AND DESIGN
STANDARDS
The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does not discriminate
on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.
FASHION, TEXTILES, AND DESIGN STANDARDS 2013
TABLE OF CONTENTS
Nevada State Board of Education / Nevada Department of Education........................................................ iii
Introduction .................................................................................................................................................. ix
ACKNOWLEDGEMENTS
The development of Nevada career and technical standards and assessments is a collaborative effort
sponsored by the Office of Career, Technical, and Adult Education at the Department of Education and
the Career and Technical Education Consortium of States. The Department of Education relies on
teachers and industry representatives who have the technical expertise and teaching experience to develop
standards and performance indicators that truly measure student skill attainment. Most important,
however, is recognition of the time, expertise and great diligence provided by the writing team members
in developing the career and technical standards for Fashion, Textiles, and Design.
PROJECT COORDINATOR
Karen Chessell, Education Programs Professional
Family and Consumer Sciences, Education, Hospitality and Human Services
Office of Career, Technical and Adult Education
Nevada Department of Education
INTRODUCTION
The standards in this document are designed to clearly state what the student should know and be
able to do upon completion of an advanced high school Fashion, Textiles, and Design program. These
standards are designed for a three-credit course sequence that prepares the student for a technical
assessment directly aligned to the standards.
These exit-level standards are designed for the student to complete all standards through their
completion of a program of study. These standards are intended to guide curriculum objectives for a
program of study.
Content Standards are general statements that identify major areas of knowledge,
understanding, and the skills students are expected to learn in key subject and career areas by the end of
the program.
Performance Standards follow each content standard. Performance standards identify the more
specific components of each content standard and define the expected abilities of students within each
content standard.
Performance Indicators are very specific criteria statements for determining whether a student
meets the performance standard. Performance indicators may also be used as learning outcomes, which
teachers can identify as they plan their program learning objectives.
The crosswalk and alignment section of the document shows where the performance indicators
support the English Language Arts and the Mathematics Common Core State Standards, and the Nevada
State Science Standards. Where correlation with an academic standard exists, students in the Fashion,
Textiles, and Design program perform learning activities that support, either directly or indirectly,
achievement of one or more Common Core State Standards.
All students are encouraged to participate in the career and technical student organization (CTSO)
that relates to their program area. CTSOs are co-curricular national associations that directly enforce
learning in the CTE classroom through curriculum resources, competitive events, and leadership
development. CTSOs provide students the ability to apply academic and technical knowledge, develop
communication and teamwork skills, and cultivate leadership skills to ensure college and career readiness.
The Employability Skills for Career Readiness identify the soft skills needed to be successful in
all careers, and must be taught as an integrated component of all CTE course sequences. These standards
are available in a separate document.
The Standards Reference Code is only used to identify or align performance indicators listed in
the standards to daily lesson plans, curriculum documents, or national standards.
Program Name Standards Reference Code
Fashion, Textiles, and Design FTD
Example: FTD.2.3.4
Standards Content Standard Performance Standard Performance Indicator
Fashion, Textiles, and Design 2 3 4
1.2.1 Explore career opportunities in fashion, textile, and/or design industries, utilizing technology
1.2.2 Develop job descriptions for fashion, textile, and/or design industries
1.2.3 Analyze the future employment outlook in fashion, textile, and/or design industries
1.2.4 Develop personal professional goals
1.2.5 Perform different jobs or tasks in fashion, textile, and design industries
1.2.6 Determine preparation requirements for various levels of employment in a variety of fashion, textile,
and/or design industries
1.2.7 Determine how interests, abilities, personal priorities, and family responsibilities affect career
choices
1.2.8 Explain the roles and functions of individuals engaged in textile and apparel careers
1.2.9 Describe entrepreneurial opportunities in fashion, textile, and/or design industries
1.2.10 Explain the characteristics of a successful entrepreneur
1.2.11 Identify the advantages and disadvantages of owning a business
1.2.12 Identify the components of a business plan
1.2.13 Research the legal requirements and resources needed for starting a business
1.2.14 Apply the problem-solving process to resolve a business problem
1.3.1 Utilize the internet to research and evaluate postsecondary educational programs
1.3.2 Participate in college fairs or campus visits, or consult a college recruiter
1.3.3 Discuss the postsecondary education application and financial aid processes
PERFORMANCE STANDARD 1.4 : ANALYZE THE EFFECTS OF TEXTILE AND APPAREL OCCUPATIONS
ON LOCAL, STATE, NATIONAL, AND GLOBAL ECONOMIES
1.5.1 Organize a portfolio for the purpose of obtaining internships, work-based learning opportunities,
postsecondary education, and employment
1.5.2 Compose a letter of intent, a cover letter, a letter of references, and a resume
1.5.3 Incorporate evidence of skill level in a portfolio
1.5.4 Implement aesthetics and professionalism in a portfolio
1.5.5 Prepare a digital portfolio
2.2.1 Demonstrate the ability to draw the human figure (i.e., natural, fashion, and character)
2.2.2 Identify a croquis and apply its use
2.2.3 Demonstrate the proper use of tools and supplies
2.2.4 Recognize and implement a variety of mediums (e.g., markers, colored pencils, paint, etc.)
2.2.5 Describe the sketching and illustration process
2.2.6 Use sketches and illustrations to communicate ideas
PERFORMANCE STANDARD 3.2 : EXAMINE PROCESSES FOR CREATING FIBERS, YARNS, AND
FABRICS
3.4.1 Utilize the internet to research textile legislation, standards, and labeling
3.4.2 Describe legislation affecting the textile industry and consumer protection
3.4.3 Analyze legislation, regulations, and public policy affecting the fashion, textile, and apparel
industries
4.1.1 Demonstrate the safe use, care, and maintenance of a sewing machine
4.1.2 Demonstrate the safe use, care, and maintenance of cutting, marking, pattern-making, and measuring
tools
4.1.3 Demonstrate the safe use, care, and maintenance of pressing, cleaning, and steaming equipment
4.1.4 Demonstrate the safe use, care, and maintenance of a serger and/or overlock machine
4.1.5 Demonstrate the safe use, care, and maintenance of other specialized sewing equipment
4.1.6 Apply notions using appropriate tools and equipment
PERFORMANCE STANDARD 4.2 : DEMONSTRATE THE SKILLS REQUIRED FOR PATTERN AND
FABRIC SELECTION AND PREPARATION
PERFORMANCE STANDARD 5.1 : APPLY MARKETING STRATEGIES FOR FASHION, TEXTILE, AND
APPAREL PRODUCTS
5.1.1 Utilize a spreadsheet to determine the costs of manufacturing and merchandising fashion products
5.1.2 Identify ethical considerations for the manufacturing and merchandising of fashion products
5.1.3 Describe the function and importance of quality control
5.1.4 Develop an understanding of demographics as related to a target market
5.1.5 Analyze basic components of textiles and their relationship to performance
5.1.6 Define marketing, recognize marketing trends, and review marketing strategies for fashion products
PERFORMANCE STANDARD 5.2 : APPLY SKILLS AND KNOWLEDGE REQUIRED IN THE RETAIL
INDUSTRY
PERFORMANCE STANDARD 5.4 : APPLY METHODS FOR PROMOTING TEXTILE AND APPAREL
PRODUCTS
5.5.1 Forecast technological changes that impact the merchandising process (e.g., e-tailing, blogs,
catalogues, etc.)
5.5.2 Describe personal clothing needs and wants (i.e., wardrobe planning)
5.5.3 Differentiate between physical, social, and psychological needs
5.5.4 Describe cultural, political, social, and economic factors that influence clothing choices
5.5.5 Describe the stages in the fashion cycle
5.5.6 Differentiate between a classic and a fad
5.5.7 Describe the evolution of fashion through history
5.5.8 List influential designers throughout history
5.5.9 Research and forecast trends in apparel marketing
5.7.1 Analyze legislation, regulations, and public policy affecting fashion, textile, and apparel industries
5.7.2 Analyze personal and employer responsibilities and liabilities regarding industry-related safety,
security, and environmental factors
5.7.3 Analyze the effects of security and inventory control strategies, cash and credit transaction methods,
laws, and worksite policies, on loss prevention and store profit
5.7.4 Demonstrate procedures for reporting and handling accidents, safety, and security incidents
5.7.5 Analyze operational costs such as markups, markdowns, cash flow, and other factors affecting profit
5.7.6 Debate the ethics involved in the manufacturing and merchandising of fashion products
5.7.7 Estimate costs involved in the manufacturing and merchandising of fashion products
5.7.8 Participate in tours of clothing manufacturers and merchandising facilities
The crosswalk of the Fashion, Textiles, and Design Standards shows links to the Common Core State
Standards for English Language Arts and Mathematics and the Nevada Science Standards. The
crosswalk identifies the performance indicators in which the learning objectives in the Fashion,
Textiles, and Design program support academic learning. The performance indicators are grouped
according to their content standard and are crosswalked to the English Language Arts and
Mathematics Common Core State Standards and the Nevada Science Standards.
In addition to correlation with the Common Core Mathematics Content Standards, many performance
indicators support the Common Core Mathematical Practices. The following table illustrates the
alignment of the Fashion, Textiles, and Design Standards Performance Indicators and the Common
Core Mathematical Practices. This alignment identifies the performance indicators in which the
learning objectives in the Fashion, Textiles, and Design program support academic learning.
The crosswalk of the Fashion, Textiles, and Design Standards shows links to the Common Career
Technical Core. The crosswalk identifies the performance indicators in which the learning objectives
in the Fashion, Textiles, and Design program support the Common Career Technical Core. The
Common Career Technical Core defines what students should know and be able to do after
completing instruction in a program of study. The Fashion, Textiles, and Design Standards are
crosswalked to the Arts, A/V Technology & Communications Career Cluster and the Visual Arts
Career Pathway.
Performance
Common Core State Standards and Nevada Science Standards
Indicators
1.1.1 English Language Arts: Speaking and Listening Standards
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
1.1.2 English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
1.2.2 English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
1.2.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
1.2.5 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
1.2.6 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
1.2.13 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
1.2.14 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
1.4.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
1.4.2 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
1.4.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
1.4.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
1.5.1 English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
1.5.5 English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
Performance
Common Core State Standards and Nevada Science Standards
Indicators
2.3.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
2.3.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
2.4.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
2.4.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Performance
Common Core State Standards and Nevada Science Standards
Indicators
3.1.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
3.1.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
3.2.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
3.2.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
3.3.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
3.4.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Performance
Common Core State Standards and Nevada Science Standards
Indicators
4.1.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
4.1.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
4.1.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
4.1.5 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
4.1.6 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
4.2.2 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Performance
Common Core State Standards and Nevada Science Standards
Indicators
5.1.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Speaking and Listening Standards
SL.11-12.1a Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well reasoned exchange of
ideas.
5.1.5 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
5.2.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.2.2 English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
5.3.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.3.6 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.3.7 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text,
verifying the data when possible and corroborating or challenging conclusions with
other sources of information.
5.4.2 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
5.4.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
5.4.7 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
5.5.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text,
verifying the data when possible and corroborating or challenging conclusions with
other sources of information.
5.5.7 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.5.9 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.6.2 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.6.5 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.7.1 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.7.2 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.7.3 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.7.4 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
5.7.5 English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
5.1.2, 5.7.6
3. Construct viable arguments and critique the
reasoning of others.
5.1.1, 5.3.3
5. Use appropriate tools strategically.
4.2.3, 4.2.7, 4.3.9
6. Attend to precision.
5.1.1
1.4.1
7. Look for and make use of structure.
2.3.3, 2.3.5
2.3.2
8. Look for and express regularity in repeated
reasoning.
Arts, A/V Technology & Communications Career Cluster (AR) Performance Indicators
1. Analyze the interdependence of the technical and artistic elements of various careers 1.2.1; 1.2.2; 1.2.5; 1.2.6;
within the Arts, A/V Technology & Communications Career Cluster. 1.2.9
2. Analyze the importance of health, safety and environmental management systems,
policies and procedures common in arts, audio/video technology and communications 5.7.1; 5.7.2; 5.7.3; 5.7.4;
activities and facilities.
3. Analyze the lifestyle implications and physical demands required in the arts,
1.2.2; 1.2.5; 1.2.7
audio/visual technology and communications workplace.
1.2.13; 3.4.1; 3.4.2; 3.4.3;
4. Analyze the legal and ethical responsibilities required in the arts, audio/visual
5.4.4; 5.7.1; 5.7.2; 5.7.4;
technology and communications workplace.
5.7.6
5. Describe the career opportunities and means to achieve those opportunities in each of 1.2.1; 1.2.2; 1.2.6; 1.2.9;
the Arts, A/V Technology & Communications Career Pathways. 1.3.1; 1.3.2
6. Evaluate technological advancements and tools that are essential to occupations within 1.2.1; 2.4.5; 4.3.6; 5.2.2;
the Arts, A/V Technology & Communications Career Cluster. 5.2.3; 5.4.6; 5.5.1
1. Describe the history and evolution of the visual arts and its role in and impact on 1.1.1; 1.4.2; 1.4.3; 1.4.5;
society. 2.3.3
2. Analyze how the application of visual arts elements and principles of design 2.1.1; 2.1.2; 2.1.3; 2.3.4;
communicate and express ideas. 2.3.5; 2.5.1
2.1.3; 2.2.1; 2.2.2; 2.2.3;
2.2.4; 2.2.5; 2.2.6; 2.3.5;
3. Analyze and create two and three-dimensional visual art forms using various media. 2.4.1; 2.4.5; 2.4.6; 2.5.2;
2.5.3; 3.2.2; 3.2.5; 4.3.8;
4.3.9; 4.3.10; 5.4.1