Costas 2 (teacher) 09
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The document outlines Costa's Level Two and Level Three questions for processing and output. Level Two questions for processing include analyze, compare, contrast, group, infer, sequence, explain, and synthesize. Level Three questions for output include apply, evaluate, generalize, hypothesize, imagine, judge, predict, and speculate.
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2. China has become the leading new industrial center due to its large pool of low-cost labor and establishment of specialized economic zones along its eastern coast that offer liberal economic policies to attract foreign investment. These zones have successfully drawn multinational corporations, as evidenced by pictures showing factories operated by foreign companies.
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This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
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This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from multiple area studies centers at the University of Texas at Austin and is intended for classroom use.
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This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
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Costas 2 (teacher) 09
- 1. COSTA’S Level Two Questions (Processing) analyze compare contrast group to find out about something to study what is the same to arrange or place things to show differences by breaking it into parts and different between two together based on between two things things similarities infer sequence explain synthesize to come to an opinion or to give the reason for the order in which things to combine parts to make conclusion by using facts something happen something whole COSTA’S Level Three Questions (Output) apply evaluate generalize hypothesize to deal with a subject to figure out the value of to put an idea into use without using specifics or an idea or statement based something going into detail on theory imagine judge predict speculate to announce or declare to think carefully or to form a mental picture to form an opinion or something before it seriously about something evaluation happens 8