tria

tns

by e

uaqon

s or

iti

enuaq

iletis,

ad

by s

nys

ets

of e

mq

tiua

don

s an

/or

ien

uaqil

etis

n, a

nd

ir

tepr

t s

elo

tiuon

s as

vab

le o

r non

vi

able

opt

ii

non

s i

a m

ong

cde

lino

etxt

. For

A4

.0B4

.0,

5 B

,.0

6 B

.0, B

.07C5

.0ex

male

, rp

prees

et

in

enq

iua

letis

des

rci

ng n

bitru

tioi

l ana

d c

nos

t c

nsotr

at

ins

on c

mbi

otio

ns o

f na

diff

eren

t fo

ods.

4.r

Rea

rng

e f

arom

lui

as t

o h

hgil

hgu

t a

qna

ttiy

n o

f ir

tee

ts, u

sig

the

sn

me

ra

asei

ong

as i

n n

A4.0

1B.10

slo

ivg

en

uaqon

sti

. For

ex

male

, rp

erara

mng

e O

hs

la’

R to

hw

V =

Igi

lhgi

t r

hes

itsa

cne

R.

Age

bra

– A-

lRE

I – R

eas

ion

g w

ntih

Equa

tion

s an

d In

euaq

itie

ls

rUn

deta

nd so

lvi

sg

equa

nit

s as a

pr

onco

ess

fo re

ias

ong

and

en

pla

xn

the

ri

ei

ason

gn

.1 E

pla

xn

each

si

tpe

n i s

loiv

g a

sin

pm

qle

etio

n as

fua

lool

iw

g f

nro

m t

he e

ual

qtiy

of n

mb

ures

ass

reetd

t a

the

pre

ivus

so

te, sp

tra

ng f

tiro

m t

he a

ssu

pm

ttio

n th

a t

he o

rigni

l eauaq

on h

as a

ti

A4.0

5B.0

C4.0

soul

onti. C

nsotr

uct

a vi

rab

le a

gm

eu

tnu

to

js

ifty

a s

uol

on m

etho

tid.

2. S

lov

me

sile

rp

tial

ona

n a

d r

daci

l eaq

tiua

non

s i

one

vria

nab

le, a

id

gve

ex

malep

s sh

oi

wn

w

g ho

B4.0

,5

B.0

,6

B.0

, B.07

,C5

,.0

C6

,.0

C7.

0, C

9.0,

A4

.0, A

5.0

extr

aen

us s

olo

tiur

ons

may

asie.

B9.0

C1.10,

2 C

1.0

oSt

lve

equa

onin

s and

il

equa

tin

ies i

e o

ne v

aria

bl

3. S

loe

lv

near

i e

uaqon

s an

tid

ienq

iua

letis

in o

ne v

raab

le, i

icln

iud

g e

nuaq

ons

wti

th c

io

fee

fici

ts

n

rpere

sent

ed b

y le

tter

s.0.

B10,

1. B

10,

2 B

1.0

31

S.

ovl

qe

eti

uand

ion

s a

enuaq

iletis

ivo

ln

ivg

abn

slo

te v

ula

e. (

uC

tA

Sna

rda

d Al

gebr

a I -

3.0

a

d C

nA

t S

nar

dad

Alge

bra

I.

I - 1

0)

25


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d an

d H

ospi

talit

yan

d Re

crea

tion

Nut

ritio

n

Alge

bra

– A-

REI –

Rea

soni

ng w

ith

Equa

tion

s an

d In

equa

litie

s (c

ontin

ued)

Solv

e sy

stem

s of e

quat

ions

6. S

olve

sys

tem

s of

line

ar e

quat

ions

exa

ctly

and

app

roxi

mat

ely

(e.g

., w

ith g

raph

s), f

ocus

ing

on p

airs

B5

.0C4

.0, C

5.0

of li

near

equ

atio

ns in

tw

o va

riabl

es.

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

4. F

or a

fun

ctio

n th

at m

odel

s a

rela

tions

hip

betw

een

two

quan

titie

s, in

terp

ret

key

feat

ures

of g

raph

s an

d ta

bles

in t

erm

s of

the

qua

ntiti

es, a

nd s

ketc

h gr

aphs

sho

win

g ke

y fe

atur

es g

iven

a v

erba

l des

crip

-A1

.0, A

4.0,

B1

.0, B

4.0,

B5.

0,

C1.0

, C4.

0, C

5.0,

C8.

0,

tion

of t

he r

elat

ions

hip.

Key

fea

ture

s in

clud

e: in

terc

epts

; int

erva

ls w

here

the

fun

ctio

n is

incr

easi

ng,

A10.

0B1

1.0,

B12

.0C1

0.0

decr

easi

ng, p

ositi

ve, o

r neg

ativ

e; r

elat

ive

max

imum

s an

d m

inim

ums;

sym

met

ries;

end

beh

avio

r; an

d pe

riodi

city

.

6. C

alcu

late

and

inte

rpre

t th

e av

erag

e ra

te o

f cha

nge

of a

fun

ctio

n (p

rese

nted

sym

bolic

ally

or a

s a

A1.0

, A4.

0,

B1.0

, B4.

0,

C1.0

, C4.

0, C

5.0,

C8.

0,

tabl

e) o

ver a

spe

cifie

d in

terv

al. E

stim

ate

the

rate

of c

hang

e fr

om a

gra

ph.

A10.

0B5

.0,11

.0, B

12.0

C9.0

, C10

.0

Geom

etry

– G

-CO

– C

ongr

uenc

e

Mak

e ge

omet

ric c

onst

ruct

ions

12. M

ake

form

al g

eom

etric

con

stru

ctio

ns w

ith a

var

iety

of t

ools

and

met

hods

(com

pass

and

str

aigh

t-ed

ge, s

trin

g, r

eflec

tive

devi

ces,

pap

er f

oldi

ng, d

ynam

ic g

eom

etric

sof

twar

e, e

tc.).

Cop

ying

a s

egm

ent;

co

pyin

g an

ang

le; b

isec

ting

a se

gmen

t; b

isec

ting

an a

ngle

; con

stru

ctin

g pe

rpen

dicu

lar l

ines

, inc

ludi

ng

B6.0

, B7.

0th

e pe

rpen

dicu

lar b

isec

tor o

f a li

ne s

egm

ent;

and

con

stru

ctin

g a

line

para

llel t

o a

give

n lin

e th

roug

h a

poin

t no

t on

the

line

.

Geom

etry

– G

-MG

– M

odel

ing

wit

h Ge

omet

ry

Appl

y ge

omet

ric c

once

pts i

n m

odel

ing

situa

tions

1. U

se g

eom

etric

sha

pes,

the

ir m

easu

res,

and

the

ir pr

oper

ties

to d

escr

ibe

obje

cts

(e.g

., m

odel

ing

a B6

.0, B

7.0

tree

tru

nk o

r a h

uman

tor

so a

s a

cylin

der.

2. A

pply

con

cept

s of

den

sity

bas

ed o

n ar

ea a

nd v

olum

e in

mod

elin

g si

tuat

ions

(e.g

., pe

rson

s pe

r A5

.0sq

uare

mile

, BTU

s pe

r cub

ic f

oot)

.

3. A

pply

geo

met

ric m

etho

ds t

o so

lve

desi

gn p

robl

ems

(e.g

., de

sign

ing

an o

bjec

t or

str

uctu

re t

o sa

tisfy

B6

.0, B

7.0

phys

ical

con

stra

ints

or m

inim

ize

cost

; wor

king

with

typ

ogra

phic

grid

sys

tem

s ba

sed

on r

atio

s).

26


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d an

d H

ospi

talit

yan

d Re

crea

tion

Nut

ritio

n

Geom

etry

– N

-Q –

Qua

ntit

ies

Reas

on q

uant

itativ

ely

and

use

units

to so

lve

prob

lem

s

1. U

se u

nits

as

a w

ay t

o un

ders

tand

pro

blem

s an

d to

gui

de t

he s

olut

ion

of m

ulti-

step

pro

blem

s;

choo

se a

nd in

terp

ret

unit

s co

nsis

tent

ly in

for

mul

as; c

hoos

e an

d in

terp

ret

the

scal

e an

d th

e or

igin

in

A5.0

B4.0

C1.0

grap

hs a

nd d

ata

disp

lays

.

2. D

efine

app

ropr

iate

qua

ntiti

es f

or t

he p

urpo

se o

f des

crip

tive

mod

elin

g.A1

.0B1

.0, B

4.0

C1.0

3. C

hoos

e a

leve

l of a

ccur

acy

appr

opria

te t

o lim

itatio

ns o

n m

easu

rem

ent

whe

n re

port

ing

quan

titie

s.A5

.0B4

.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-IC

– M

akin

g In

fere

nces

and

Jus

tify

ing

Conc

lusi

ons

Unde

rsta

nd a

nd e

valu

ate

rand

om p

roce

sses

und

erly

ing

stat

istic

al e

xper

imen

ts

1. U

nder

stan

d st

atis

tics

as a

pro

cess

for

mak

ing

infe

renc

es a

bout

pop

ulat

ion

para

met

ers

base

d on

a

A1.0

, A5.

0,

B1.0

, B4.

0C1

.0ra

ndom

sam

ple

from

tha

t po

pula

tion.

A6.0

, A9.

0

Mak

e in

fere

nces

and

just

ify c

oncl

usio

ns fr

om sa

mpl

e su

rvey

s, ex

perim

ents

, and

obs

erva

tiona

l stu

dies

3. R

ecog

nize

the

pur

pose

s of

and

dif

fere

nces

am

ong

sam

ple

surv

eys,

exp

erim

ents

, and

obs

erva

tiona

l A9

.0B4

.0C8

.0st

udie

s; e

xpla

in h

ow r

ando

miz

atio

n re

late

s to

eac

h.

6. E

valu

ate

repo

rts

base

d on

dat

a.A1

.0, A

6.0,

C1

.0, C

8.0,

C9.

0,

B1.0

A9.0

C10.

0

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

retin

g Ca

tego

rical

and

Q

uant

itat

ive

Data

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on a

sing

le c

ount

or m

easu

rem

ent v

aria

ble

1. R

epre

sent

dat

a w

ith p

lots

on

the

real

num

ber l

ine

(dot

plo

ts, h

isto

gram

s, a

nd b

ox p

lots

).A8

.0B9

.0C4

.0, C

6.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-CP

– C

ondi

tion

al P

roba

bilit

y an

d th

e Ru

les

of P

roba

bilit

yUn

ders

tand

inde

pend

ence

and

con

ditio

nal p

roba

bilit

y an

d us

e th

em to

inte

rpre

t dat

a

4. C

onst

ruct

and

inte

rpre

t tw

o-w

ay f

requ

ency

tab

les

of d

ata

whe

n tw

o ca

tego

ries

are

asso

ciat

ed w

ith

each

obj

ect

bein

g cl

assi

fied.

Use

the

tw

o-w

ay t

able

as

a sa

mpl

e sp

ace

to d

ecid

e if

even

ts a

re in

depe

n-de

nt a

nd t

o ap

prox

imat

e co

nditi

onal

pro

babi

litie

s. F

or e

xam

ple,

col

lect

dat

a fr

om a

ran

dom

sam

ple

of

C9.0

stud

ents

in y

our s

choo

l on

thei

r fav

orite

sub

ject

am

ong

mat

h, s

cien

ce, a

nd E

nglis

h. E

stim

ate

the

prob

-ab

ility

tha

t a

rand

omly

sel

ecte

d st

uden

t fr

om y

our s

choo

l will

fav

or s

cien

ce g

iven

tha

t th

e st

uden

t is

in

tent

h gr

ade.

Do

the

sam

e fo

r oth

er s

ubje

cts

and

com

pare

the

res

ults

.

27


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y,

Diet

etic

s, an

d an

d H

ospi

talit

yTo

uris

m,

Nut

ritio

nan

d Re

crea

tion

Stat

isti

cs a

nd P

roba

bilit

y –

S-CP

– C

ondi

tion

al P

roba

bilit

y an

d th

e Ru

les

of P

roba

bilit

y

(con

tinue

d)5.

Rec

ogni

ze a

nd e

xpla

in t

he c

once

pts

of c

ondi

tiona

l pro

babi

lity

and

inde

pend

ence

in e

very

day

lan-

guag

e an

d ev

eryd

ay s

ituat

ions

. For

exa

mpl

e, c

ompa

re t

he c

hanc

e of

hav

ing

lung

can

cer i

f you

are

a

A4.0

, A6.

0sm

oker

with

the

cha

nce

of b

eing

a s

mok

er if

you

hav

e lu

ng c

ance

r.

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e De

cisi

ons

Use

prob

abili

ty to

eva

luat

e ou

tcom

es o

f dec

ision

s

5. (+

) Wei

gh t

he p

ossi

ble

outc

omes

of a

dec

isio

n by

ass

igni

ng p

roba

bilit

ies

to p

ayof

f val

ues

and

findi

ng

expe

cted

val

ues.

a. F

ind

the

expe

cted

pay

off f

or a

gam

e of

cha

nce.

For

exa

mpl

e, fi

nd t

he e

xpec

ted

win

ning

s fr

om a

st

ate

lott

ery

ticke

t or

a g

ame

at a

fas

t-fo

od r

esta

uran

t.B1

0.0,

B11

.0C8

.0, C

9.0

b. E

valu

ate

and

com

pare

str

ateg

ies

on t

he b

asis

of e

xpec

ted

valu

es. F

or e

xam

ple,

com

pare

a h

igh

dedu

ctib

le v

ersu

s a

low

-ded

uctib

le a

utom

obile

insu

ranc

e po

licy

usin

g va

rious

, but

rea

sona

ble,

ch

ance

s of

hav

ing

a m

inor

or a

maj

or a

ccid

ent.

Stat

isti

cs a

nd P

roba

bilit

y –

APP

S –

Adva

nced

Pla

cem

ent

Prob

abili

ty a

nd S

tati

stic

s10

.0 S

tude

nts

know

the

defi

nitio

ns o

f the

mea

n, m

edia

n, a

nd m

ode

of d

istr

ibut

ion

of d

ata

and

can

com

-A1

.0, A

5.0,

pu

te e

ach

of t

hem

in p

artic

ular

situ

atio

ns.

A6.0

, A9.

0,

B1.0

, B11

.0C4

.0, C

8.0

A10.

0

SCIE

NCE

Scie

ntifi

c an

d En

gine

erin

g Pr

acti

ces

– SE

P1.

Ask

ing

ques

tions

(for

sci

ence

) and

defi

ning

pro

blem

s (f

or e

ngin

eerin

g)A8

.0, A

9.0

2. D

evel

opin

g an

d us

ing

mod

els

A8.0

, A9.

0

3. P

lann

ing

and

carr

ying

out

inve

stig

atio

nsA8

.0, A

9.0

4. A

naly

zing

and

inte

rpre

ting

data

A8.0

, A9.

0

5. U

sing

mat

hem

atic

s an

d co

mpu

tatio

nal t

hink

ing

A8.0

, A9.

0

6. C

onst

ruct

ing

expl

anat

ions

(for

sci

ence

) and

des

igni

ng s

olut

ions

(for

eng

inee

ring)

A8.0

, A9.

0

7. E

ngag

ing

in a

rgum

ent

from

evi

denc

eA8

.0, A

9.0

8. O

btai

ning

, eva

luat

ing,

and

com

mun

icat

ing

info

rmat

ion

A8.0

, A9.

0

28


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce, D

iete

tics

, Fo

od S

ervi

ce

Hos

pita

lity,

Tou

rism

, an

d N

utrit

ion

and

Hos

pita

lity

and

Recr

eati

on

Cros

scut

ting

Con

cept

– C

C1.

Pat

tern

sB5

.0, B

6.0,

B7.

0

3. S

cale

, pro

port

ion,

and

qua

ntit

yA8

.0, A

9.0

B6.0

, B7.

0

6. S

truc

ture

and

fun

ctio

nA8

.0, A

9.0

B6.0

, B7.

0

7. S

tabi

lity

and

chan

geA8

.0, A

9.0

B6.0

, B7.

0

Phys

ical

Sci

ence

s –

PSPS

1: M

atte

r and

Its

Inte

ract

ions

PS1.

A: S

truc

ture

and

Pro

pert

ies

of M

atte

rA8

.0, A

9.0

B6.0

, B7.

0, B

10.0

C5.0

PS1.

B: C

hem

ical

Rea

ctio

nsA4

.0, A

5.0,

A8.

0, A

9.0

B3.0

, B6.

0, B

7.0

PS2:

Mot

ion

and

Stab

ility

: For

ces

and

Inte

ract

ions

PS2.

C: S

tabi

lity

and

Inst

abili

ty in

Phy

sica

l Sys

tem

sB7

.0

PS3:

Ene

rgy

PS3.

A: D

efini

tions

of E

nerg

yA8

.0

PS3.

B: C

onse

rvat

ion

of E

nerg

y an

d En

ergy

Tra

nsfe

rA3

.0, A

8.0

PS3.

C: R

elat

ions

hip

Betw

een

Ener

gy a

nd F

orce

sA8

.0

PS3.

D: E

nerg

y in

Che

mic

al P

roce

sses

and

Eve

ryda

y Li

feA1

.0, A

4.0,

A5.

0, A

8.0

B1.0

, B3.

0, B

9.0

Life

Sci

ence

s –

LSLS

1: F

rom

Mol

ecul

es t

o O

rgan

ism

s: S

truc

ture

s an

d Pr

oces

ses

LS1.

A: S

truc

ture

and

Fun

ctio

nA1

.0, A

8.0,

A9.

0

LS1.

B: G

row

th a

nd D

evel

opm

ent

of O

rgan

ism

sA3

.0, A

8.0,

A9.

0B3

.0, B

6.0,

B7.

0

LS1.

D: I

nfor

mat

ion

Proc

essi

ngB1

.0, B

2.0,

B3.

0, B

4.0,

B5.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

A1.0

, A2.

0, A

3.0,

A4.

0, A

5.0,

B6

.0, B

7.0,

B8.

0, B

9.0,

C5

.0, C

6.0,

C7.

0, C

8.0,

A6

.0, A

7.0,

A8.

0, A

9.0,

A10

.0B1

0.0,

B11

.0, B

12.0

C9.0

, C10

.0, C

11.0

, C12

.0

LS2:

Eco

syst

ems:

Inte

ract

ions

, Ene

rgy,

and

Dyn

amic

s

LS2.

A: In

terd

epen

dent

Rel

atio

nshi

ps in

Eco

syst

ems

A5.0

LS3:

Her

edit

y: In

herit

ance

and

Var

iatio

n of

Tra

its

LS3.

B: V

aria

tion

of T

rait

sA9

.0

29


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Eart

h an

d Sp

ace

Scie

nces

– E

SSES

S3: E

arth

and

Hum

an A

ctiv

ity

ESS3

.A: N

atur

al R

esou

rces

ESS3

.B: N

atur

al H

azar

dsA3

.0, A

9.0

B2.0

, B3.

0, B

11.0

C2.0

, C8.

0, C

11.0

ESS3

.C: H

uman

Impa

cts

on E

arth

Sys

tem

s

ESS3

.D: G

loba

l Clim

ate

Chan

ge HIS

TORY

/SO

CIAL

SCI

ENCE

Prin

cipl

es o

f A

mer

ican

Dem

ocra

cy a

nd E

cono

mic

s –

AD12

.3 S

tude

nts

eval

uate

and

tak

e an

d de

fend

pos

ition

s on

wha

t th

e fu

ndam

enta

l val

ues

and

prin

cipl

es o

f civ

il so

ciet

y ar

e (i.

e., t

he a

uton

omou

s sp

here

of v

olun

tary

per

sona

l, so

cial

, and

ec

onom

ic r

elat

ions

tha

t ar

e no

t pa

rt o

f gov

ernm

ent)

, the

ir in

terd

epen

denc

e, a

nd t

he m

ean-

ing

and

impo

rtan

ce o

f tho

se v

alue

s an

d pr

inci

ples

for

a f

ree

soci

ety.

12.3

.1. E

xpla

in h

ow c

ivil

soci

ety

prov

ides

opp

ortu

nitie

s fo

r ind

ivid

uals

to

asso

ciat

e fo

r A

2.0

B1.0

, B8.

0C2

.0, C

8.0,

C12

.0so

cial

, cul

tura

l, re

ligio

us, e

cono

mic

, and

pol

itica

l pur

pose

s.

Prin

cipl

es o

f Ec

onom

ics

– PE

12.1

Stu

dent

s un

ders

tand

com

mon

eco

nom

ic t

erm

s an

d co

ncep

ts a

nd e

cono

mic

rea

soni

ng.

A1.0

B1.0

, B11

.0, B

12.0

C1.0

, C4.

0, C

8.0

12.1

.1. E

xam

ine

the

caus

al r

elat

ions

hip

betw

een

scar

city

and

the

nee

d fo

r cho

ices

.A1

.0B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0

12.1

.2. E

xpla

in o

ppor

tuni

ty c

ost

and

mar

gina

l ben

efit

and

mar

gina

l cos

t.A1

.0B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0

12.2

Stu

dent

s an

alyz

e th

e el

emen

ts o

f Am

eric

a’s

mar

ket

econ

omy

in a

glo

bal

A1.0

B1.0

, B11

.0, B

12.0

C1.0

, C4.

0, C

8.0

sett

ing.

12.2

.2. D

iscu

ss t

he e

ffec

ts o

f cha

nges

in s

uppl

y an

d or

dem

and

on t

he r

elat

ive

scar

city

, A1

.0B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0pr

ice,

and

qua

ntit

y of

par

ticul

ar p

rodu

cts.

12.2

.4. E

xpla

in h

ow p

rices

refl

ect

the

rela

tive

scar

city

of g

oods

and

ser

vice

s an

d pe

rfor

m

B1.0

, B11

.0, B

12.0

C1.0

, C4.

0, C

8.0

the

allo

cativ

e fu

nctio

n in

a m

arke

t ec

onom

y.

12.2

.5. U

nder

stan

d th

e pr

oces

s by

whi

ch c

ompe

titio

n am

ong

buye

rs a

nd s

elle

rs d

eter

-B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0m

ines

a m

arke

t pr

ice.

12.2

.6. D

escr

ibe

the

effe

ct o

f pric

e co

ntro

ls o

n bu

yers

and

sel

lers

.B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0

30


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Prin

cipl

es o

f Ec

onom

ics

– PE

(con

tinue

d)

12.2

.7. A

naly

ze h

ow d

omes

tic a

nd in

tern

atio

nal c

ompe

titio

n in

a m

arke

t ec

onom

y af

fect

s go

ods

and

serv

ices

pro

duce

d an

d th

e qu

alit

y, q

uant

ity,

and

pric

e of

tho

se p

rod-

B1.0

, B11

.0, B

12.0

C1.0

, C4.

0, C

8.0

ucts

.

12.2

.10.

Dis

cuss

the

eco

nom

ic p

rinci

ples

tha

t gu

ide

the

loca

tion

of a

gric

ultu

ral p

rodu

c-B1

.0, B

11.0

, B12

.0C1

.0, C

4.0,

C8.

0tio

n an

d in

dust

ry a

nd t

he s

patia

l dis

trib

utio

n of

tra

nspo

rtat

ion

and

reta

il fa

cilit

ies.

12.3

Stu

dent

s an

alyz

e th

e in

fluen

ce o

f the

fed

eral

gov

ernm

ent

on t

he A

mer

ican

eco

nom

y.

12.3

.1. U

nder

stan

d ho

w t

he r

ole

of g

over

nmen

t in

a m

arke

t ec

onom

y of

ten

incl

udes

pr

ovid

ing

for n

atio

nal d

efen

se, a

ddre

ssin

g en

viro

nmen

tal c

once

rns,

defi

ning

and

A1

.0, A

10.0

B1.0

, B11

.0, B

12.0

C1.0

, C4.

0, C

8.0

enfo

rcin

g pr

oper

ty ri

ghts

, att

empt

ing

to m

ake

mar

kets

mor

e co

mpe

titiv

e, a

nd p

rote

ct-

ing

cons

umer

s’ rig

hts.

12.3

.3. D

escr

ibe

the

aim

s of

gov

ernm

ent

fisca

l pol

icie

s (t

axat

ion,

bor

row

ing,

spe

ndin

g)

A2.

0an

d th

eir i

nflue

nce

on p

rodu

ctio

n, e

mpl

oym

ent,

and

pric

e le

vels

.

12.4

Stu

dent

s an

alyz

e th

e el

emen

ts o

f the

U.S

. lab

or m

arke

t in

a g

loba

l set

ting.

12.4

.1. U

nder

stan

d th

e op

erat

ions

of t

he la

bor m

arke

t. in

clud

ing

the

circ

umst

ance

s su

r-ro

undi

ng t

he e

stab

lishm

ent

of p

rinci

pal A

mer

ican

labo

r uni

ons,

pro

cedu

res

that

uni

ons

B2.0

, B4.

0, B

5.0,

B8.

0,

A2.

0C2

.0, C

3.0,

C7.

0us

e to

gai

n be

nefit

s fo

r the

ir m

embe

rs, t

he e

ffec

ts o

f uni

oniz

atio

n, t

he m

inim

um w

age,

B9

.0an

d un

empl

oym

ent

insu

ranc

e.

12.4

.2. D

escr

ibe

the

curr

ent

econ

omy

and

labo

r mar

ket,

incl

udin

g th

e ty

pes

of g

oods

C1

.0, C

2.0,

C3.

0,

B2.0

, B4.

0, B

5.0,

B8.

0,

and

serv

ices

pro

duce

d, t

he t

ypes

of s

kills

wor

kers

nee

d, t

he e

ffec

ts o

f rap

id t

echn

olog

i-A1

.0, A

2.0,

A10

.0C4

.0, C

7.0,

C9.

0,

B9.0

cal c

hang

e, a

nd t

he im

pact

of i

nter

natio

nal c

ompe

titio

n.C1

1.0,

C12

.0

12.4

.3. D

iscu

ss w

age

diff

eren

ces

amon

g jo

bs a

nd p

rofe

ssio

ns, u

sing

the

law

s of

dem

and

B2.0

, B4.

0, B

5.0,

B8.

0,

A2.

0C2

.0an

d su

pply

and

the

con

cept

of p

rodu

ctiv

ity.

B9.0

12.4

.4. E

xpla

in t

he e

ffec

ts o

f int

erna

tiona

l mob

ility

of c

apita

l and

labo

r on

the

U.S

. B2

.0, B

3.0,

B4.

0, B

5.0,

ec

onom

y.A

2.0

B6.0

, B7.

0, B

8.0,

B9.

0,

C2.0

B10

12.5

Stu

dent

s an

alyz

e th

e ag

greg

ate

econ

omic

beh

avio

r of t

he U

.S. e

cono

my.

12.5

.1. D

istin

guis

h be

twee

n no

min

al a

nd r

eal d

ata.

A3.0

, A4.

0

31


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Prin

cipl

es o

f Ec

onom

ics

– PE

(con

tinue

d)

12.6

Stu

dent

s an

alyz

e is

sues

of i

nter

natio

nal t

rade

and

exp

lain

how

the

U.S

. eco

nom

y B1

.0af

fect

s, a

nd is

aff

ecte

d by

, eco

nom

ic f

orce

s be

yond

the

Uni

ted

Stat

es’ b

orde

rs.

12.6

.3. U

nder

stan

d th

e ch

angi

ng r

ole

of in

tern

atio

nal p

oliti

cal b

orde

rs a

nd

C1.0

terr

itoria

l sov

erei

gnty

in a

glo

bal e

cono

my.

12.6

.4. E

xpla

in f

orei

gn e

xcha

nge,

the

man

ner i

n w

hich

exc

hang

e ra

tes

are

dete

rmin

ed,

C1.0

and

the

effe

cts

of t

he d

olla

r’s g

aini

ng (o

r los

ing)

val

ue r

elat

ive

to o

ther

cur

renc

ies.

U.S.

His

tory

and

Geo

grap

hy –

US

11.2

Stu

dent

s an

alyz

e th

e re

latio

nshi

p am

ong

the

rise

of in

dust

rializ

atio

n, la

rge-

scal

e ru

ral-

to-u

rban

mig

ratio

n, a

nd m

assi

ve im

mig

ratio

n fr

om S

outh

ern

and

East

ern

Euro

pe.

11.2

.1. K

now

the

eff

ects

of i

ndus

tria

lizat

ion

on li

ving

and

wor

king

con

ditio

ns, i

nclu

ding

B1

.0, B

2.0,

B3.

0, B

6.0,

A3

.0, A

8.0

the

port

raya

l of w

orki

ng c

ondi

tions

and

foo

d sa

fety

in U

pton

Sin

clai

r’s T

he J

ungl

eB7

.0

11.2

.2. D

escr

ibe

the

chan

ging

land

scap

e, in

clud

ing

the

grow

th o

f citi

es li

nked

by

indu

stry

C1

.0an

d tr

ade,

and

the

dev

elop

men

t of

citi

es d

ivid

ed a

ccor

ding

to

race

, eth

nici

ty, a

nd c

lass

.

11.2

.5. D

escr

ibe

the

reci

proc

ity

betw

een

right

s an

d ob

ligat

ions

; tha

t is

, why

enj

oym

ent

of

B1.0

one’

s rig

hts

enta

ils r

espe

ct f

or t

he ri

ghts

of o

ther

s.

11.2

.6. T

race

the

eco

nom

ic d

evel

opm

ent

of t

he U

nite

d St

ates

and

its

emer

genc

e as

a

maj

or in

dust

rial p

ower

, inc

ludi

ng it

s ga

ins

from

tra

de a

nd t

he a

dvan

tage

s of

its

phys

ical

A1

.0ge

ogra

phy.

11.5

Stu

dent

s an

alyz

e th

e m

ajor

pol

itica

l, so

cial

, eco

nom

ic, t

echn

olog

ical

, and

cul

tura

l dev

el-

opm

ents

of t

he 1

920s

.

11.5

.7. D

iscu

ss t

he ri

se o

f mas

s pr

oduc

tion

tech

niqu

es, t

he g

row

th o

f citi

es, t

he im

pact

of

new

tec

hnol

ogie

s (e

.g.,

the

auto

mob

ile, e

lect

ricit

y), a

nd t

he r

esul

ting

pros

perit

y an

d A4

.0B1

.0, B

5.0,

B12

.0C1

.0, C

4.0,

C5.

0, C

6.0

effe

ct o

n th

e Am

eric

an la

ndsc

ape.

11.6

Stu

dent

s an

alyz

e th

e di

ffer

ent

expl

anat

ions

for

the

Gre

at D

epre

ssio

n an

d ho

w t

he N

ew

Deal

fun

dam

enta

lly c

hang

ed t

he r

ole

of t

he f

eder

al g

over

nmen

t.

11.6

.3 D

iscu

ss t

he h

uman

tol

l of t

he D

epre

ssio

n, n

atur

al d

isas

ters

, and

unw

ise

agric

ultu

ral

prac

tices

and

the

ir ef

fect

s on

the

dep

opul

atio

n of

rur

al r

egio

ns a

nd o

n po

litic

al m

ove-

A4.0

, A5.

0, A

6.0,

B1

.0, B

5.0,

B11

.0C1

.0, C

8.0

men

ts o

f the

left

and

righ

t, w

ith p

artic

ular

att

entio

n to

the

Dus

t Bo

wl r

efug

ees

and

thei

r A7

.0so

cial

and

eco

nom

ic im

pact

s in

Cal

iforn

ia.

32


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

U.S.

His

tory

and

Geo

grap

hy –

US

(con

tinue

d)

11.8

Stu

dent

s an

alyz

e th

e ec

onom

ic b

oom

and

soc

ial t

rans

form

atio

n of

pos

t-W

orld

W

ar II

Am

eric

a.

11.8

.1. T

race

the

gro

wth

of s

ervi

ce s

ecto

r, w

hite

col

lar,

and

prof

essi

onal

sec

tor

C1.0

, C2.

0, C

3.0,

C4.

0,

A1.0

, A7.

0B4

.0, B

8.0,

B12

.0jo

bs in

bus

ines

s an

d go

vern

men

t.C5

.0, C

6.0,

C11

.0

11.8

.2 D

escr

ibe

the

sign

ifica

nce

of M

exic

an im

mig

ratio

n an

d it

s re

latio

nshi

p to

the

A

2.0

B1.0

, B4.

0C1

.0, C

2.0,

C8.

0ag

ricul

tura

l eco

nom

y, e

spec

ially

in C

alifo

rnia

.

11.8

.6. D

iscu

ss t

he d

iver

se e

nviro

nmen

tal r

egio

ns o

f Nor

th A

mer

ica,

the

ir re

latio

n-sh

ip t

o lo

cal e

cono

mie

s, a

nd t

he o

rigin

s an

d pr

ospe

cts

of e

nviro

nmen

tal p

robl

ems

A1.0

, A9.

0B1

.0, B

5.0

C1.0

in t

hose

reg

ions

.

11.8

.7. D

escr

ibe

the

effe

cts

on s

ocie

ty a

nd t

he e

cono

my

of t

echn

olog

ical

dev

elop

-m

ents

sin

ce 1

945,

incl

udin

g th

e co

mpu

ter r

evol

utio

n, c

hang

es in

com

mun

icat

ion,

A8

.0, A

9.0,

A10

.0B1

.0, B

9.0,

B12

.0C1

.0, C

9.0

adva

nces

in m

edic

ine,

and

impr

ovem

ents

in a

gric

ultu

ral T

echn

olog

y.

11.11

Stu

dent

s an

alyz

e th

e m

ajor

soc

ial p

robl

ems

and

dom

estic

pol

icy

issu

es in

con

-A

2.0,

A6.

0B1

.0C1

.0te

mpo

rary

Am

eric

an s

ocie

ty.

11.11

.3. D

escr

ibe

the

chan

ging

rol

es o

f wom

en in

soc

iety

as

refle

cted

in t

he e

ntry

A

2.0

B1.0

C1.0

of m

ore

wom

en in

to t

he la

bor f

orce

and

the

cha

ngin

g fa

mily

str

uctu

re.

11.11

.5. T

race

the

impa

ct o

f, ne

ed f

or, a

nd c

ontr

over

sies

ass

ocia

ted

with

env

iron-

men

tal c

onse

rvat

ion,

exp

ansi

on o

f the

nat

iona

l par

k sy

stem

, and

the

dev

elop

men

t C1

0.0,

C12

.0of

env

ironm

enta

l pro

tect

ion

law

s, w

ith p

artic

ular

att

entio

n to

the

inte

ract

ion

betw

een

envi

ronm

enta

l pro

tect

ion

advo

cate

s an

d pr

oper

ty ri

ghts

adv

ocat

es.

11.11

.6. A

naly

ze t

he p

ersi

sten

ce o

f pov

erty

and

how

dif

fere

nt a

naly

ses

of t

his

A6.0

issu

e in

fluen

ce w

elfa

re r

efor

m, h

ealth

insu

ranc

e re

form

, and

oth

er s

ocia

l pol

icie

s.

11.11

.7. E

xpla

in h

ow t

he f

eder

al, s

tate

, and

loca

l gov

ernm

ents

hav

e re

spon

ded

to

dem

ogra

phic

and

soc

ial c

hang

es s

uch

as p

opul

atio

n sh

ifts

to

the

subu

rbs,

rac

ial

A1.0

, A2.

0, A

6.0,

B1

.0, B

4.0

C8.0

conc

entr

atio

ns in

the

citi

es, F

rost

belt-

to-S

unbe

lt m

igra

tion,

inte

rnat

iona

l mig

ra-

A7.0

tion,

dec

line

of f

amily

far

ms,

incr

ease

s in

out

-of-

wed

lock

birt

hs, a

nd d

rug

abus

e.

33


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d an

d H

ospi

talit

yan

d Re

crea

tion

Nut

ritio

n

Wor

ld H

isto

ry, C

ultu

re, a

nd G

eogr

aphy

– W

H10

.3 S

tude

nts

anal

yze

the

effe

cts

of t

he In

dust

rial R

evol

utio

n in

Eng

land

, Fra

nce,

Ger

man

y, J

apan

, an

d th

e U

nite

d St

ates

.

10.3

.2. E

xam

ine

how

sci

entifi

c an

d te

chno

logi

cal c

hang

es a

nd n

ew f

orm

s of

ene

rgy

brou

ght

abou

t m

assi

ve s

ocia

l, ec

onom

ic, a

nd c

ultu

ral c

hang

e (e

.g.,

the

inve

ntio

ns a

nd d

isco

verie

s of

A8

.0B1

.0Ja

mes

Wat

t, El

i Whi

tney

, Hen

ry B

esse

mer

, Lou

is P

aste

ur, T

hom

as E

diso

n).

10.3

.3. D

escr

ibe

the

grow

th o

f pop

ulat

ion,

rur

al t

o ur

ban

mig

ratio

n, a

nd g

row

th o

f citi

es a

ssoc

i-A4

.0at

ed w

ith t

he In

dust

rial R

evol

utio

n.

10.3

.4. T

race

the

evo

lutio

n of

wor

k an

d la

bor,

incl

udin

g th

e de

mis

e of

the

sla

ve t

rade

and

the

A

2.9

B5.0

C2.0

effe

cts

of im

mig

ratio

n, m

inin

g an

d m

anuf

actu

ring,

div

isio

n of

labo

r, an

d th

e un

ion

mov

emen

t.

10.3

.5. U

nder

stan

d th

e co

nnec

tions

am

ong

natu

ral r

esou

rces

, ent

repr

eneu

rshi

p, la

bor,

and

A1.0

, A7.

0B1

.0C5

.0ca

pita

l in

an in

dust

rial e

cono

my.

10.3

.6. A

naly

ze t

he e

mer

genc

e of

cap

italis

m a

s a

dom

inan

t ec

onom

ic p

atte

rn a

nd t

he r

espo

nses

B1

1.0,

B12

.0C1

.0to

it, i

nclu

ding

Uto

pian

ism

, Soc

ial D

emoc

racy

, Soc

ialis

m, a

nd C

omm

unis

m.

10.6

Stu

dent

s an

alyz

e th

e ef

fect

s of

the

Firs

t W

orld

War

.

10.6

.2. D

escr

ibe

the

effe

cts

of t

he w

ar a

nd r

esul

ting

peac

e tr

eatie

s on

pop

ulat

ion

mov

emen

t, C1

.0, C

3.0,

C8.

0, C

9.0,

th

e in

tern

atio

nal e

cono

my,

and

shi

fts

in t

he g

eogr

aphi

c an

d po

litic

al b

orde

rs o

f Eur

ope

and

the

C11.

0M

iddl

e Ea

st.

10.1

0 St

uden

ts a

naly

ze in

stan

ces

of n

atio

n-bu

ildin

g in

the

con

tem

pora

ry w

orld

in a

t le

ast

two

of t

he f

ollo

win

g re

gion

s or

cou

ntrie

s: t

he M

iddl

e Ea

st, A

fric

a, M

exic

o an

d ot

her p

arts

of L

atin

Am

eric

a, a

nd C

hina

.

10.1

0.1.

Und

erst

and

the

chal

leng

es in

the

reg

ions

, inc

ludi

ng t

heir

geop

oliti

cal,

cultu

ral,

mili

tary

, C1

.0, C

3.0,

C4.

0, C

5.0,

an

d ec

onom

ic s

igni

fican

ce a

nd t

he in

tern

atio

nal r

elat

ions

hips

in w

hich

the

y ar

e in

volv

ed.

C7.0

, C8.

0, C

9.0

10.1

0.2.

Des

crib

e th

e re

cent

his

tory

of t

he r

egio

ns, i

nclu

ding

pol

itica

l div

isio

ns a

nd s

yste

ms,

key

C1

.0, C

3.0,

C4.

0, C

5.0,

le

ader

s, r

elig

ious

issu

es, n

atur

al f

eatu

res,

res

ourc

es, a

nd p

opul

atio

n pa

tter

ns.

C7.0

, C8.

0, C

9.0

10.1

0.3.

Dis

cuss

the

impo

rtan

t tr

ends

in t

he r

egio

ns t

oday

and

whe

ther

the

y ap

pear

to

serv

e th

e C1

.0, C

3.0,

C4.

0, C

5.0,

ca

use

of in

divi

dual

fre

edom

and

dem

ocra

cy.

C7.0

, C8.

0, C

9.0

10.11

Stu

dent

s an

alyz

e th

e in

tegr

atio

n of

cou

ntrie

s in

to t

he w

orld

eco

nom

y an

d th

e in

form

atio

n,

A1.0

B1.0

C1.0

tech

nolo

gica

l, an

d co

mm

unic

atio

ns r

evol

utio

ns (e

.g.,

tele

visi

on, s

atel

lites

, com

pute

rs).

34


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

HO

SPI

TALI

TY,

TO

UR

ISM

, A

ND

RE

CR

EA

TIO

NFo

od S

cien

ce,

Food

Ser

vice

H

ospi

talit

y, T

ouris

m,

Diet

etic

s, an

d

and

Hos

pita

lity

and

Recr

eati

onN

utrit

ion

Chro

nolo

gica

l and

Spa

tial R

easo

ning

– C

SR

2. S

tude

nts

anal

yze

how

cha

nge

happ

ens

at d

iffe

rent

rat

es a

t di

ffer

ent

times

; und

er-

stan

d th

at s

ome

aspe

cts

can

chan

ge w

hile

oth

ers

rem

ain

the

sam

e; a

nd u

nder

stan

d A8

.0B4

.0C1

.0, C

3.0

that

cha

nge

is c

ompl

icat

ed a

nd a

ffec

ts n

ot o

nly

tech

nolo

gy a

nd p

oliti

cs b

ut a

lso

valu

es

and

belie

fs.

3. S

tude

nts

use

a va

riety

of m

aps

and

docu

men

ts t

o in

terp

ret

hum

an m

ovem

ent,

incl

udin

g m

ajor

pat

tern

s of

dom

estic

and

inte

rnat

iona

l mig

ratio

n, c

hang

ing

envi

ron-

B1.0

C1.0

men

tal p

refe

renc

es a

nd s

ettle

men

t pa

tter

ns, t

he f

rictio

ns t

hat

deve

lop

betw

een

popu

-la

tion

grou

ps a

nd t

he d

iffu

sion

of i

deas

, tec

hnol

ogic

al in

nova

tions

, and

goo

ds.

4. S

tude

nts

rela

te c

urre

nt e

vent

s to

the

phy

sica

l and

hum

an c

hara

cter

istic

s of

pla

ces

B1.0

, B2.

0C1

0.0,

C11

.0, C

12.0

and

regi

ons.

35


Contributors


Bob Heuvel, Administrator, California Department of Education

Tanya Wright, Education Consultant, California Department of Education

Standards Review TeamLiz Aschenbrenner, Instructor, Manteca Unified School District

John Britto, Chef, Pretty Food

Sandy Coulter, Instructor, San Juan Unified School District

Robert Hartman, Program Coordinator, California State University, Pomona

Kuulei Moreno, Instructor, Wheatland High School

Standards Writing TeamCarol Bertotto, Instructor, Rialto Unified School District

Kelly Villarreal, Instructor, Santa Clara Unified School District

Common Core Alignment TeamLiz Aschenbrenner, Instructor, Manteca Unified School District

Carol Bertotto, Instructor, Rialto Unified School District

Monte Ekott, Instructor, Norwalk–La Mirada Unified School District

Elizabeth Gonzalez, Instructor, Norwalk–La Mirada Unified School District

James Maynard, Instructor, Norwalk–La Mirada Unified School District

John Noonan, Instructor, Coachella Valley Unified School District

Scott Tarlton, Instructor, Westminster High School

Kelly Villarreal, Instructor, Santa Clara Unified School District

Mark Viss, Instructor, Modesto City Schools

Darrel Wildt, Instructor, San Joaquin County Office of Education

36


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39Published January 2017

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