Vital Results Standards for
Theme: Looking back but stepping forward
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.c. Justify and verify answers and solution;Personal Development
Roles and Responsibilities
3.13 Students analyze their roles and responsibilities in their family, their school, and their community.
3.7 Students make informed decisions. This is evident when students:
3.7.b. Evaluate the consequences of decisions.
3.9 Students make decisions that demonstrate understanding of natural and human communities, the ecological, economic, political, or social systems within them, and awareness of how their personal and collective actions affect the sustainability of these interrelated systems. This is evident when students:
3.9.d. Explore local natural and human communities (e.g., vernal pools, farms, mines, cities), identify the systems within them, and what is required for these communities to be sustained.
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
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.
4.3 Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.
Effects of Prejudice
4.4 Students demonstrate understanding of the concept of prejudice, and of its effects on various groups.
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
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 interpret the influence of the past on the present. This is evident when students:
6.4.a. Demonstrate understanding of concepts of past, present and future (e.g., create time lines, create chronologies based on narratives, compare and contrast family life, or school, and community life in different periods);
6.4.b. Examine local history by reading historical narratives and documents, investigating artifacts, architecture, and other resources that illustrate key periods in local history (e.g., investigate local town's history and establish its connection/place with Vermont and other cultures);
6.4.d. Identify and sequence patterns of change and compare historical data from Vermont, the U.S. and the world by examining:
-family and community life now and in the past;
-the people, events, problems and ideas that created Vermont
-how democratic values came to be and how people, (e.g. Washington, Lincoln, King) events (e.g.4th of July,
Memorial Day, Labor Day) and Symbols (e.g. flags, eagles) have exemplified them
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
6.10.b. Identify the rights and responsibilities and the concepts of equality and freedom embodied in such documents as the Declaration of Independence, Constitution, and the Bill of Rights.
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.
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.