Identify support resources for older adults.
- local area agency on aging
- Virginia Division for the Aging
- digital networks
- transportation services.
- What resources (nationally and locally) are available for older adults?
- How is the availability of support resources communicated to older adults?
- In what ways can a human services provider inform older adults about support resources?
- How can one advocate for support resources for older adults locally and nationally?
- Why is it important to analyze support resources for effectiveness?
- How are funds created/delineated to support resources for older adults?
- What restrictions are there on funding of resources for older adults?
Related Standards of Learning
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
- Critically evaluate quality, accuracy, and validity of information.
- Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
- Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
- Demonstrate ethical use of the Internet.
History and Social Science
- synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
- using geographic information to determine patterns and trends in Virginia and United States history;
- interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
- constructing arguments, using evidence from multiple sources;
- comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
- explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
- analyzing multiple connections across time and place;
- using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
- identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
- investigating and researching to develop products orally and in writing.
The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by
- assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;
- evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);
- evaluating the evolving and changing role of government, including its role in the American economy; and
- explaining scientific and technological changes and evaluating their impact on American culture