Vital Results Standards for
Lesson 1: Theme: Fairness and Diversity

Vermont State Vital Results Standards to which this lesson relates:

Communications

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.

Speaking

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.

Personal Development

Interactions
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.

Civic and Social Responsibility

Service

4.1 Students 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.

Democratic Processes

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.

Human Diversity

Cultural Expression

4.3 Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.

Understanding Place

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.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

Movements and Settlements

6.8 Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students:
6.8.a. Recognize the causes, effects, processes and patterns of human movements, both chosen and forced (e.g., family heritage and origins, family migrations);

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.

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. This is evident when students:
6.11.a. Examine community (e.g., classroom, school, town, nation) for fair treatment of all people.

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.. This is evident when students:
6.12.a. Identify and compare how various communities (e.g., classroom, school) have defined human rights.

Concepts of Culture

6.13Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students:
6.13.a. Identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs).

Science, Mathematics, and Technology

Investigation
7.2 Students design and conduct a variety of their own investigations and projects. These should include:
Data that are collected and recorded in ways that others can verify;
Data and results that are represented in ways that address the question at hand;
Recommendations, decisions, and conclusions that are based on evidence, and that acknowledge references and contributions of others; This is evident when students:
7.2.b. Design and conduct a systematic observation;
7.2.d. Complete a data study;
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);