 |
|
 |
|
|
|
|
|
|
| |
Vermont Standards Addressed
Vermont Vital Results Standards:
- 1.13 Students listen actively and respond to communications. This evident
when students:
- a. Ask clarifying questions
- b. Restate
- c. Respond through discussion, writing, and using art forms.
- 1.18 Students use computers, telecommunications, and other tools of technology
to research, to gather information and ideas, and to represent information
and ideas accurately and appropriately.
- 2.1 Students ask a variety of questions. This is evident when students:
- a. Ask questions about how things get done and how they work
- b. Ask questions to determine why events occur
- c. Ask questions that compare and contrast, to determine similarities
and differences
- d. Ask questions that help make connections within and across fields of
knowledge and/or between concepts
- e. Ask reflective questions that connect new ideas to personal experience
- 3.7 Students make informed decisions. This is evident when students:
- c. Describe and explain their decisions based on evidence
- d. Recognize others̀ points of view, and assess their decisions from others̀
perspectives
- e. Analyze and consider alternative decisions
- f. Differentiate between decisions based on fact and those based on opinion
- cc. Describe and explain their decisions based on a logical argument
- 3.10 Students perform effectively on teams that set and achieve goals, conduct
investigations, solve problems, and create solutions
- 3.13 Students analyze their roles and responsibilities in their family,
their school, and their community
- 4.2 Students participate in democratic processes. This is evident when students:
- a. Students work cooperatively and respectfully with people in various
groups to set community goals and solve common problems.
Vermont Fields of Knowledge Standards:
- 5.14 Students interpret and evaluate a variety of types of media, including
audio, graphic images, film, television, video, and on-line resources. This
is evident when students:
- a. Analyze and interpret features of a variety of types of media
- b. Support judgements about what is seen and heard by drawing from experiences
beyond the media, or by giving examples of conflicting messages in the media
- c. Compare what is seen and heard in the media to their own lives
- d. Make connections among various components of a media presentation and
analyze how these components form a unified message.
- e. Support judgements about what is seen and heard through additional
research and checking of multiple sources
- 6.4 Students identify major historical eras and analyze periods of transition
in various times in their local community, in Vermont, in the United States,
and in various locations worldwide to understand the past, the present, and
the relationship between the two. This is evident when students:
- a. Demonstrate understanding of concepts of past, present, and future.
- b. Examine local history by reading historical narratives and documents,
investigating artifacts, architecture, and other resources that illustrate
key periods in local history
- 6.6 Students use historical methodology to make interpretations concerning
history, change, and continuity. This is evident when students:
- c. Collect and use primary resources in building original historical interpretations.
- d. Use oral history methods and data to understand the ways in which people
assign meaning to their own historical experiences.
- 6.9 Students examine and debate the meaning of citizenship and act as citizens
in a democratic society. This is evident when students:
- a. Debate and define the rights, principles, and responsibilities of citizenship
in a school, community, and country
- b. Analyze and debate the problems of majority rule and the protection
of minority rights as written in the U.S. Constitution
- aaa. Analyze the relationship between participation in the political process
and the attainment of individual and collective goals
- 6.10 Students compare and evaluate the philosophical underpinnings and the
working of different types of government, including constitutional governments,
in various times in their local community, in Vermont, in the United States,
and in various locations world wide. This is evident when students:
- a. Identify and classify different types of leadership and the evolution
of rules and laws
- b. Identify the rights and responsibilities and the concepts of equality
and freedom embodied in such documents as the Declaration of Independence,
Constitution, and the Bill of Rights.
- aa. Describe the basic principles of democracy (e.g., individual rights,
responsibility for the common good, equal protection under the law, freedom
of speech, majority rule with protection for minority rights) and draw historical
connections to Greece, Rome, and Pre-Columbian and Colonial America
- bb. Identify and describe the basic features of the political system in
the United States, the three branches of government, and identify representative
leaders from various levels of government and the role of the branches within
those governments
- 6.17 Students understand how governments affect the flow of resources, goods,
and services. This is evident when students:
- a. Identify aspects of their lives affected by the government
- aa. Examine the role of the federal, state, and the local government in
supporting schools, highways, the social welfare system, and the care of
natural resources
- b. Identify the role of government in economic policy and how it affects
individuals and groups
RETURN TO For Teachers
|
|
|
|
