CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify historical, current, and emerging developments and applications of biotechnology in agriculture.

Definition

Identification should include developments and applications from early cultures (e.g., China, Greece, and Egypt) as well as recent advances and emergent technologies. Developments identified should include examples from various categories, such as the domestication of animals, plants, and the development of food products (e.g., transgenic crops, biological controls).

Process/Skill Questions

  • How have historical events influenced and been influenced by biotechnology?
  • What discoveries have accelerated advancements in biotechnology?

Related Standards of Learning

English

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

History and Social Science

WHI.2

The student will apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution by

  1. explaining the impact of geographic environment on hunter-gatherer societies;
  2. describing characteristics of hunter-gatherer societies, including their use of tools and fire;
  3. analyzing how technological and social developments gave rise to sedentary communities; and
  4. analyzing how archaeological discoveries are changing current understanding of early societies.

WHI.3

The student will apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians, by

  1. locating these civilizations in time and place and describing their major geographic features;
  2. describing the development of social, political, and economic patterns, including slavery;
  3. explaining the development and interactions of religious traditions;
  4. describing the origins, beliefs, traditions, customs, and spread of Judaism; and
  5. explaining the development of language and writing.

WHI.4

The student will apply social science skills to understand the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by

  1. locating Persia in time and place, including Zoroastrianism and the development of an imperial bureaucracy;
  2. locating India in time and place, including its origins, early development, and the debate over the Aryan migrations;
  3. describing the origins, beliefs, traditions, customs, and spread of Hinduism;
  4. describing the origins, beliefs, traditions, customs, and spread of Buddhism;
  5. locating China in time and place, including the development of an empire and the construction of the Great Wall; and
  6. describing the impact of Confucianism, Taoism, and Buddhism.

WHI.5

The student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by

  1. locating Greek civilizations in time and place and describing their major geographic features;
  2. describing the social and religious structure of ancient Greece;
  3. describing the cultural development of Athens and Sparta, with emphasis on the significance of citizenship and the development of democracy;
  4. evaluating the political and economic development of Greece, with emphasis on the Persian and  Peloponnesian wars;
  5. evaluating the significance of the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great; and
  6. citing and explaining contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.

WHI.6

The student will apply social science skills to understand ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by

  1. locating Roman civilizations in time and place and describing their major geographic features;
  2. describing the social and religious structure of ancient Rome;
  3. describing the social structure and cultural development of the Roman Republic;
  4. describing and evaluating the political and military structure of the Roman Republic under the rule of Julius Caesar;
  5. describing and evaluating the political structure of the Roman Empire under the rule of Augustus Caesar;
  6. assessing the economic structure of Rome, Rome’s imperial conquests, and the Pax Romana; and
  7. evaluating the fall of the Western Roman Empire and the Germanic invasions.

Other Related Standards

The National Council for Agricultural Education: Agriculture, Food and Natural Resources Content Standards

BS.01.01. Investigate and explain the relationship between past, current, and emerging applications of biotechnology in agriculture (e.g., major innovators, historical developments, potential applications of biotechnology, etc.).

 

BS.03.04. Apply biotechnology principles, techniques, and processes to enhance plant and animal care and production (e.g., selective breeding, pharmaceuticals, biodiversity, etc.).