# CTE Resource Center - Verso - Radio Communications I Task 766955096

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe the creation of specific radio formats.

Definition

Description should include
  • evolution of radio programming
  • explaining the proliferation of radio formats
  • recognizing current radio trends.

Process/Skill Questions

  • How was radio programming in the Golden Age similar to programming on today's radio? How was it different?
  • How is radio evolving today?

Related Standards of Learning

English

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Identify text organization and structure.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim manuals or informational sources to locate information.
  4. Compare and contrast informational texts.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences about 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. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read and analyze a variety of nonfiction texts.
  1. Use information from texts to clarify understanding of concepts.
  2. Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
  3. Generalize ideas from selections to make predictions about other texts.
  4. Draw conclusions and make inferences about explicit and implied information, using textual support.
  5. Analyze two or more texts addressing the same topic to identify authors’ purposes and determine how authors reach similar or different conclusions.
  6. Identify false premises in persuasive writing.
  7. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  8. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical-thinking questions before, during, and after reading texts.

History and Social Science

VUS.10

The student will apply social science skills to understand key events during the 1920s and 1930s by

  1. analyzing how popular culture evolved and challenged traditional values;
  2. assessing and explaining the economic causes and consequences of the stock market crash of 1929;
  3. explaining the causes of the Great Depression and its impact on the American people; and
  4. evaluating and explaining how Franklin D. Roosevelt’s New Deal measures addressed the Great Depression and expanded the government’s role in the economy.

VUS.14

The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by

  1. 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;
  2. 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);
  3. evaluating the evolving and changing role of government, including its role in the American economy; and
  4. explaining scientific and technological changes and evaluating their impact on American culture