Vital Results Standards for
Theme: Citizen impact and the effect on the community
State Vital Results Standards to which this lesson relates:
Clarification and Restatement
1.11 Students listen actively and respond to communications. This is evident when students:
1.13.a. Ask clarifying questions;
1.13.b. Restate; and
1.13.c. Respond through discussion, writing, and using art forms.
1.15 Students use verbal and nonverbal skills to express themselves effectively. This is evident when students:
1.15.a. Share information;
1.15.b. Use accepted conventions of the English language (e.g., grammar, usage, word choice, pronunciation) in formal settings (e.g., class presentations, job interviews);
1.15.e. Use language expressively and persuasively; and
1.15.f. Constructively express preferences, feelings, and needs.
Reasoning and Problem Solving
Types of Questions
2.1 Students ask a variety of questions. This is evident when students:
2.1.a. Ask questions about how things get done and how they work;
2.1.b. Ask questions to determine why events occur;
2.1.d. Ask questions that help make connections within and across fields of knowledge and/or between concepts;
Problem Solving Process
2.2 Students use reasoning strategies, knowledge, and common sense to solve complex problems related to all fields of knowledge. This is evident when students:
2.2.b. Use a variety of approaches to solve problems;
2.2.c. Justify and verify answers and solution;
2.2.e. Transfer strategies from one situation to others;
2.2.f. Implement an approach that addresses the problem being posed; and
Types of Problems
2.3 Students solve problems of increasing complexity. This is evident
2.3.a. Solve problems that are brief, clear, and concise
2.3.b. Solve problems in which the information needed for a solution can be organized within a simple system.Personal Development
Worth and Personal Competence
3.3 Students demonstrate respect for themselves and others.
3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).
3.11 Students interact respectfully with others, including those with whom they have differences.
Roles and Responsibilities
3.13 Students analyze their roles and responsibilities in their family, their school, and their community.
Workplace Dependability and Productivity
3.14 Students demonstrate dependability, productivity, and initiative. This is evident when students:
3.14.c. Participate in classroom and group discussions.
3.15 Students know about various careers. This is evident when students:
3.15.a. Describe the types of work done by their parents or other members of the community.
Civic and Social Responsibility
4.1Students take an active role in their community. This is evident when students:
4.1.a. Plan, implement, and reflect on activities that respond to community needs; and
4.1.b. Use academic skills and knowledge in real-life community situations.
4.2 Students participate in democratic processes. This is evident when students:
4.2.a. Work cooperatively and respectfully with people of various groups to set community goals and solve common problems.
Continuity and Change
4.5 Students understand continuity and change. This is evident when students:
4.5.a. Demonstrate understanding that change results from new knowledge and events;
4.6 Students demonstrate understanding of the relationship between their local environment and community heritage and how each shapes their lives. This is evident when students:
4.6.a. Demonstrate knowledge and history of local environments, (e.g., soils, forests, watersheds) and how their community relies on its environment to meet its needs (e.g., nutritional, recreational, economic, emotional well being);
4.6.c. Demonstrate knowledge of past and present community heritage (e.g., traditions, livelihoods, customs, stories, changing demographics, land use) and recognize ways in which this heritage influences their lives.History and Social Sciences
Meaning of Citizenship
6.9 Students examine and debate the meaning of citizenship and act as citizens in a democratic society. This is evident when students:
6.9.a. Debate and define the rights, principles, and responsibilities of citizenship in a school, community and country.
Types of Government
6.10 Students compare and evaluate the philosophical underpinnings and the workings of different types of governments, 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:
6.10.a. Identify and classify different types of leadership (e.g., family, peer group, classroom, government) and the evolution of rules and laws
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. This is evident when students:
6.11.a. Examine community (e.g., classroom, school, town, nation) for fair treatment of all people.
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.. This is evident when students:
6.12.a. Identify and compare how various communities (e.g., classroom, school) have defined human rights.
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 Vermont, in the United States, and in various locations world wide. This is evident when students:
6.14.a. Identify the differences between homogeneity and diversity, and explain how each can cause community tensions and disunity, or can contribute to harmony and unity; and
6.14.b. Identify and evaluate the benefits and stresses of diversity on a society (e.g., classroom, town, nation)
Governments and Resources
6.17 Students understand how governments affect the flow of resources, goods, and services. This is evident when students:
6.17.a. Identify aspects of their lives affected by the government.Science, Mathematics and Technology
Statistics and Probability Concepts
7.9 Students use statistics and probability concepts. This is evident when students:
7.9.a. Collect, order, display, and analyze data in order to answer a question or test a hypothesis
7.9.c. Gather data from an entire group or from a sample of its members, and identify the usefulness and limitations of each approach; analyze the validity of inferences about a set of data (i.e., figure out whether a statement is true or not);