Vital Results Standards for
Lesson 2
Theme: Who's Watching the Ballot Box?

State Vital Results Standards to which this lesson relates:

Communications
Reading Comprehension

1.3 Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students:
1.3.g. Analyze, interpret, and evaluate texts produced for a wide range of purposes and audiences, including their cultural, political, and aesthetic contexts.

Reading Range of Text
1.4 Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise). This is evident when students:
1.4.c. Read primary and secondary sources

Responses to Literature
1.7 In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text. This is evident when students:
1.7.g. Establish interpretive claims and support them.

Information Literacy
1.11 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.

Persuasive Writing
1.11 In persuasive writing, students judge, propose, and persuade. This is evident when students:
1.11.e. Take an authoritative stand on a topic;
1.11.f. Support the statement with sound reasoning; and
1.11.g. Use a range of strategies to elaborate and persuade.Reasoning and Problem Solving

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.aaa. Critically evaluate the validity and significance of sources and interpretations.

Types of Problems
2.3 Students solve problems of increasing complexity. This is evident when students:
2.3.aaa. Solve problems that require processing several pieces of information simultaneously;

Civic and Social Responsibility
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.

Continuity and Change
4.5 Students understand continuity and change. This is evident when students:
4.5.aaa. Analyze personal, family, systemic, cultural, environmental, historical, and societal changes over time - both rapid, revolutionary changes and those that evolve more slowly.

History and Social Sciences
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. This is evident when students:
6.1.d. Use knowledge of change and continuity in making decisions and taking action on public issues;
6.2 Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues. This is evident when students:
6.2.f. Research and evaluate a public issue by tracing its origins, gathering and presenting data and other relevant evidence, and justifying the best resolution.

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 interpret the influence of the past on the present. This is evident when students:
6.4.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:

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.b. Analyze and debate the problems of majority rule and the protection of minority rights as written in the U.S. Constitution.

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.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
6.10.bbb. Evaluate how political systems, including the American system, evolve;

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.c. Analyze the influences that interest groups and public opinion have had on political, social, and economic life.