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South Burlington School District

K-12 Social Studies Curriculum

Local Guidelines for Standards-Based Curriculum

Implementation

Adopted by the Board of School Directors September 11, 2002

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District Mission Statement The mission of the South Burlington School District, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, and challenging learning environments, fostering family and community partnerships, utilizing global resources, and inspiring life-long learning.

Table of Contents

Page Overview..................................................................................................................................1 K-12 Philosophy Statement and Goals ....................................................................................2 VT Standards and Learning Opportunities ..............................................................................3 Learning Expectations Kindergarten ............................................................................................................................9 Grade 1...................................................................................................................................13 Grade 2...................................................................................................................................16 Grade 3...................................................................................................................................20 Grade 4...................................................................................................................................25 Grade 5...................................................................................................................................30 Grade 6...................................................................................................................................36 Grade 7...................................................................................................................................39 Grade 8...................................................................................................................................43 Grade 9 World history/world studies from pre-history to contemporary world ................48 Grade 10 United States history since 1865 to present and American studies ......................53 Grade 11 Electives ...............................................................................................................58 Grade 12 Public issues and world affairs.............................................................................60 Assessment ............................................................................................................................65 Themes for Assessment .........................................................................................................67 (Also see Assessment and Reporting page 7) Appendix K-5 Instructional Resources 6-12 Assessment Samples

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K-12 SOCIAL STUDIES CURRICULUM

OVERVIEW

Development Background: The State Board of Education adopted revised social studies standards in spring 1999. K-12 teacher representatives had started the alignment of South Burlington curriculum to state standards prior to the revision. Since that time grades 6-12 have been implementing standards-based units of study and are designing new assessments. An elementary teacher task force has continued to work over the past two years. Resource materials to support the new curricula have been reviewed (web sites, books, maps, etc.) and purchased when possible. Resource selection and teacher coordination of content and assessment will be on going. This curricula document is similar to other South Burlington documents in format with: program philosophy and goals, standards and learning opportunities, grade level expectations, assessment guidelines, and appendix. Essential content topics are also included. Implementation: Grades K-5 teachers will pilot these new content topics, standards, and learning expectations with implementation following Board adoption. Grade level meetings will assure “common content” and instructional resources across the schools. Grades 6-12 teachers will implement standards-based curricula and assessments while continuing to develop assessments through vertical team meetings, action planning and/or goal setting. Assessments will be developed locally as well as gathered from the VT State web site and from other states that may have assessments to match our standards. Assessment: Assessment of student performance will be carried out using classroom, course level, state, and national tests. The state level social studies test has been postponed. Advanced placement European History exam is used with students selecting that course at grade 11. Standards-based assessments need to be developed and/or purchased for all levels as a part of the local comprehensive assessment system. Specific assessment strategies are listed in that section of this document. Professional Development: Professional development for all teachers who teach social studies is available yearly. It consists of college courses, travel experiences, workshops, conferences, and visitations to other classrooms implementing similar or new programs. Local work will continue through cross-grade teams (e.g. K-5, 6-8, 6-12, 9-12, K-12) and at the school level.

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K-12 SOCIAL STUDIES PHILOSOPHY AND GOAL STATEMENT Students need the ability to function effectively as citizens of a democratic society and as members of a rapidly changing global community. To accomplish this objective, students must study collective human experience and expression through time and across national and cultural boundaries. The South Burlington standards that follow establish broad goals for social studies instruction. They reflect the view that social studies curriculum should provide students with: - a broad knowledge base for understanding the human condition past, present and

future. - an array of cognitive skills and methods for examining ideas and issues, and - a commitment to democratic values and procedures necessary for effective

participation in American constitutional democracy. Therefore, instruction in the South Burlington School District rests upon standards-based education. These standards are based upon the revised Vermont Framework of Standards and Learning Opportunities (1999). Measurement of student achievement is determined by defined content standards and learning expectations within the curriculum of the school district. Students will be required to demonstrate their knowledge and skills as they move through the levels of learning. State assessment will take place at the end of grades 6, 9, and 11 based on VT standards.

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VERMONT STANDARDS VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. 1. Communication • Reads to understand and reads critically, to interpret a variety of materials.

See standards for Reading, 1.1 — 1.4 • Writes effectively for a variety of purposes.

See standards for Writing, 1.5 — 1.12 • Listens actively for a variety of purposes.

See standards for Listening, 1.13 — 1.14 • Expresses self with power and purpose.

See standards for Expression, 1.15 — 1.17 • Uses the tools of information technology to communicate.

See standards for Information Technology, 1.18 — 1.22 2. Reasoning and Problem Solving • Asks meaningful questions.

See standards for Questioning/Problem Solving, 2.1 • Chooses and uses effective means of solving problems.

See standards for Problem Solving, 2.2— 2.5 • Approaches problem solving with an open mind, healthy skepticism, and persistence.

See standards for Approach, 2.6 — 2.9 • Thinks abstractly and creatively.

See standards for Abstract and Creative Thinking, 2.10 — 2.14 3. Personal Development • Develops a sense of unique worth and personal competence.

See standards for Worth and Competence, 3.1 — 3.3 • Makes healthy choices.

See standards for Healthy Choices, 3.4 —3.9 • Makes informed decisions.

See standards for Making Decisions, 3.8 — 3.9 • Develops productive and satisfying relationships with others.

See standards for Relationships, 3.10 —3.13 • Demonstrates the skills necessary to participate in the workplace.

See standards for Workplace, 3.14 — 3.16

4. Civic/Social Responsibility • Learns by serving others, and participates in democratic processes.

See standards for Service, 4.1 — 4.2 • Respects and values human diversity as part of our multi-cultural society and world.

See standards for Human Diversity, 4.3 — 4.4 • Understands continuity and changes

See standards for Change, 4.5

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FIELD OF KNOWLEDGE Social Studies 1. INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies 6.1: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems. Uses of Evidence and Data 6.2: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues. Analyzing Knowledge 6.3: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting. 2. HISTORY Historical Connections 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 world wide to understand the past, the present, and the relationship between the two. Traditional and Social Histories 6.5: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples. Being a Historian 6.6: Students use historical methodology to make interpretations concerning history, change, and continuity. 3. GEOGRAPHY Geographical Knowledge 6.7: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretation, develop solutions for the problems, and plan for the future. Movements and Settlements 6.8: Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people in various times in their local community, in Vermont, in the United States, and in various locations world wide. 4. CITIZENSHIP Meaning of Citizenship 6.9: Students examine and debate the meaning of citizenship and act as citizens in a democratic society. Types of Government 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.

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Institutional Access 6.11: Students analyze the access that various groups and individuals have had to justice, reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide. Human Rights 6.12: Students identify and evaluate the concept of human rights in various times in their local community, in Vermont, in the United States, and in various locations world wide. 5. DIVERSITY AND UNITY Concepts of Culture 6.13: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in the United States, and in various locations world wide. Forces of Unity and Disunity 6.14: Students understand the tensions between the forces of unity and those of disunity in various times in their local community, in the United States, and in various locations world wide. 6. ECONOMICS Knowledge of Economic Principles 6.15: Students use the basic principles of economics to interpret local, state, national, and international economic activity. Impact of Economic Systems 6.16: Students evaluate the impact of economic systems on the needs and wants of people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide. Governments and Resources 6.17: Students understand how governments affect the flow of resources, goods, and services. 7. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict 6.18: Students analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped the divisions in various times of their local community, Vermont, the United States, and the world. 8. IDENTITY AND INTERDEPENDENCE 6.19: Students understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

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LEARNING OPPORTUNITIES

Learning Opportunities are recommended practices to support all students in attaining the VT standards. K-12 Social Studies: In addition to those presented in sections A-D below, best practices specific to history and the social sciences include: 1. Opportunities to participate in democratic processes in the school and community. 2. Partnerships and internships within the community. 3. Opportunities to collaborate with people of various cultures and social classes. 4. Access to national and international organizations with social science resources. 5. Opportunities to construct social, political, and economic systems. 6. Opportunities to report on research in various forms. To achieve high standards, every student needs: A. ACCESS Content: 1. Access to rigorous content, knowledge and skills described in the VT Framework. Instructors: 2. Access to instructors who are knowledgeable about the disciplines they teach, about the developmental characteristics of the students they teach, and about best practices in teaching and learning. Resources: 3. Access to accurate information, materials and current resources (in addition to textbooks) that are appropriate for the learning goals. Time: 4. Instruction that uses time effectively and flexibly to achieve learning goals. Safe and Healthy Environment: 5. A physically and emotionally safe, educationally supportive environment in which to learn. B. INSTRUCTION Acquiring Knowledge and Skills: 1. Learning experiences that engage students in active learning, build on prior knowledge and experiences, and develop conceptual and procedural understanding, along with student independence. Variety of Instructor Roles: 2. Teachers who use a variety of teaching roles (e.g., direct instruction, facilitating, modeling, coaching, reflecting, guiding, and observing), and adapt these as appropriate for different purposes of instruction and student needs. Multiple Student Roles: 3. Opportunities to learn through a variety of roles (e.g., planner, questioner, artist, scientist, historian), alone and with others.

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Application and Reflection: 4. Projects and assignments that require students to integrate and apply their learning in meaningful contexts, and to reflect on what they have learned. Adaptive Learning Environments: 5. Learning environments that are adapted so that all students achieve success. C. ASSESSMENT AND REPORTING Multiple Assessment Strategies: 1. A balance and variety of assessment strategies are used to gain information and provide feedback about student learning (e.g., performance assessments, self-assessments, paper-and-pencil tests, checklists, etc.). Criteria: 2. Expectations and performance criteria are clear and public. Use of Assessment to Inform Instruction and Guide Student Learning: 3. Assessment results will be used to influence instructional decisions and to plan the next learning steps for students. Student Involvement in Assessment: 4. Students use clear criteria and examples to evaluate their own work. Effective Communication of Assessment Information: 5. Classroom-based assessments will be combined with other measures to communicate information about student learning. D. CONNECTIONS Interdisciplinary Connections: 1. Learning experiences that illustrate strong connections within and across the fields of knowledge (e.g. writing portfolio pieces). Relevance: 2. Learning experiences that have personal, community, and/or global relevance. Family and Community Collaboration: 3. An educational climate that is collaborative, in which school staff, families, health and human services personnel, and community members work together to support all learners.

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K-12 SOCIAL STUDIES

CONTENT TOPICS

Kindergarten Self, Family, Traditions and Celebrations.

Grade 1 Local and School Community

Diversity, communication, transportation, and occupations. Multi-cultural study (people, geography, customs, traditions, etc.).

Grade 2 Local Governance US regional studies to include geography, culture, influence of geography and climate on industry, farming and employment. Multi-cultural study (people, geography, customs, traditions, etc).

Grade 3 Native peoples throughout the North American regions. Arrival of Explorers and Resultant Clashes (people, geography, culture, etc.).

Grade 4 Vermont and United States 1609-1783: Geography, History, Culture, and Economics.

Grade 5 Vermont and United States from 1783-1865: Geography, History and Economics.

Grade 6 Regional Geography: Europe, South America, North America World History: ancient civilizations through the age of exploration.

Grade 7 Regional Geography: Asia, Africa and the Middle East.

Grade 8 Civics and US History from Colonialization to Reconstruction.

Grade 9 World History/World Studies from Pre-History to Contemporary World.

Grade 10 United States History: 1865 to Present and American Studies.

Grade 11 Electives: Afro-American History, American Foreign Policy, AP European History, Canadian Studies, Economics, Global Studies, Public Issues and World Affairs, Psychology, Vermont Studies.

Grade 12 Public Issues and World Affairs.

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SOCIAL STUDIES LEARNING EXPECTATIONS

KINDERGARTEN

CONTENT TOPICS: SELF, FAMILY, TRADITIONS AND CELEBRATIONS.

LEARNING EXPECTATIONS Skills: 1. Understands concept of past, present, and future (e.g. classify objects from long ago or present day.

Predict how these objects might be different in the future). 2. Uses a variety of resources related to topics of study. 3. Can identify United States on a world map and Vermont on a US map. 4. Uses maps as a resource for topics under study. Units: Self and Family Would include but not be limited to: 1. Identifies and defines responsibilities as a member of a family, class and school (e.g. Classroom

rules, family chores, school behavior, etc.). 2. Defines and generates examples of traditions (e.g. compare and contrast family traditions within the

class). 3. Identifies basic human needs (e.g. food, clothing, shelter, and belonging) and how they are met by

families and schools. Traditions and Celebrations Would include but not be limited to: 1. Understands the diversity of traditions and celebrations in the local community and around the world. 2. Recognizes the significance of traditions and celebrations as they relate to historical events.

FIELDS OF KNOWLEDGE

INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify causes and effects of topics under study. HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future. 6.4d identify and sequence patterns of change. Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living in

the time and place under study.

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Being a Historian: 6.6a classify objects from “long ago” and today. GEOGRAPHY Geographical Knowledge: 6.7a identify locations on simple globes and maps. CIIZENSHIP Meaning of Citizenship: 6.9a define the rights, principles, and responsibilities of citizenship in the school. Types of Government: 6.10a identify different types of leadership (e.g. family, city, and country). Institutional Access: 6.11a examine the classroom for fair treatment of all people. Human Rights: 6.12a identify and compare how classroom and schools define human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the culture/ethnic groups in your local community in Vermont, and in the world in the

context of celebrations and traditions. 6.13b describe how cultural traditions are passed down in families. ECONOMICS Impact of Economic Systems: 6.16b recognize the household as an economic system—identify basic human needs and how they are met

by families and schools. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables.

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VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATION 1.3a listen to or read grade appropriate materials. 1.13 listen actively and respond to communication.

a. ask clarifying questions. b. restate. c. respond through discussion, writing, and using art forms.

1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects. QUESTIONING/PROBLEM SOLVING 2.1 ask a variety of questions. APPROACH 2.6 application -- students apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information -- students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. WORTH AND COMPETENCE 3.3 respect -- students demonstrate respect for themselves and others. MAKING DECISIONS 3.7 make informed decisions. RELATIONSHIPS 3.10 teamwork -- students perform effectively on teams that set and achieve goals, conduct

investigations, solve problems, and create solutions. 3.11 interactions -- students interact respectfully with others, including those with whom they have

differences. 3.12 conflict resolution -- students use systematic and collaborative problem-solving processes,

including mediation, to negotiate and resolve conflicts. 3.13 roles and responsibilities -- students analyze their roles and responsibilities in their family, their

school, and their community. WORK PLACE 3.15 career Choices -- students know about various careers.

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SERVICE 4.1 take an active role in their community.

a. plan, implement, and reflect on activities that respond to community needs. b. use academic skills and knowledge in real-life community situations.

4.2 students participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set community goals and solve common problems.

HUMAN DIVERSITY 4.3 cultural expression -- students demonstrate understanding of the cultural expressions that are

characteristic of particular groups. 4.4 effects of prejudice -- students demonstrate understanding of the concept of prejudice, and of its

effects on various groups.

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GRADE 1

CONTENT TOPICS: 1. LOCAL AND SCHOOL COMMUNITY – DIVERSITY, COMMUNICATION, TRANSPORTATION, AND OCCUPATIONS. 2. MULTI-CULTURAL STUDY (PEOPLE, GEOGRAPHY, CUSTOMS, TRADITIONS, ETC.). *

LEARNING EXPECTATIONS Skills: 1. Understands concept of past, present, and future. 2. Uses a variety of resources related to topics of study. 3. Identifies and uses cardinal directions (north, south, east, west). 4. Identifies the continents of North America and Asia. Units: Community Would include but not be limited to: 1. Demonstrates understanding of the importance of communication, transportation, and occupations as

they relate to our school and local community. 2. Recognizes and appreciates cultural and ethnic diversity in the local community. 3. Describes cultural traditions in communities, how they are passed down and how they may change

over time. Asian Country or Region Would include but not be limited to: 1. Locates country of study on maps and globes. 2. Compares cultural differences between country of study and the local community. 3. Identifies how basic human needs (e.g. food, clothing, shelter, and belonging) are met in country of

study. - Landforms and landmarks - Habitats - Culture - Climate - Products/economy of the region

FIELDS OF KNOWLEDGE INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify causes and effects of topics under study. Analyzing Knowledge: 6.3a differentiate among fact and opinion. 16

HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future. 6.4c investigate the impact of new knowledge and inventions (e.g. evolution of transportation and

communication). 6.4d identify and sequence patterns of change. Tradition and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living in

the time and place under study. Being a Historian: 6.6a classify objects from “long ago” and today. * The areas for the multicultural study will be determined jointly by first and second grade teachers taking into consideration the cultures represented by their school community. GEOGRAPHY Geographical Knowledge: 6.7a identify locations on simple maps and globes. 6.7b make a representational map of a room in the home. 6.7c recognize the major global physical divisions such as continents and oceans. CITIZENSHIP Meaning of Citizenship: 6.9a define the rights, principles, and responsibilities of citizenship in a school and the community. Types of Government: 6.10a identify different types of leadership (e.g. peer group, classroom). Institutional Access: 6.11a examine classroom and school for fair treatment of all people. Human Rights: 6.12a identify how various communities (e.g., classroom, and school) define human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the cultural/ethnic groups in your local community in Vermont, and in the world, and

describe by using characteristics of culture (food, housing, customs, etc.). 6.13b describe how cultural traditions are passed down in families and communities, and how traditions

change over time. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables. IDENTITY AND INTERDEPENDENCE 6.19a identify their position in time, space, and various groups.

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VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATION 1.3a listen to or read grade appropriate materials. 1.13 listen actively and respond to communication.


1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects. QUESTIONING/PROBLEM SOLVING 2.1 ask a variety of questions. APPROACH 2.6 application -- students apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information -- students respond to new information by reflecting on experience and reconsidering

their opinions and sources of information. WORTH AND COMPETENCE 3.3 respect -- students demonstrate respect for themselves and others. MAKING DECISIONS 3.7 make informed decisions. RELATIONSHIPS 3.10 teamwork -- students perform effectively on teams that set and achieve goals, conduct




school, and their community. WORK PLACE 3.15 career choices -- students know about various careers. SERVICE 4.1 take an active role in their community.


4.2 students participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set

community goals and solve common problems. HUMAN DIVERSITY 4.3 cultural expression -- students demonstrate understanding of the cultural expressions that are


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GRADE 2

CONTENT TOPICS: 1. LOCAL GOVERNANCE. 2. US REGIONAL STUDIES TO INCLUDE GEOGRAPHY, CULTURE, INFLUENCE OF GEOGRAPHY AND CLIMATE ON INDUSTRY, FARMING AND EMPLOYMENT. 3. MULTI-CULTURAL STUDY (PEOPLE, GEOGRAPHY, CUSTOMS, TRADITIONS, ETC.).

LEARNING EXPECTATIONS Skills: 1. Understands concept of past, present and future. 2. Uses a variety of resources related to topics of study. 3. Identifies continents, oceans, poles, and equator (see 6.7 geography). 4. Uses simple map legends. Units: Local Governance Would include but not be limited to: 1. Participates in making decisions and rules for the classroom (e.g. Morning Meeting). 2. Understands how decisions and rules are made in local government (see 6.10, 6.11, 6.12). 3. Defines rights and responsibilities of citizenship (see 6.9). U.S. Studies Would include but not be limited to: 1. Recognizes the diversity found in climate, economics, geography, and culture among the states. 2. Identifies major geographical features (e.g. mountain ranges, rivers, lakes, etc.).

Regions – Northeast, Southeast, Southwest, Midwest, Northwest - Landforms and landmarks - Habitats - Culture - Climate - Products/economy of the region

South American Region or Country Would include but not be limited to: 1. Locates country of study on maps and globes. 2. Identifies how basic human needs (e.g. food, clothing, shelter, and belonging) are met in country of

study. 3. Analyzes similarities and differences between country of study and local community.

- Landforms and landmarks - Habitats - Culture - Climate - Products/economy of the region

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FIELDS OF KNOWLEDGE INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify multiple causes and effects of topics under study (e.g., decisions made by local government). Uses of Evidence and Data: 6.2c distinguish among fact, bias, stereotyping, generalizing and categorizing in gathering and

presenting evidence and data. 6.2d find evidence to support claims. 6.2e judge credibility of sources. Analyzing Knowledge: 6.3a differentiate among fact, opinion, and interpretation. HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future as they apply to units of study. 6.4d identify and sequence patterns of change. GEOGRAPHY Geographical Knowledge: 6.7b make a representational map (e.g., home, classroom, and neighborhood). 6.7c locate on a map and globe the cardinal directions; poles; equator; tropics; Arctic and Antarctic

circles. 6.7e make and use legend/keys on a variety of thematic maps. CITIZENSHIP Meaning of Citizenship: 6.9a debate and define the rights, principles, and responsibilities of citizenship in a school, community

and country. * The areas for the multicultural study will be determined jointly by first and second grade teachers taking into consideration the cultures represented by their school community. Types of Government: 6.10a identify different types of leadership (e.g. local government). Institutional Access: 6.11a examine community (e.g., classroom) for fair treatment of all people. Human Rights: 6.12a identify how various communities define human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the cultural/ethnic groups in the US regions, and in the world, and describe by using

characteristics of culture. 6.13b describe how cultural traditions are passed down in families and communities, and how traditions

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change over time.

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ECONOMICS Knowledge of Economic Principles: 6.15a identify and explain reasons behind choices made when purchasing an item. 6.15b identify examples of natural resources, human resources, and capital goods. 6.15c identify their role as consumers and producers or sellers. Impact of Economic Systems: 6.16a compare the differences in lifestyles between their community and other communities. Governments and Resources: 6.17a identify aspects of their lives affected by the government. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables. IDENTITY AND INTERDEPENDENCE 6.19b classify influences on identity (e.g., family, peer, and kinship groups).

VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATION 1.3a listen to or read grade appropriate materials. 1.8 in written reports, students organize and convey information and ideas accurately. 1.6 writing Conventions in written reports. 1.13 listen actively and respond to communication.


1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects. INFORMATION TECHNOLOGY 1.18 research – 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. 1.19 information sources – students use organizational systems to obtain from various sources (including

libraries and the Internet). 1.20 communication of data – students use graphs, charts, maps and other visual presentations. QUESTIONING/PROBLEM SOLVING 2.1 ask a variety of questions. 2.2 use reasoning strategies, knowledge, and common sense to solve complex problems related to all

fields of knowledge. 23

APPROACH 2.6 application – apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information – respond to new information by reflecting on experience and reconsidering their opinions and sources of information. WORTH AND COMPETENCE 3.3 respect – demonstrate respect for themselves and others. MAKING DECISIONS 3.7 make informed decisions. RELATIONSHIPS 3.10 teamwork – perform effectively on teams that set and achieve goals, conduct

investigations, solve problems, and create solutions. 3.11 interactions – interact respectfully with others, including those with whom they have

differences. 3.12 conflict resolution – use systematic and collaborative problem-solving processes,

including mediation, to negotiate and resolve conflicts. 3.13 roles and responsibilities – analyze their roles and responsibilities in their family, their

school, and their community. SERVICE 4.1 take an active role in their community.


4.2 participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set

community goals and solve common problems. HUMAN DIVERSITY 4.3 cultural expression – demonstrate understanding of the cultural expressions that are

characteristic of particular groups. 4.4 effects of prejudice – demonstrate understanding of the concept of prejudice, and of its


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GRADE 3

CONTENT TOPICS: NATIVE PEOPLES THROUGHOUT THE NORTH AMERICAN REGIONS; ARRIVAL OF EXPLORERS AND RESULTANT CLASHES (PEOPLE, GEOGRAPHY, CUSTOMS, TRADITIONS, ETC.).

LEARNING EXPECTATIONS Skills: 1. Identifies and examines causes and effects of events under study. 2. Compares sets of data and judges credibility of sources. 3. Analyzes events from the perspective of various groups. 4. Sequences historical eras to make connections to the present. 5. Demonstrates understanding of geographical concepts in relation to topics of study. 6. Identifies the influence of cultural and ethnic groups on historical outcomes. Units: Native Peoples: Then and Now Would include but not be limited to: 1. Demonstrates understanding of how landforms and climate helped to determine how native people

lived. 2. Demonstrates understanding of customs, beliefs, and practices. 3. Demonstrates understanding of the interdependence among spirituality, nature, and survival.

Native Americans Eastern “Woodland” Region

- Major tribes and nations such as Iroquois, Abenaki, others - Landforms – forest, Green and Adirondack Mountains, lakes etc. - Culture – housing, food, clothing, artifacts, medicine, government, art, music, literature

Southeastern Region

- Major tribes and nations such as Cherokee, Seminole, others - Landforms – Appalachian Mountains, Mississippi River, wetlands, coastland - Culture – housing, food, clothing, artifacts, medicine, government, art, music, literature

Plains Region

- Major tribes and nations such as Cheyenne, Sioux, others - Landforms – grasslands, rivers - Culture – housing, food, clothing, artifacts, medicine, government, art, music, literature

Southwestern Region

- Major tribes and nations such as Pueblos, Apaches, Zuni - Landforms – desert, cliffs, canyons - Culture – housing, food, clothing, artifacts, medicine, government, art, music, literature

Northwestern Region

- Major tribes and nations such as Chinook, Yakima, others - Landforms - Pacific coast, islands, redwood forests, mountains, volcanoes

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- Culture – housing, food, clothing, artifacts, medicine, government, art, music, literature European Explorers Would include but not be limited to: 1. Explains the characteristics and motives of explorers and the countries they represented, (e.g.

Hudson, Champlain, Columbus, DeSoto, Cabot, Cartier, Coronado, Jolliet and Marquette). 2. Explains the impact of clashes between native peoples and European explorers. 3. Maps the routes of various explorers to the above regions.

FIELDS OF KNOWLEDGE

INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify multiple causes and effects of events under study. 6.1b examine human behavior in order to predict how basic needs will be met. Uses of Evidence and Data: 6.2a compare and contrast differing sets of data. 6.2c distinguish among fact, bias, stereotyping, generalizing and categorizing in gathering and

presenting evidence and data. 6.2d find evidence to support claims. 6.2e judge credibility of sources. Analyzing Knowledge: 6.3a differentiate among fact, opinion, and interpretation. HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future as they apply to units of study. 6.4c investigate the impact of new knowledge and inventions. 6.4d identify and sequence patterns of change through study of native peoples and European explorers. Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living

in the time and place under study. 6.5b demonstrate understanding of the relationships among powerful people, important events, and the

lives of common people. Being a Historian: 6.6a classify objects from “long ago” and today. 6.6b explain what this classification shows us about change over time. GEOGRAPHY Geographical Knowledge: 6.7a identify location and patterns of local areas (e.g., commercial malls, urban sprawl, population shifts,

etc.). 6.7b make a representational map of areas studies. 6.7c make and use a grid (coordinate) system to give locations. Locate on a map and globe the cardinal

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directions; continents; oceans; poles; equator; tropics; Arctic and Antarctic circles. 6.7e make and use legend/keys on a variety of thematic maps. Movements and Settlements: 6.8a recognize the causes, effects, processes and patterns of human movements, both chosen and forced. 6.8b recognize voluntary and involuntary migration factors. 6.8c link the movement of material and non-material culture traits to specific cultural regions. CITIZENSHIP Meaning of Citizenship: 6.9a debate and define the rights, principles, and responsibilities of citizenship in a school, community

and country. Types of Government: 6.10a identify and classify different types of leadership (e.g. local government). Institutional Access: 6.11a examine community (e.g., classroom) for fair treatment of all people. Human Rights: 6.12a identify and compare how various communities have defined human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the cultural/ethnic groups in your local community in Vermont, and in the world, and

describe by using characteristics of culture. 6.13b describe how cultural traditions are passed down in families and communities, and how traditions

change over time. Forces of Unity and Disunity: 6.14a identify the differences between homogeneity and diversity, and explain how each can cause

community tensions and disunity, or can contribute to harmony and unity. 6.14b identify and evaluate the benefits and stresses of diversity on a society. ECONOMICS Knowledge of Economic Principles: 6.15a identify and explain reasons behind choices made when purchasing an item. 6.15b identify examples of natural resources, human resources, and capital goods. 6.15c identify situations where they were consumers and other situations where they were producers or

sellers. 6.15d examine trade networks among early peoples and the medium of trade (e.g., bartering). Impact of Economic Systems: 6.16a compare the differences in lifestyles between their community and other communities in Vermont

and around the world. Governments and Resources: 6.17a identify aspects of their lives affected by the government.

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CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables. IDENTITY AND INTERDEPENDENCE 6.19a identify their position in time, space, and various groups, and analyze how these positions help to

build identity. 6.19c examine symbols, literature, histories, folk traditions, and myth for sources of national identities.

VITAL RESULTS

Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATION 1.3a listen to or read grade appropriate materials. 1.8 organize and convey information and ideas accurately in written reports. 1.6 writing Conventions in written reports. 1.13 listen actively and respond to communication.


1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects. INFORMATION TECHNOLOGY 1.18 research -- 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. 1.19 Information Sources -- students use organizational systems to obtain from various sources (including

libraries and the Internet). 1.20 communication of data -- students use graphs, charts, maps and other visual presentations. QUESTIONING/PROBLEM SOLVING 2.1 ask a variety of questions. 2.2 use reasoning strategies, knowledge, and common sense to solve complex problems related to all

fields of knowledge. APPROACH 2.6 application -- apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information -- respond to new information by reflecting on experience and reconsidering their opinions and sources of information. WORTH AND COMPETENCE 3.3 respect -- demonstrate respect for themselves and others. MAKING DECISIONS 3.7 make informed decisions. 28

RELATIONSHIPS 3.10 teamwork -- perform effectively on teams that set and achieve goals, conduct

investigations, solve problems, and create solutions. 3.11 interactions -- interact respectfully with others, including those with whom they have

differences. 3.12 conflict resolution -- use systematic and collaborative problem-solving processes,

including mediation, to negotiate and resolve conflicts. 3.13 roles and responsibilities -- analyze their roles and responsibilities in their family, their



4.2 participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set

community goals and solve common problems. HUMAN DIVERSITY 4.3 cultural expression -- demonstrate understanding of the cultural expressions that are

characteristic of particular groups. 4.4 effects of prejudice -- demonstrate understanding of the concept of prejudice, and of its


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GRADE 4

CONTENT TOPICS: VERMONT AND UNITED STATES 1609-1783: GEOGRAPHY, HISTORY AND ECONOMICS.

LEARNING EXPECTATIONS Skills: 1. Identifies and examines causes and effects of events under study. 2. Compares sets of data and judges credibility of sources. 3. Analyzes events from the perspective of various groups. 4. Sequences historical eras to make connections to the present. 5. Demonstrates understanding of geographical concepts in relation to topics of study. 6. Identifies the influence of cultural and ethnic groups on historical outcomes. Units: History of Vermont and U.S 1609-1783* Colonial Period Would include but not be limited to: 1. Demonstrates understanding of political, religious, and economic motivations behind colonial

settlement. - Political and physical maps of the colonized areas (VT, New England, Middle and Southern colonies as well as the southwest)

- Daily life during this time period 2. Demonstrates understanding of the impact of colonial settlement on Native Peoples. - Native peoples to include Abenaki - French and Indian War and its impact - Important persons to this period – colonists, Europeans and Natives Revolutionary War 1775-1783 Would include but not be limited to: 1. Identifies the political, social and economic causes of the war.

- Taxation, Acts, Boston Tea Party, Proclamation of 1763, Lexington and Concord, Declaration of Independence

2. Examines the key turning points of the war (Ticonderoga, Trenton, Saratoga, Yorktown, Cowpens) - Important historical figures 3. Explains the emerging characteristics of a developing democracy.

- Treaty of Paris, independent nation, land acquisition recognition by Britain, new government with representation, presidency, and Articles of Confederation

* References to early “Vermont” include New Hampshire grants and The Republic of Vermont.

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FIELDS OF KNOWLEDGE INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify multiple causes and effects of events under study. 6.1b examine human behavior in order to predict how basic needs will be met. 6.1c examine specific events, make general observations about human behavior, and apply these

observations in proposing solutions to a similar social problem. Uses of Evidence and Data: 6.2a compare and contrast differing sets of data. 6.2b use statistical methodology to describe and interpret a broad range of societal issues. 6.2c distinguish among fact, bias, stereotyping, generalizing and categorizing in gathering and

presenting evidence and data. 6.2d find evidence to support claims. 6.2e judge credibility of sources. Analyzing Knowledge: 6.3a differentiate among fact, opinion, and interpretation. 6.3b distinguish relevant from irrelevant information. 6.3c recognize and evaluate the human tendencies to categorize, romanticize, or vilify individuals and

groups through selected facts and interpretations. 6.3d analyze interpretations of events from the perspective of various groups, and evaluate the credibility

of differing accounts. HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future as they apply to units of study. 6.4b examine local history by reading historical narratives and documents, investigating artifacts,

architecture, and other resources to illustrate key periods in local history. 6.4c investigate the impact of new knowledge and inventions. 6.4d identify and sequence patterns of change. 6.4dd sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to the present; and research, examine, and analyze historical data from each era. - VT-interpret the impact of resettlement of Abenaki, European colonizers, and the

environment. - US-trace the evolution of political, religious, economic and social institutions in the

American colonies. - US-identify how various groups and individuals participated in the Revolution. - History of Vermont and US from 1609-1783 (Treaty of Paris).

Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living


lives of common people.

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Being a Historian: 6.6a classify objects from “long ago” and today. 6.6b explain what this classification shows us about change over time. 6.6c collect and use primary resources in building original historical interpretations. 6.6d use oral history methods and data to understand the ways in which people assign meaning to their

own historical experiences. GEOGRAPHY Geographical Knowledge: 6.7a identify location and patterns of local areas (e.g., commercial malls, urban sprawl, population shifts,

etc.). 6.7b make a representational map of topics under study including impact of landforms on movement and

settlement. 6.7d use scale to calculate and estimate distance on a map. 6.7e make and use legend/keys on a variety of thematic maps. Movements and Settlements: 6.8a recognize the causes, effects, processes and patterns of human movements, both chosen and forced. 6.8b recognize voluntary and involuntary migration factors. 6.8c link the movement of material and non-material culture traits to specific cultural regions. CITIZENSHIP Meaning of Citizenship: 6.9a debate and define the rights, principles, and responsibilities of citizenship in a school, community

and country. 6.9b analyze and debate the problems of majority rule and the protection of minority rights as written in

the US constitution. Types of Government: 6.10a identify and classify different types of leadership (e.g. expanded rules and laws). 6.10b identify the rights and responsibilities and the concepts of equality and freedom embodied in such

documents as the Declaration of Independence. Institutional Access: 6.11a examine community (e.g., classroom, state, and country) for fair treatment of all people. Human Rights: 6.12a identify and compare how various communities have defined human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the cultural/ethnic groups in your local community in Vermont, and in the world, and


change over time. 32

Forces of Unity and Disunity: 6.14a identify the differences between homogeneity and diversity, and explain how each can cause


sellers. 6.15d examine trade networks among early peoples and the medium of trade. Impact of Economic Systems: 6.16a compare the differences in lifestyles between their community and other communities in Vermont

and around the world. Governments and Resources: 6.17a identify aspects of their lives affected by the government. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables. IDENTITY AND INTERDEPENDENCE 6.19a identify their position in time, space, and various groups, and analyze how these positions help to

build identity. 6.19b classify influences on identity and analyze how these motivate behavior. 6.19c examine symbols, literature, histories, folk traditions, and myth for sources of national identities.

VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATION 1.3b analyze and interpret features of a variety of types of text. 1.8 in written reports, students organize and convey information and ideas accurately. 1.6 writing Conventions. 1.8a analyze a situation based on info and suggest a course of action. 1.13 students listen actively and respond to communication.


1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects.

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INFORMATION TECHNOLOGY 1.18 research -- 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. 1.19 information sources -- students use organizational systems to obtain from various sources (including

libraries and the Internet). 1.20 communication of data -- students use graphs, charts, maps and other visual presentations. QUESTIONING/PROBLEM SOLVING 2.1 ask a variety of questions. 2.2 use reasoning strategies, knowledge, and common sense to solve complex problems related to all

fields of knowledge. APPROACH 2.6 application -- students apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information -- students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. WORTH AND COMPETENCE 3.3 respect -- students demonstrate respect for themselves and others. MAKING DECISIONS 3.7 make informed decisions. RELATIONSHIPS 3.10 teamwork -- students perform effectively on teams that set and achieve goals, conduct






4.2 democratic Processes Students participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set

community goals and solve common problems. HUMAN DIVERSITY 4.3 cultural expression -- students demonstrate understanding of the cultural expressions that are



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GRADE 5

CONTENT TOPICS: VERMONT AND UNITED STATES FROM 1783-1865: GEOGRAPHY, HISTORY AND ECONOMICS.

LEARNING EXPECTATIONS Skills: 1. Identifies and examines causes and effects of events under study. 2. Compares sets of data and judges credibility of sources. 3. Analyzes events from the perspective of various groups. 4. Sequences historical eras to make connections to the present. 5. Demonstrates understanding of geographical concepts in relation to topics of study and other

knowledge in 6.7. 6. Identifies the influence of cultural and ethnic groups on historical outcomes. Units: History of Vermont and U.S. 1783-1865 Constitution / Bill of Rights Would include but not be limited to: 1. Analyzes and explains issues leading to the creation of the Constitution / Bill of Rights. 2. Demonstrates understanding of the basic features of the political system in the U.S.

- Articles of Confederation – weak Central government - Meeting in Philadelphia “The Grand Convention” or The Constitutional Convention - Strong central government versus a federation of states - Founding Fathers - Compromise - Preamble to Constitution - Three Branches of Government - Checks and Balances - Individual rights and responsibilities - Bill of Rights

Statehood Would include but not be limited to: 1. Demonstrates understanding of the components of the VT Constitution as it compares to the US

Constitution. 2. Analyzes and explains issues leading to Vermont becoming a state.

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Westward Expansion Would include but not be limited to: 1. Demonstrates understanding of the characteristics and motives of pioneers. 2. Describes the expansion of the U.S. politically, socially, environmentally, and economically.

- Early exploration of the West, e.g., Lewis & Clark, Louisiana Purchase - Pioneers - Land routes and landforms - Gold Rush - Indian resistance - Homestead Act - Transcontinental Railroad - Cowboys and Cattle drives

Civil War 1861-1865 Would include but not be limited to: 1. Identifies the political, social, and economic causes leading to the war. 2. Analyzes and explains the emerging characteristics and challenges of the aftermath of the war.

- Slave Life - Abolitionists - Suffrage movement - Industrial north versus agricultural south - Mapping - Confederacy: Jefferson Davis President - Lincoln: Debates, reelection, speeches - Significant turning points - Emancipation Proclamation - Reconstruction

FIELDS OF KNOWLEDGE

INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify multiple causes and effects of events under study. 6.1b examine human behavior in order to predict how basic needs will be met. 6.1c examine specific events, make general observations about human behavior, and apply these

observations in proposing solutions to a similar social problem. Uses of Evidence and Data: .2a compare and contrast differing sets of data. 6.2b use statistical methodology to describe and interpret a broad range of societal issues. 6.2c distinguish among fact, bias, stereotyping, generalizing and categorizing in gathering and

presenting evidence and data. 6.2d find evidence to support claims. 6.2e judge credibility of sources. Analyzing Knowledge: 6.3a differentiate among fact, opinion, and interpretation. 6.3b distinguish relevant from irrelevant information. 6.3c recognize and evaluate the human tendencies to categorize, romanticize, or vilify individuals and

groups through selected facts and interpretations. 6.3d analyze interpretations of events from the perspective of various groups, and evaluate the credibility

of differing accounts.

36

HISTORY Historical Connections: 6.4a demonstrate understanding of concepts of past, present, and future as they apply to units of study. 6.4b examine local history by reading historical narratives and documents, investigating artifacts,

architecture, and other resources to illustrate key periods in local history. 6.4c investigate the impact of new knowledge and inventions. 6.4d identify and sequence patterns of change. 6.4dd sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to the present; and research, examine, and analyze historical data from each era. - VT-State government. - US-trace the evolution of political, religious, economic and social institutions in the

American States and territories. - US-identify how various groups and individuals participated in the writing of Constitution

and forming a democratic government. Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living


lives of common people. Being a Historian: 6.6a classify objects from “long ago” and today. 6.6b explain what this classification shows us about change over time. 6.6c collect and use primary resources in building original historical interpretations. 6.6d use oral history methods and data to understand the ways in which people assign meaning to their

own historical experiences. GEOGRAPHY Geographical Knowledge: 6.7a identify location and patterns of local areas (e.g., commercial malls, urban sprawl, population shifts,

etc.). 6.7b make a representational map of topics under study including impact of landforms on movement and

settlement. 6.7d use scale to calculate and estimate distance on a map. 6.7e make and use legend/keys on a variety of thematic maps. 6.7f understand and apply longitude/latitude. 6.7g identify hemispheres. 6.7h determine time zones. Movements and Settlements: 6.8a recognize the causes, effects, processes and patterns of human movements, both chosen and forced. 6.8b recognize voluntary and involuntary migration factors. 6.8c link the movement of material and non-material culture traits to specific cultural regions.

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CITIZENSHIP Meaning of Citizenship: 6.9a debate and define the rights, principles, and responsibilities of citizenship in a school, community

and country. 6.9b analyze and debate the problems of majority rule and the protection of minority rights as written in

the US Constitution. Types of Government: 6.10a identify and classify different types of leadership (e.g. expanded rules and laws). 6.10b identify the rights and responsibilities and the concepts of equality and freedom embodied in such

documents as the Constitution, and the Bill of Rights. 6.10bb 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.

Institutional Access: 6.11a examine community (e.g., classroom, state, and country) for fair treatment of all people. Human Rights: 6.12a identify and compare how various communities have defined human rights. 6.12b explain the importance to the individual and to society of personal rights. DIVERSITY AND UNITY Concepts of Culture: 6.13a identify the cultural/ethnic groups in your local community in Vermont, and in the world, and


change over time. Forces of Unity and Disunity: 6.14a identify the differences between homogeneity and diversity, and explain how each can cause


sellers. 6.15d examine trade networks among early peoples, and the medium of trade (e.g., bartering).

38

Impact of Economic Systems: 6.16a compare the differences in lifestyles between their community and other communities in Vermont

and around the world. Governments and Resources: 6.17a identify aspects of their lives affected by the government. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18a identify conflicts and their resolutions in historical stories, myths, legends, and fables. 6.18aa explain a conflict by recognizing the interests, values perspectives, and points of view of those

directly and indirectly involved in the conflict (e.g., current events, War of 1812, Western Expansion, Civil War).

6.18b formulate a position on a conflict and evaluate the consequences on the individual and society. 6.18c explain conditions, actions, and motivations that contribute to conflict and conflict resolution within

and among individuals, groups, communities, and nations. 6.18d show understanding of how conflicts (e.g., revolutions, colonization, and migrations) cause changes

in social patterns. IDENTITY AND INTERDEPENDENCE 6.19a identify their position in time, space, and various groups, and analyze how these positions help to

build identity. 6.19b classify influences on identity and analyze how these motivate behavior. 6.19c examine symbols, literature, histories, folk traditions, and myth for sources of national identities.

VITAL RESULTS Vital result standards cut across all fields of knowledge. In the classroom, vital result standards are combined with field of knowledge standards. COMMUNICATIONS: 1.3b analyze and interpret features of a variety of types of text. 1.8 in written reports, students organize and convey information and ideas accurately. 1.6 writing Conventions. 1.8a analyze a situation based on info and suggest a course of action. 1.13 listen actively and respond to communication.


1.15 use verbal and nonverbal skills to express themselves effectively. 1.16 use a variety of forms to create projects. INFORMATION TECHNOLOGY: 1.18 research -- 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. 1.19 information sources -- students use organizational systems to obtain from various sources (including

libraries and the Internet). 1.20 communication of data -- students use graphs, charts, maps and other visual presentations.

39

QUESTIONING/PROBLEM SOLVING: 2.1 ask a variety of questions. 2.2 use reasoning strategies, knowledge, and common sense to solve complex problems related to all

fields of knowledge. APPROACH: 2.6 application -- students apply prior knowledge, curiosity, imagination, and creativity to solve problems. 2.7 information -- students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. WORTH AND COMPETENCE: 3.3 respect -- students demonstrate respect for themselves and others. MAKING DECISIONS: 3.7 make informed decisions. RELATIONSHIPS: 3.10 teamwork -- students perform effectively on teams that set and achieve goals, conduct




school, and their community. WORK PLACE: 3.15 career choices -- students know about various careers. SERVICE: 4.1 take an active role in their community.


4.2 democratic Processes Students participate in democratic processes. a. students work cooperatively and respectfully with people of various groups to set

community goals and solve common problems. HUMAN DIVERSITY: 4.3 cultural expression -- students demonstrate understanding of the cultural expressions that are



40


GRADE 6

CONTENT TOPICS: REGIONAL GEOGRAPHY: EUROPE, SOUTH AMERICA, NORTH AMERICA WORLD HISTORY: ANCIENT CIVILIZATIONS THROUGH THE AGE OF EXPLORATION By the end of Grade 6 all students should be able to do the following: INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1a identify multiple causes and effects of events under study. 6.1b examine how people in specific circumstances behave in order to predict human behavior in similar

situations. 6.1c examine specific events, make general observations about human behavior, and apply these

observations in proposing solutions to a similar social problem. HISTORY Historical Connections: 6.4aa demonstrate the ways that time has been organized throughout history and various dating systems. 6.4dd sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to the present; and research, examine, and analyze historical data from each era: WORLD Nomadic/Pastoral Era – 1000 BCE:

- early human development. - river valleys and the rise of civilization.

Rise of Institutions and Empires – 500 CE:

- analyze governments and religions. - analyze economic systems and trade.

Expanding Exchange and Encounters through the First Global Age 500 – 1500:

- describe Feudal systems and the Renaissance. - examine the rise of trading centers and cultures in conflict.

Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people living in the time and place under

study. 6.5b demonstrate understanding of the relationships among powerful people, important events, and the


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GEOGRAPHY Geographical Knowledge: 6.7c make and use a grid (coordinate) system to give locations. Locate on a map and globe the cardinal

directions; poles; equator; tropics; Arctic and Antarctic circles. 6.7d use scale to calculate and estimate distance on a map. 6.7e make and use legends and keys on a variety of thematic maps. 6.7bb locate the physical, political and cultural regions. Locate major mountain ranges, major rivers, major

climate zones of region under study.

Movements and Settlements: 6.8d recognize push pull factors related to migration and settlement. Explain how physical and cultural

factors relate to the location of settlements. CITIZENSHIP Types of Government: 6.10aa describe the basic principles of democracy and draw historical connections to Greece, Rome, and

Pre-Columbian America.

Institutional Access: 6.11a examine community for fair treatment of all people. 6.11b identify, compare, contrast, and evaluate the political and economic power of various groups. DIVERSITY AND UNITY Concepts of Culture: 6.13b describe how cultural traditions are passed down in families and communities, and how traditions

change over time. 6.13aa investigate the factors that make us human in different cultural and social settings. 6.13bb identify and analyze key ways in which culture is transmitted, and the key forces of cultural change. ECONOMICS Knowledge of Economic Principles: 6.15d examine trade networks among early peoples and the medium of trade. 6.15e identify how the factors of production at the personal and societal levels are influenced by available

resources, and show how production differs as those resources shift. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18c explain conditions, actions, and motivations that contribute to conflict and conflict resolution within

and among individuals, groups, communities, and nations. IDENTITY AND INTERDEPENDENCE 6.19d demonstrate understanding of how various groups build and preserve identity. 6.19e demonstrate how societal changes can alter identities over time. 6.19f identify the distinctive characteristics of a nation’s identity.

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THE VITAL RESULTS Reading: 1.1h predicting. 1.1i skimming. 1.1j following themes. 1.3e identify the textual structure and/or the technical, artistic, and literary conventions of text. 1.3f explain the meaning of various forms of representation. Writing: 1.5 draft, revise, edit, and critique written products. 1.6a use clear sentences, correct syntax, and grade-appropriate mechanics to that what is written can be

easily understood by the reader. 1.6aa use correct grammar, employ a variety of sentence structures; follow conventional spelling; use

correct mechanics; display few errors or patterns or errors, relative to length and complexity; make only intentional, effective departure from conventions.

Reports: 1.8c organize information gathered through reading, interviews, questionnaires, and experiments so that a

reader can easily understand what is being conveyed. 1.8d establish an authoritative stance on a subject, and appropriately identify and address the reader’s

need to know. 1.8e include appropriate facts and details, excluding extraneous and inappropriate information. 1.8f develop a controlling idea that conveys a perspective on the subject. Listening: 1.13a ask clarifying questions. 1.13b restate. 1.13c respond through discussion, writing, and using art forms. Expression: 1.15a share information. 1.15b use accepted conventions of the English language. 1.15c show awareness of an audience by planning and adjusting to its reaction. 1.15d make effective use of such devices as pace, volume, stress, enunciation, and pronunciation. 1.15e use language expressively and persuasively. 1.15f constructively express preferences, feelings, and needs. 1.15g assume roles in-group communication tasks. Information Technology: 1.18 use computers, telecommunications, and other tools of technology to research, to gather information

and ideas, and to represent information and ideas accurately and appropriately. Informational Sources: 1.19 use organizational systems to obtain information from various sources.

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GRADE 7

CONTENT TOPICS: REGIONAL GEOGRAPHY: ASIA, AFRICA AND THE MIDDLE EAST. By the end of Grade 7 all students should be able to do the following: Causes and Effects in Human Societies: 6.1: examine complex webs of causes and effects in relations to events in order to generalize about the

workings of human societies, and they apply their findings to problems. This is evident when students: a. Identify multiple causes and effects of events under study. b. Examine how people in specific circumstances behave in order to predict human behavior in similar

situations. c. Examine specific events, make general observations about human behavior, and apply these

observations in proposing solutions to a similar social problem. Uses of Evidence and Data: 6.2: understand the varied uses of evidence and data, and use both to make interpretations concerning

public issues. This is evident when students: a. compare and contrast differing sets of data. b. use statistical methodology to describe and interpret a broad range of societal issues (e.g., infant

mortality, literacy rates, and indicators of quality of life). HISTORY Historical Connections: 6.4: identify major historical eras and analyze periods of transition in various times in various locations

worldwide to understand the past, the present, and the relationship between the two. This is evident when students: aa. demonstrate the ways that time has been organized throughout history (e.g. linear, cyclical) and

various dating system (e.g. A.D., B.C.). dd . sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to the present; and research, examine, and analyze historical data from each era. Traditional and Social Histories: 6.5: investigate both the traditional and the social histories of the people, place, and cultures under study,

including those of indigenous peoples. This is evident when students: a. describe and interpret events through the perspectives of people (both famous and common) living in

the time and place under study. b. demonstrate understanding of the relationships among powerful people, important events, and the


45

GEOGRAPHY Geographical Knowledge: 6.7: use geographical knowledge and images of various places to understand the present, communicate

historical interpretation, develop solutions for the problems, and plan for the future. This is evident when students: d. use scale to calculate and estimate distance on a map. e. make and use legend/keys on a variety of thematic maps. aa. describe such spatial patterns as population distributions, land use patterns, climate, transportation

networks in the world. bb. locate the physical, political and cultural regions of places under study. Locate major mountain

ranges, major rivers, major climate and vegetation zones. cc. create a thematic map from spatial data and describe the patterns of spatial variation. (e.g. , map

birth rate data). dd. use map and atlas resources to compare and contrast patterns of spatial variation (e.g. contrast the

global distribution of developed countries with the distribution of developing countries). Movements and Settlements: 6.8: analyze the factors and implications associated with the historical and contemporary movements and

settlements of people in various times in their local community, in Vermont, in the United States, and in various locations world wide.

This is evident when students: aa. analyze and evaluate the causes and effects, processes and patterns of human movements, both

chosen and forced in places under study (e.g., impact of transportation, technology). bb. describe the impact of voluntary and involuntary migration on physical and human systems (e.g.,

spread of Islam). d. recognize push/pull factors related to migration and settlement. Explain how physical and cultural

factors relate to the location of settlements (e.g. transportation systems, communication networks, government policy, land use, economic and social patterns).

DIVERSITY AND UNITY Concepts of Culture: 6.13: understand the concept of culture, including the cultures of indigenous peoples, in various times in

various locations worldwide. This is evident when students: b. describe how cultural traditions are passed down in families and communities, and how traditions

change over time. (e.g., holiday festivals worldwide, oral histories, writing and other media). aa. investigate the factors that make us human in different cultural and social settings (e.g., language,

arts, and literature). bb. identify and analyze key ways in which culture is transmitted, (e.g. oral tradition, media, migration,

and conquest), and the key forces of cultural change (e.g., technological, economic, political, military)

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CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18 analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped

the divisions in various times of their local community, Vermont, the United States, and the world. This is evident when students: aa. explain a conflict (e.g. Israeli- Palestinian conflict) by recognizing the interests, values,

perspectives, and points of view of those directly and indirectly involved in the conflict. b. formulate a position on a conflict and evaluate the consequences on the individual and society; c. explain conditions, actions, and motivations that contribute to conflict and conflict resolution within

and among individuals, groups, communities, and nations. d. show understanding of how conflicts (e.g. revolutions, colonization, and genocide) cause changes in

social patterns. VITAL RESULTS Reading: 1.1 use a variety of strategies to help them read. 1.3 read for meaning, demonstrating both initial understanding and personal response to what is read. d. make extensions/applications of a text. e. identify the textual structure and/or the technical, artistic, and literary conventions of a text. f. explain the meaning of various forms of representation. Writing: 1.5 draft, revise, edit, and critique written products sot that final drafts are appropriate in terms of

purpose, organization, details, and voice or tone. 1.6 use independent writing demonstrates command of appropriate English conventions, including

grammar, usage, and mechanics. aa. use correct grammar; employ a variety of sentence structures; follow conventional spelling; use

correct mechanics; display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departure from conventions.

Reports: 1.8.1 in written reports, students organize and convey information and ideas accurately and effectively. This is evident when students: a. organize information gathered through reading, interviews, questionnaires, and experiments so that a

reader can easily understand what is being conveyed. b. establish an authoritative stance on a subject, and appropriately identify and address the reader’s

need to know. c. include appropriate facts and details, excluding extraneous and inappropriate information; and

develop a controlling idea that conveys a perspective on the subject. Clarification and Restatement: 1.13 listen actively and respond to communications.


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Critique: 1.14 critique what they have heard (e.g. music, oral presentation)

a. observe. b. describe. c. extend. d. interpret. e. make connections.

Speaking: 1.15 use verbal and nonverbal skills to express themselves effectively.

a. share information. b. use accepted conventions of the English language in formal settings. c. show awareness of an audience by planning and adjusting to its reaction. d. make effective use of such devises as pace, volume, stress, enunciation, and pronunciation. e. use language expressively and persuasively. f. constructively express preferences, feelings, and needs.

Artistic Dimensions: 1.16 use a variety of forms such as dance, music, theater, and visual arts to create projects that are

appropriate in terms of skill development, reflection and critique, making connections, and approach to work.

Information technology: 1.18 use computers, telecommunications, and other tools of technology to research, to gather information

and ideas, and to represent information and ideas accurately and appropriately. Informational Sources: 1.19 use organizational systems to obtain information from various sources (including libraries and the

Internet). Communication of Data: 1.20 use graphs, charts, and other visual presentations to communicate data accurately and appropriately. Types of Problems: 2.3 solve problems of increasing complexity. aa. solve problems that require processing several pieces of information; and bb. solve problems that are related to diverse topics, including the less familiar.

Application: 2.6 apply prior knowledge, curiosity, imagination, and creativity to solve problems. Cultural Expression: 4.3 demonstrate understanding of the cultural expressions that are characteristic of particular groups.

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GRADE 8

CONTENT TOPICS: CIVICS AND US HISTORY FROM COLONIALIZATION TO RECONSTRUCTION. By the end of Grade 8 all students should be able to do the following: INVESTIGATION AND CRITICAL EVALUATION: Uses of Evidence and Data 6.2a compare and contrast differing sets of data. 6.2c distinguish among fact, bias, stereotyping, generalizing, and categorizing in gathering and presenting

evidence and data. 6.2e judge credibility of sources. HISTORY Historical Connections: 6.4dd sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to the present; and research, examine and analyze historical data from each era VERMONT Revolutionary/New State Era (1775-1791) -identify how various groups participated in the American Revolution. UNITED STATES Colonization (1500-1774) -trace the evolution of political, religious, economic and social institutions in the American colonies. Revolutionary/New State Era (1775-1791) -investigate the political, social and economic causes of the American Revolution. -analyze the ideas and institutions in the Declaration of Independence, the Constitution and the Bill of Rights. Expansion (1791-1890) -investigate and analyze the conditions that led to territorial expansion, effects on various groups, and concepts of nationalism and sectionalism.

Traditional and Social Histories: 6.5a describe and interpret events through the perspectives of people (both famous and common) living in

the time and place under study. 6.5b demonstrate understanding of the relationships among powerful people, important events and the

lives of common people. GEOGRAPHY Meaning of Citizenship: 6.9aa examine ways people become citizens of the United States. 6.9b analyze and debate the problems of majority rule and the protection of minority rights as written in

the Constitution.

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Types of Government: 6.10aa 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 of minority rights).

6.10bb 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.

Institutional Access: 6.11b identify, compare and contrast and evaluate political parties. Human Rights: 6.12b explain the importance to the individual and to society of personal rights (e.g. freedom of thought

and conscience, freedom of movement and residence). ECONOMIC Governments and Resources: 6.17aa 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. 6.17b identify the role of government in economic policy and how it affects individuals and groups (e.g.

taxes, tariffs, and public budgets). CONFLICT AND CONFLICT RESOLUTION Nature of Conflict: 6.18aa explain a conflict (e.g. Revolutionary War) by recognizing the interests, values, perspectives and

points of view of those directly and indirectly involved in the conflict. 6.18c explain conditions, actions and motivations that contribute to conflict and conflict resolution within

and among individuals, groups, communities and nations. IDENTIFY AND INTERDEPENDENCE Identity and Interdependence: 6.19d demonstrate understanding of how various groups build and preserve identity. 6.19f identify the distinctive characteristics of a nation’s identity. VITAL RESULTS Reading Strategies: 1.1g prior knowledge of topic and sense of the story. 1.1h predicting. 1.1i skimming. 1.1j following themes. Reading Accuracy: 1.2 read grade appropriate material with 90%+ accuracy in a way that, makes meaning clear. Reading Comprehension: 1.3d make extensions and applications of a text. 51

Reading Range of Text: 1.4c read primary and secondary sources. Writing Dimensions: 1.5 draft, revise, edit and critique products so final drafts are appropriate in terms of the following

dimensions: purpose- intent is established and maintained within a given piece of writing. organization- the writing demonstrates order and coherence.

details- details contribute to the development of ideas and information, evokes images, elaborates on or clarifies the content of the writing.

voice or tone- an appropriate voice or tone is established and maintained. Writing Conventions: 1.6a uses clear sentences, correct syntax, and grade appropriate mechanics so that what is written can be

easily understood by the reader. 1.6aa uses correct grammar; employ a variety of sentence structures; follow conventional spelling; use

correct mechanics; display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departures from conventions.

Responses to Literature: 1.7d clearly articulate a point of view or state a firm judgment about the piece to be discussed. Reports: 1.8d establish an authoritative stance on a subject and appropriately identify and address the reader’s need

to know. 1.8e include appropriate facts and details; excluding extraneous and inappropriate information. Persuasive Writing: 1.11a clearly define a significant problem, issue, topic or concern. 1.11b make an assertion or judgment or propose one or more solutions. 1.11c support proposals as appropriate through definitions, descriptions, illustrations, and examples from

experience and anecdotes. Clarification and Restatement: 1.13a asks clarifying questions. 1.13b restates. 1.13c responds through discussion and writing forms. Speaking: 1.15g assumes roles in-group communication tasks. Research: 1.18 use computers, telecommunications and other tools of technology to research, to gather information

and ideas, and to represent information and ideas accurately and appropriately. 1.19 use graphs, charts and other visual presentations to communicate data accurately and appropriately. Questioning/Problem Solving: Types of Questions 2.1f ask critical evaluation questions that judge the quality of evidence from within a problem, text, work

of art etc.

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Problem Solving Process: 2.2cc consider, test and justify more than one solution. 2.2ee select and apply appropriate methods, tools and strategies. Types of Problems: 2.3aa solve problems that require several pieces of information. 2.3bb solve problems that are related to diverse topics, including the less familiar. Application: 2.6 apply prior knowledge, curiosity, imagination and creativity to solving problems. Information: 2.7 respond to new information by reflecting on experience and reconsidering their options and sources

of information. Fluency: 2.10 generate several ideas using a variety of approaches. Elaboration: 2.11 represent their ideas and/or the ideas of others in detailed form. Flexibility: 2.12 modify or change their original ideas and/or the ideas of others to generate innovative solutions. Product/Service: 2.13a identify a need that could only be met by a product, project or service. 2.13b justify the need and design a project, product or service, researching relevant precedents and

regulations. 2.13c evaluate the results. Planning/Organization: 2.14a develop a proposal for an activity and obtain approval for it to take place. 2.14b plan and organize all aspects of the event. 2.14c oversee all aspects of the event through to completion. Learning Strategies: 3.2 assess how they learn best and use additional learning strategies to supplement those already used. Respect: 3.3 demonstrate respect for themselves and others.

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Informed Decisions: 3.7c describe and base their decisions on evidence. 3.7d recognize others’ points of view and assess their decisions from other perspectives. 3.7e analyze and consider alternative decisions. 3.7f differentiate between decisions based on fact and those based on opinions. Interactions: 3.11 interact respectfully with others including those with whom they have differences. 3.13 analyze their roles and responsibilities in their family, school and their community. Service: 4.1a plan, implement and reflect on activities that respond to community needs. Democratic Processes: 4.2a work cooperatively and respectfully with people of various groups to set community goals and solve

common problems. Effects of Prejudice: 4.4 demonstrate understanding of the concept of prejudice and its effects on various groups.

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GRADE 9

CONTENT TOPICS: WORLD HISTORY/WORLD STUDIES FROM PRE-HISTORY TO CONTEMPORARY WORLD. By the end of Grade 9 all students should be able to: INVESTIGATION AND CRITICAL EVALUATION Causes and Effect in Human Societies: 6.1e distinguish intentions and intended impacts from unpredicted and unwanted effects. Uses of Evidence and Data: 6.2g identify unstated assumptions. 6.2h identify logical fallacies and inconsistencies. 6.2i determine the validity of an argument. Analyzing Knowledge: 6.3e identify and distinguish among the uses and forms (official and unofficial) of propaganda. HISTORY Historical Connections: 6.4ddd sequence historical eras, identify the characteristics between eras, being sure to make connections to

past and present, and research, analyze and synthesize historical data from each era (e.g. age of revolution 1689 to 1920, analyze the nature of political, economic, industrial and social revolutions, patterns of global change 1815 to 1918, investigate colonization/imperialism conflicts).

Traditional and Social Histories: 6.5c identify and analyze the influence of various groups (e.g. racial, ethnic, gender, religious, and various socioeconomic classes) on major issues and events under study. Being a Historian: 6.6g explain why we study human actions from the past. GEOGRAPHY Geographical Knowledge: 6.7bbb map, compare and contrast the location of major ethnic, religious, industrial, and political regions of the world. 6.7ddd use map, atlas, and computer resources to analyze perspectives and evaluate the best location for a spatial feature. Movements and Settlements: 6.8aaa evaluate the impact of human migration on patterns of spatial variation (e.g. settlement patterns during the Middle Ages, imperialism and colonization). 55

CITIZENSHIP Meaning of Citizenship: 6.9aaa analyze the relationship between participation in the political process (e.g. voting, petitioning) and the attainment of individual and collective goals. Types of Government: 6.10bbb evaluate how political systems evolve. 6.10ccc trace the origins and interpret the continuing influence of different political philosophies as they

emerged from the following traditions: Greco-Roman, European Enlightenment, Eastern traditions, African traditions, and Native American traditions.

Institutional Access: 6.11c analyze the influences that interest groups and public opinion have had on political, social and economic life. Human Rights: 6.12aaa identify and evaluate how individual and group action promote or deny human rights. 6.12bb compare and contrast various statements about human rights (for example, Plato’s Republic, Roman law, the Magna Carta, John Locke on government) and examine their current impact. DIVERSITY AND UNITY Concepts of Culture: 6.13aaa analyze how culture shapes worldview and how it unifies and divides people (e.g. national, religious, ethnic, racial and class bias). 6.13bbb analyze the globalization of culture and the emergence of new cultural forms (e.g. Greco-Roman culture, Islamic culture, Asian culture). Forces of Unity and Disunity: 6.14e compare and contrast societies where diversity has led to either unity or disunity and suggest lessons

that can be learned about societal cohesiveness (e.g. Athenian democracy, Roman Empire, Middle Ages).

ECONOMICS Knowledge of Economic Principles: 6.15h identify how technology changes production and employment patterns and redefines how goods and services are produced and distributed. Impact of Economic Systems: 6.16h analyze and compare how economic systems have fostered or discouraged individual liberties and

the common good. Government and Resources: 6.17bb identify and analyze the role of government in regulating the economy as it applies to countries and

communities. 57

CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18aaa analyze and evaluate conditions, actions, and motivations that contribute to historical and

contemporary global conflicts showing how national interests come into conflict with one another. IDENTITY AND INTERDEPENDENCE 6.19g analyze and evaluate how competing national identities and beliefs may lead to national and

international conflicts. VITAL RESULTS Reading: 1.3g analyze, interpret, and evaluate texts produced for a wide range of purposes and audiences, include

their cultural, political, and aesthetic contexts. 1.6aa use correct grammar; employ a variety of sentence structures; follow conventional spelling; use

correct mechanics; display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departure from conventions.

1.8g use a variety of strategies to develop a written report. h organize a text in a framework appropriate to purpose, audience, and context. Listening: 1.13 listen actively and respond to communications.


Speaking: 1.15 use verbal and nonverbal skills to express themselves effectively. Artistic Dimensions: 1.16 use a variety of forms to create appropriate projects. Research: 1.18 use computers, telecommunications, and other tools of technology to research, to gather information

and ideas, and to represent information and ideas accurately and appropriately. Informational Sources: 1.19 use organizational systems to obtain information from various sources (including libraries and the

Internet). Communication of Data: 1.20 use graphs, charts, maps and other visual presentations to communicate data accurately and appropriately. Selection: 1.21 select appropriate technologies and applications to solve problems and communicate with an

audience.

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Simulation and Modeling: 1.22 employ a variety of techniques to use simulations and to develop models. Questioning and Problem Solving: 2.1g ask critical evaluation questions that judge the quality of evidence from experts, evidence from other disciplines, etc. 2.2aa critically evaluate the validity and significance of sources and interpretations.

Approach: 2.6 apply prior knowledge, curiosity, imagination, and creativity to solve problems.

Information: 2.7 respond to new information by reflecting on experience and reconsidering their opinions and sources of

information.

Worth and competence: 3.3 demonstrate respect for themselves and others. Making decisions: 3.7cc describe and explain their decisions based on logical arguments. Teamwork: 3.10 perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and

create solutions.

Interactions: 3.11 interact respectfully with others, including those with whom they have differences. Conflict resolution: 3.12 use systematic and collaborative problem-solving processes, including mediation, to negotiate and

resolve conflicts. Roles and responsibilities: 3.13 analyze their roles and responsibilities in their family, their school. and their community. Workplace: 3.15aa a collect information about specific careers and experience these occupations through classroom work, community work, and/or workplace experience. b describe the historical and current impact of role stereotyping in the work place.

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Service: 4.1 take an active role in their community.

a plan, implement, and reflect on activities that respond to community needs. b use academic skills and knowledge in real-life situations.

Democratic processes: 4.2 participate in democratic processes.

a students work cooperatively and respectfully with people of various groups to set community goals and solve common problems.

Cultural Expression: 4.3 demonstrate understanding of the cultural expressions that are characteristics of particular groups. Effects of Prejudice: 4.4 demonstrate understanding of the concepts of prejudice. Continuity and Change: 4.5 analyze personal, family, systemic, cultural, environmental, historical, and societal changes over time, both rapid, revolutionary changes and those that evolve more slowly.

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GRADE 10

CONTENT TOPICS: UNITED STATES HISTORY SINCE 1865 TO PRESENT AND AMERICAN STUDIES. By the end of Grade 10 all students should be able to: INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1: examine complex webs of causes and effects in relations to events in order to generalize about the

workings of human societies, and they apply their findings to problems. This is evident when students: d. use knowledge of change and continuity in making decisions and taking action on public issues. Uses of Evidence and Data: 6.2: understand the varied uses of evidence and data, and use both to make interpretations concerning

public issues. This is evident when students: g. identify unstated assumptions. h. identify logical fallacies and inconsistencies. i. determine the validity of an argument. Analyzing Knowledge: 6.3: analyze knowledge as a collection of selected facts and interpretations based on a particular

historical or social setting. This is evident when students: e. identify and distinguish among the uses and forms of propaganda. Historical Connections: 6.4: 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: ddd. sequence historical eras; identify the characteristics of transitions between eras, being sure to make

connections to past and present; and research, analyze, and synthesize historical data from each era: UNITED STATES Civil War / Reconstruction(1850-1877) The emergence of modern America(1877-1930) Great Depression and WW II(1929-1945) Post War United States(1945-present)

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Traditional and Social Histories: 6.5: investigate both the traditional and the social history of the people, places, and cultures under study,

including those of indigenous peoples. This is evident when students: c. identify and analyze the influence of various groups (e.g., racial, ethnic, gender, religious, and

various socioeconomic classes) on major issues and events under study. Being a Historian: 6.6: use historical methodology to make interpretations concerning history, change, and continuity. This is evident when students: e.. use statistical methods and data collection to make interpretations, comparisons, and conclusions

about scientific, governmental, social, and other changes in society. f. identify and analyze recurring themes in the midst of change (e.g., ethnic and national identity). g. explain why we study human actions in the past. GEOGRAPHY Geographical Knowledge: 6.7: use geographical knowledge and images of various places to understand the present, communicate

historical interpretation, develop solutions for the problems, and plan for the future. bbb. map, compare and contrast the location of major ethnic, religious, industrial, and political regions of

the world over time. Movements and Settlements: 6.8: analyze the factors and implications associated with the historical and contemporary movements and


This is evident when students: aaa. evaluate the impact of human migration on patterns of spatial variation (e.g. settlement patterns

during the Industrial Revolution, refugee movements). ccc. explain how technology affects the diffusion of culture (e.g., mass media, transportation networks). Meaning of Citizenship: 6.9 examine and debate the meaning of citizenship and act as citizens in a democratic society. This is evident when students: aaa. analyze the relationship between participation in the political process (e.g. voting). Types of Government: 6.10 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: aaa. analyze how people organize and exercise political power in limited governments (e.g. United

States, Japan, India,) and unlimited governments (e.g. 20th Century totalitarian systems) and assess how each system has or has not worked in practice as representative democracies or authoritarian regimes.

bbb. evaluate how political systems, including the American system, evolve. ccc. trace the origins and interpret the continuing influence of different political philosophies as the

emerged from the following traditions: Native American.

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Institutional Access: 6.11: analyze the access that various groups and individuals have had to justice, reward, and power, as

those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.

This is evident when students: c. analyze the influences that interest groups and public opinion have had on political, social, and

economic life. Human Rights: 6.12: identify and evaluate the concept of human rights in various times in their local community, in

Vermont, in the United States, and in various locations world wide. This is evident when students: aaa. identify and evaluate how individual and group action promote or deny human rights. bb. compare and contrast various statements about human rights. DIVERSITY AND UNITY Concepts of Culture: 6.13: understand the concept of culture, including the cultures of indigenous peoples, in various times in

their local community, in the United States, and in various locations worldwide. This is evident when students: aaa. analyze how culture shapes worldview and how it unifies and divides people. (e.g., national,

religious, ethnic, racial and class bias). Forces of Unity and Disunity: 6.14: understand the tensions between the forces of unity and those of disunity in various times in their

local community, in the United States, and in various locations world wide. This is evident when students: d. analyze perceptions of race, gender, ethnic group, and socioeconomic class as forces of unity and

disunity. e. compare and contrast societies where diversity has led to either unity or disunity, and suggest. ECONOMICS Knowledge of Economic Principles: 6.15: use the basic principles of economics to interpret local, state, national, and international economic

activity. This is evident when students:

use formal economic terms such as Gross Domestic Product, Consumer Price Index, inflation, deflation, balance of payments, supply and demand, consumer expectations, pricing, etc as they analyze and interpret local, state, national, and international economic activity.

h. identify how technology is changing production and employment patterns and redefining how goods and services are produced and distributed (e.g., on-demand production or assembly of goods, Internet based commerce).

i. understand the relationship between interest rates and borrowing money through such activities as monitoring the changes in the interest rates(e.g. for mortgages, personal loans, car loans ), and demonstrate how savings, investment, and interest rates interact to shape the well being of an economy.

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Impact of Economic Systems: 6.16: evaluate the impact of economic systems on the needs and wants of people and on the environment

in various times in their local community, in Vermont, in the United States, and in various locations worldwide.

This is evident when students: g.. demonstrate understanding of the patterns and networks of economic interdependence that exist

locally, nationally, and globally (e.g., currencies, stock markets, and commodities). h. analyze and compare how economic systems, (e.g. mixed, command, market) have fostered or

discouraged individual liberties and the common good (e.g. the environment, national defense, consumer rights, poverty, and basic human needs.

Governments and Resources: 6.17: understand how governments affect the flow of resources, goods, and services. This is evident

when students. bb. identify and analyze the role of government in regulating the economy as it applies to themselves,

their communities, Vermont, and the United States. CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18 analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped

the divisions in various times of their local community, Vermont, the United States, and the world. This is evident when students: aaa. analyze and evaluate conditions, actions, and motivations that contribute to contemporary global

conflicts, showing how national interests come into conflict with one other (UN, League of Nations). IDENTITY AND INTERDEPENDENCE 6.19: understand the variety of influences and impacts of the construction, preservation, and change of

identity, within families. g. analyze and evaluate how competing national identities and beliefs may lead to national and

international conflicts (e.g. Middle East, Bosnia, and Ireland). h. analyze and evaluate how factors (e.g. political, economic) require international cooperation and

lead to national and international interdependence . VITAL RESULTS Reading: 1.3 read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students: g. analyze, interpret, and evaluate texts produced for a wide range of purposes and audiences including

their cultural, political, and aesthetic contexts. Writing: 1.8 in written reports, students organize and convey information and ideas accurately and effectively. This is evident when students: g, use a variety of strategies to develop the report. h. organize text in a framework appropriate to purpose, audience and context.

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Listening: 1.13 listen actively and respond to communications. This is evident when students: a.-c. ask clarifying questions, restate, and respond through discussion, writing and using art forms. Critique: 1.14 critique what they have heard. This is evident when students: a.-f. observe, describe, extend, interpret and make connections.

Communication standards and evidence: 1.8 in written reports, students organize and convey information and ideas accurately and effectively. J. use a variety of strategies to develop a report. k. organize text in a framework appropriate to the purpose, audience, and content. Research: 1.19 use organizational systems to obtain information from various sources. This is evident when students: 1. Recognize and define their need for information. 2. Develop effect search strategies. 3. Conduct effect searches. 4. Evaluate information for timeliness, relevance, bias, accuracy, quality, and accessibility. 5. Synthesize and organize information. 6. Present information in appropriate formats. 7. Evaluate the information literacy process. 8. Demonstrate the ethical use of information and information technology, including citing sources and

respecting copyright.

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GRADE 11

CONTENT TOPICS: Electives VERMONT STUDIES Course 264: ½ credit A course which looks at Vermont, its way of life, its folklore, its place in the United States in the 20th century, people who have made Vermont what it is, and problems in preserving "the Vermont Way of Life." This course will include at least one major project. Two field trips are usually a part of this course. AMERICAN FOREIGN POLICY Course 261: ½ credit The study of American foreign policy will emphasize the post World War II diplomacy-the policy of Containment, the decision and impact of dropping "the bomb" at Hiroshima, the UN, the Korean Conflict, the Cuban Missile Crisis, Vietnam, the Middle East, Central America, and current foreign policy issues. The course is aimed at students interested in probing world affairs and trying to determine America's place in those affairs. ECONOMICS* Course 267: ½ credit This course is an introduction into the nature of economics, the types of economic systems, and the characteristics of the American private enterprise system. Topics will include: types of business organizations, money and banking, role of government in the economy, principles and procedures in investing, protection through insurance, how to choose a home, buying a used car, the taxation system, inflation, and the national debt. ASIAN STUDIES Course 288: ½ credit This course will present a broad overview of Asian civilizations with a strong emphasis on China and Japan. Students will learn about Asia from a number of perspectives including social, political, economic and geographic. Students will also look at Asia from cultural perspectives including art, architecture, language, music and food. There may be an opportunity for consortium students to participate in the SBHS The International Experience (TIE) Japanese exchange.

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AFRO-AMERICAN HISTORY Course 285: ½ credit This semester long course traces the history of blacks in America including their African roots, slavery and its abolition and the long and arduous struggle for social, political and economic equality. Students will investigate the major African-American leaders and evaluate the contributions of influential figures in music, the arts and literature. The course concludes with an analysis of contemporary attitudes and problems in regards to race in America. GLOBAL STUDIES Course 287: ½ credit Global Studies is a semester course designed to help the student recognize that he/she is a member of a world system and help foster respect for all people, their values and way of life. The ultimate objective is to help the student to develop an awareness of the problems facing the world and move, through skills development, to action in taking part in the problem-solving process. Among the topics that will be considered are: Global Resources, (food, soil, energy, toxic waste), Quality of Life (population, human rights, health, poverty), Ethnocentrism, (racism, sexism, systems of repression), The Threat of nuclear War, Conflict Resolution, (peace-war, militarism, national security and disarmament, the UN). PSYCHOLOGY Course 290: ½ credit Psychology is the study of human behavior. This course focuses on human development and poses such critical questions as: Who am I? What personality type do I have? Why do I act the way that I do? What is abnormal behavior and how should it be treated? Students investigate the leading psychological theorists, take several personality tests and complete classroom experiments in human behavior. SPECIAL TOPICS: LEARNING SOCIAL STUDIES THROUGH TECHNOLOGY Course 289: ½ credit Are you a “hands on” learner? Do you enjoy working with computers? Special Topics is a unique semester course designed to allow students to use computers to explore relevant topics in the social studies. These topics will vary and may include subjects from history, economics as well as local, state and national affairs. A variety of technological media will be employed, including: the Internet, power point, interactive television, web pages and brochures. This course is open to students in grades 10, 11 and 12. No prerequisite skills are necessary. * The development of the assessments and learning expectations for elective courses will evolve in conjunction with goal setting and action planning.

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GRADE 12

CONTENT TOPICS: PUBLIC ISSUES AND WORLD AFFAIRS. By the end of Grade 12 all students should be able to: INVESTIGATION AND CRITICAL EVALUATION Causes and Effects in Human Societies: 6.1: examine complex webs of causes and effects in relations to events in order to generalize about the

workings of human societies, and they apply their findings to problems. This is evident when students: d. use knowledge of change and continuity in making decisions and taking action on public issues. e. distinguish intentions and intended impacts from unpredicted and unwanted effects. Uses of Evidence and Data: 6.2: understand the varied uses of evidence and data, and use both to make interpretations concerning

public issues. This is evident when students: f. research and evaluate a public issue by tracing its origins, gathering and presenting data and other

relevant evidence, and justifying the best resolution. g. identify unstated assumptions. h. identify logical fallacies and inconsistencies. i. determine the validity of an argument. Analyzing Knowledge: 6.3: analyze knowledge as a collection of selected facts and interpretations based on a particular

historical or social setting. This is evident when students: e. identify and distinguish among the uses and forms (official and unofficial) of propaganda. HISTORY Traditional and Social Histories: 6.5: investigate both the traditional and the social histories of the people, places, and cultures under

study, including those of indigenous peoples. This is evident when students: c. identify and analyze the influence of various groups (e.g., racial, ethnic, gender, religious, and

various socioeconomic classes) on major issues and events under study. Being a Historian: 6.6: use historical methodology to make interpretations concerning history, change, and continuity. This is evident when students: e. use statistical methods and data collection to make interpretations, comparisons, and conclusions

about scientific, governmental, social, and other changes in society. f. identify and analyze recurring themes in the midst of change (e.g., ethnic and national identity). g. explain why we study human actions in the past. 70

GEOGRAPHY Geographical Knowledge: 6.7: use geographical knowledge and images of various places to understand the present, communicate

historical interpretation, develop solutions for the problems, and plan for the future. This is evident when students: bbb. map, compare and contrast the location of major ethnic, religious, industrial, and political regions of

the world over time. Movements and Settlements: 6.8: analyze the factors and implications associated with the historical and contemporary movements and


This is evident when students: cc. explain how technology affects the diffusion of culture (e.g., mass media, transportation networks). CITIZENSHIP Meaning of Citizenship: 6.9 examine and debate the meaning of citizenship and act as citizens in a democratic society. This is evident when students: aaa. analyze the relationship between participation in the political process (e.g. voting, petitioning) and

the attainment of individual and collective goals. bb. examine how citizens work to close the gap between the ideal and the reality of everyday life. Types of Government: 6.10 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: bbb. evaluate how political systems, including the American system. Institutional Access: 6.11: analyze the access that various groups and individuals have had to justice, reward, and power, as

those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.

This is evident when students: c. analyze the influences that interest groups and public opinion have had on political, social, and economic life. Human Rights: 6.12: identify and evaluate the concept of human rights in various times in their local community, in

Vermont, in the United States, and in various locations world wide. This is evident when students: aaa. identify and evaluate how individual and group action promote or deny human rights. bb. compare and contrast various statements about human rights (e.g., U.S. Bill of Rights, Universal

Declaration of Human Rights) and examine their current impact.

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DIVERSITY AND UNITY Concepts of Culture: 6.13: understand the concept of culture, including the cultures of indigenous peoples, in various times in

their local community, in the United States, and in various locations worldwide. This is evident when students: aaa. analyze how culture shapes worldview and how it unifies and divides people. (E.g., national,

religious, ethnic, racial and class bias). bbb. analyze the globalization of culture and the emergence of new cultural forms (e.g., the spread of

American popular culture and the spread of Asian culture). Forces of Unity and Disunity: 6.14: understand the tensions between the forces of unity and those of disunity in various times in their

local community, in the United States, and in various locations world wide. This is evident when students: d. analyze perceptions of race, gender, ethnic group, and socioeconomic class as forces of unity and

disunity. e. compare and contrast societies where diversity has led to either unity or disunity, and suggest

lessons that can be learned about societal cohesiveness (e.g., melting pot vs. salad bowl). ECONOMICS Impact of Economic Systems: 6.16: evaluate the impact of economic systems on the needs and wants of people and on the environment

in various times in their local community, in Vermont, in the United States, and in various locations worldwide.

This is evident when students: bb. explain the interrelated roles of households, businesses, and government in the economy. h. analyze and compare how economic systems, (e.g. mixed, command, market) have fostered or

discouraged individual liberties and the common good (e.g. the environment, national defense, consumer rights, poverty, and basic human needs).

Governments and Resources: 6.17: understand how governments affect the flow of resources, goods, and services. This is evident when students: bb. identify and analyze the role of government in regulating the economy as it applies to themselves,

their communities, Vermont, and the United States (e.g., budget deficits and surpluses, free trade, embargoes, subsidies, balance of payments, monetary policies).

CONFLICTS AND CONFLICT RESOLUTION Nature of Conflict: 6.18 analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped

the divisions in various times of their local community, Vermont, the United States, and the world. This is evident when students: aaa. analyze and evaluate conditions, actions, and motivations that contribute to contemporary global

conflicts, showing how national interests come into conflict with one other. bb. use knowledge of social and conflict theories to identify and propose a solution for a persistent

social conflict. e. identify and evaluate the role of technology, multi-national organizations, and non-government

organizations in contributing to and/or resolving global conflicts (e.g., Greenpeace, Amnesty International, United Nations, League of Nations, European Union).

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IDENTITY AND INTERDEPENDENCE 6.19: understand the variety of influences and impacts of the construction, preservation, and change of

identity, within families, other social structures, and nations. This is evident when students: g. analyze and evaluate how competing national identities and beliefs may lead to national and

international conflicts (e.g. Middle East, Bosnia, and Ireland). h. analyze and evaluate how factors (e.g. political, economic) require international cooperation and

lead to national and international interdependence (e.g. European Common Market, Postal Service). COMMUNICATION STANDARDS Reading Comprehension: 1.3g analyze, interpret, and evaluate texts produced for a wide range of purposes and audiences, including

their cultural, political, and aesthetic contexts. 1.8.2 in written reports, students organize and convey information and ideas accurately and effectively. This is evident when students: k. organize text in a framework appropriate to purpose, audience, and content. Listening: 1.13 listen actively and respond to communications.

a. ask clarifying questions. b. restate.

Speaking: 1.15 use verbal and nonverbal skills to express themselves effectively. Information Technology: Communication of Data 1.20 use graphs, charts, maps and other visual presentations to communicate data accurately and

appropriately. REASONING AND PROBLEM SOLVING Questioning and Problem Solving: 2.1ff ask critical evaluation questions that judge the quality that judge the quality of evidence from

experts, evidence from other disciplines, etc. Problem Solving: 2.2aaa critically evaluate the validity and significance of sources and interpretations. Types of Problems: 2.3aaa solve problems that require processing several pieces of information simultaneously. Approach: 2.6 apply prior knowledge, curiosity, imagination, and creativity to solve problems.

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Information: 2.7 respond to new information by reflecting on experience and reconsidering their opinions and sources

of information. PERSONAL DEVELOPMENT STANDARDS Worth and Competence: Respect 3.3 demonstrate respect for themselves and for each other. MAKING DECISIONS Informed Decisions: 3.7 describe and explain their decisions based on logical arguments. RELATIONSHIPS Roles and responsibilities: 3.13 analyze their roles and responsibilities in their families, schools, and communities. CIVIC/SOCIAL RESPONSIBILITY Democratic Processes: 4.2 participate in democratic processes. HUMAN DIVERSITY Cultural Expressions: 4.3 demonstrate understanding of the cultural expressions that are characteristics of particular groups. Effects of Prejudice: 4.4 demonstrate understanding and the concepts of prejudice and its effects on various groups. CHANGE Continuity and Change: 4.5aaa analyze personal, family, systemic, cultural, environmental, historical, and societal changes over

time – both rapid, revolutionary changes and those that evolve more slowly. AP EUROPEAN HISTORY Course 280: 1 credit AP European History is a yearlong course that traces European Civilization from the Middle Ages through the present. The course follows the rigorous AP curriculum, using both original and secondary sources. The culminating activity of the course will be the AP examination by which students may receive college credit or placement. Seniors will be given preference for this course.

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K-12 ASSESSMENT GUIDELINES

Standards-based social studies programs must include assessment systems to monitor, enhance, and evaluate the learning of students. Assessment should be designed for diagnostic purposes, instructional feedback, reporting out, comparison of achievement, and for program evaluation. A balanced assessment will include ongoing (embedded) assessment, product assessment (showing what children can do), periodic assessment and outside assessment. The proportion of assessment used within the four areas are flexible and depend on a number of factors such as grade level, experience of the children, and time of the year. All assessments should be based on a clear and public set of criteria stemming from the standards and grade level expectations that are articulated consistently across grade levels.

Periodic Assessment may include: Ongoing Assessment may include: - observations - end-of-unit tests - interviews - quizzes - mental notes - assessment portfolio tasks - anecdotal record keeping - sample questions - games - school grade level assessments (measures

both individual and class progress) - daily group work - other as developmentally appropriate - classroom interactions - others as developmentally appropriate

Outside Assessment may include: Product Assessment may include: - State Social Studies Exam (TBA) - journal writing or logs - local portfolio scoring - open-ended questions - standardized achievement tests - samples of student work - other as developmentally appropriate - individual and group projects - AP exams - writing portfolio assignment - homework - connections being made - use of learning strategies (research, note taking, mapping, outlining)

- communication of concepts (vocabulary) - reflections/response journals - self-assessment to improve progress - improved disposition towards social studies - other as developmentally appropriate

continued

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Assessment will be viewed as a cyclical process that involves planning, collecting information, interpreting results, and making decisions. Ongoing informal assessment, student self-assessment, and more formal assessments are all necessary to provide students the opportunity to become independent learners and to build their understanding. Inferences from assessment evidence should drive decisions for taking action that will help students learn and achieve high standards. Whatever the assessments chosen, they should reflect the criteria of the standards being taught, include multiple opportunities and a balance of ongoing, product, and periodic assessment, and assess what the students should know and be able to do at the time the assessment is given. Reporting out of student achievement should be in relation to the standard and grade level expectations, and not a comparison of students. The VT Learning Opportunities include “best practices” specific to history and social sciences as well as Assessment and Reporting guidelines (see pages 6-7). 9/11/02 Social Studies/Curriculum September 2002

k-12 social studies curriculum - schoolwires · assessment of student performance will be carried...

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