{"id":14740,"date":"2014-12-25T11:50:33","date_gmt":"2014-12-25T16:50:33","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=14740"},"modified":"2023-12-07T10:07:51","modified_gmt":"2023-12-07T15:07:51","slug":"mcrel-newspapers","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/mcrel-newspapers\/","title":{"rendered":"McREL: Newspapers"},"content":{"rendered":"

Historical Understanding<\/span><\/b>
\n<\/span><\/b><\/p>\n

<\/b>Standard 2
\nUnderstands the historical perspective<\/a><\/span><\/b>
\n<\/span>Level III Grade : 7-8
\n<\/span><\/b><\/span><\/p>\n

\n
6. Knows different types of primary and secondary sources and the motives, interests, and bias expressed in them (e.g., eyewitness accounts, letters, diaries, artifacts, photos; magazine articles, newspaper accounts, hearsay)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
World History<\/span><\/span><\/b>
\n<\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Era 8 – A Half-Century of Crisis and Achievement, 1900-1945<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
3. Understands the emergence of a new mass and popular culture between 1900 and 1940 (e.g., how new modes of transportation affected world commerce, international migration, and work and leisure habits; how the new media – newspapers, magazines, commercial advertising, film, and radio – contributed to the rise of mass culture around the world; the new approaches to visual art represented by the works of Pablo Picasso and Henri Matisse; the types of leisure activity and sports people enjoyed; changes in clothing fashions for men and women, and how they reflected changes in social attitudes and values)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Language Arts<\/span><\/span><\/b>
\n<\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Writing<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
10. Uses conventions of capitalization in written compositions (e.g., titles [books, stories, poems, magazines, newspapers, songs, works of art], proper nouns [team names, companies, schools and institutions, departments of government, religions, school subjects], proper adjectives, nationalities, brand names of products)<\/a><\/span><\/dt>\n<\/dl>\n

<\/b>Standard 4
\nGathers and uses information for research purposes<\/a><\/span><\/b>
\n<\/span>Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

\n
4. Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs)<\/a><\/span><\/dt>\n<\/dl>\n

Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

\n
2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Listening and Speaking<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
6. Makes multimedia presentations using text, images, and sound (e.g., selects the appropriate medium, such as television broadcast, videos, web pages, films, newspapers, magazines, CD-ROMS, Internet, computer-media-generated images; edits and monitors for quality; organizes, writes, and designs media messages for specific purposes)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Viewing<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
1. Understands the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper photographs, visual narratives)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Media<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
1. Knows the various types of media (e.g., newspapers, radio, television, billboards)<\/a><\/span><\/dt>\n
3. Understands that there are common conventions used in media (e.g., the layout of a newspaper, including headlines, photographs, and different sections; how theme music, sound effects, titles, and graphics represent the beginning and ending of a television program)<\/a><\/span><\/dt>\n<\/dl>\n

Level II Grade : 3-5
\n<\/span><\/b><\/span><\/p>\n

\n
2. Understands similarities and differences among a variety of media (e.g., ways in which documentary films, the Internet, and the radio present similar information; similar categories, such as news and feature stories in magazines, tabloid newspapers, and on television; literary elements in film and written stories)<\/a><\/span><\/dt>\n
4. Understands that media messages and products are composed of a series of separate elements (e.g., shots in movies, sections of a newspaper)<\/a><\/span><\/dt>\n<\/dl>\n

Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

\n
3. Understands how the type of media affects coverage of events or issues (e.g., how the same event is covered by the radio, television, and newspapers; how each medium shapes facts into a particular point of view; how limitations and advantages of various media affect coverage of events)<\/a><\/span><\/dt>\n
4. Understands various elements that recur across media (e.g., common features found in print and broadcast advertising; the layout of magazines and newspapers, including headlines, photographs, regular columns, feature articles, and editorials)<\/a><\/span><\/dt>\n
6. Understands the ways in which image-makers carefully construct meaning (e.g., idea and word choice by authors, images created by photographers, television programs created by groups of people, photos or cutlines chosen in newspapers)<\/a><\/span><\/dt>\n<\/dl>\n

Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

\n
7. Understand different aspects of advertising in media (e.g., advertising intertwined with media content, such as advertising copy presented in the form of news stories or the close association of feature articles with surrounding advertisements; the influence of advertising on virtually every aspect of the media, such as the structure of newspapers; advertisers as a pressure group; sponsorship as a form of advertising; ambience in media that is sympathetic to advertising, such as lifestyles portrayed on television)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Geography<\/span><\/span><\/b>
\n<\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
The World in Spatial Terms<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
3. Knows the ways in which mental maps influence human decisions about location, settlement and public policy (e.g., locating houses in areas with scenic views; decisions to migrate based on newspaper and magazine advertisements, or television programs and movies)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Places and Regions<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
3. Knows types of regions such as formal regions (e.g., school districts, circuit-court districts, states of the United States), functional regions (e.g., the marketing area of a local newspaper, the “fanshed” of a professional sports team), and perceptual regions (e.g., the Bible Belt in the United States, the Riviera in southern France, the Great American Desert)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Human Systems<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
2. Knows ways in which communities reflect the cultural background of their inhabitants (e.g., distinctive building styles, billboards in Spanish, foreign-language advertisements in newspapers)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Civics<\/span><\/span><\/b>
\n<\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
2. Knows how the public agenda is shaped by political leaders, interest groups, and state and federal courts; and understands how individual citizens can help shape the public agenda (e.g., by joining interest groups or political parties, making presentations at public meetings, writing letters to government officials and to newspapers)<\/a><\/span><\/dt>\n<\/dl>\n

 <\/p>\n

\n
Foreign Language<\/span><\/span><\/b>
\n<\/span><\/span><\/dt>\n<\/dl>\n
\n
2. Uses appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles; programs on television, radio, or video)<\/a><\/span><\/dt>\n<\/dl>\n

<\/b>Standard 2
\nUnderstands and interprets written and spoken language on diverse topics from diverse media<\/a><\/span><\/b>
\n<\/span>Level II Grade : K-4
\n<\/span><\/b><\/span><\/p>\n

\n
2. Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one’s native language (e.g., stories, newspaper articles, advertisements)<\/a><\/span><\/dt>\n<\/dl>\n

Level III Grade : 5-8
\n<\/span><\/b><\/span><\/p>\n

\n
2. Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)<\/a><\/span><\/dt>\n<\/dl>\n

Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

\n
2. Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture<\/a><\/span><\/dt>\n<\/dl>\n

<\/b>Standard 3
\nPresents information, concepts, and ideas to an audience of listeners or readers on a variety of topics<\/a><\/span><\/b>
\n<\/span>Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

\n
3. Summarizes orally or in writing the content of various expository texts appropriate at this developmental level (e.g., feature magazine or newspaper articles) on topics of current or historical interest to members of the target culture<\/a><\/span><\/dt>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

Historical Understanding Standard 2 Understands the historical perspective Level III…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"categories":[209],"tags":[],"class_list":{"0":"post-14740","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-mcrel"},"_links":{"self":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14740","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/comments?post=14740"}],"version-history":[{"count":1,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14740\/revisions"}],"predecessor-version":[{"id":36656,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14740\/revisions\/36656"}],"wp:attachment":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/media?parent=14740"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/categories?post=14740"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/tags?post=14740"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

<\/b>Standard 1
\nUses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information<\/a><\/span><\/b>
\n<\/span>Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 19
\nUnderstands what is meant by “the public agenda,” how it is set, and how it is influenced by public opinion and the media<\/a><\/span><\/b>
\n<\/span>Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 10
\nUnderstands the nature and complexity of Earth’s cultural mosaics <\/a><\/span><\/b>
\n<\/span>Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 5
\nUnderstands the concept of regions <\/a><\/span><\/b>
\n<\/span>Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 2
\nKnows the location of places, geographic features, and patterns of the environment <\/a><\/span><\/b>
\n<\/span>Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 10
\nUnderstands the characteristics and components of the media<\/a><\/span><\/b>
\n<\/span>Level I Grade : K-2
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 9
\nUses viewing skills and strategies to understand and interpret visual media<\/a><\/span><\/b>
\n<\/span>Level I Grade : K-2
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 8
\nUses listening and speaking strategies for different purposes<\/a><\/span><\/b>
\n<\/span>Level IV Grade : 9-12
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 3
\nUses grammatical and mechanical conventions in written compositions<\/a><\/span><\/b>
\n<\/span>Level III Grade : 6-8
\n<\/span><\/b><\/span><\/p>\n

<\/b>Standard 40
\nUnderstands the search for peace and stability throughout the world in the 1920s and 1930s<\/a><\/span><\/b>
\n<\/span>Level II Grade : 5-6
\n<\/span><\/b><\/span><\/p>\n