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 history_pub2000
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality...
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re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, com- munity, state, national and international levels. i H&SS7-8:15
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally appropriate instruction without narrowing the curriculum The purposes of the Vermont Framework
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local <span class="highlight">com</span>- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
importance (e.g., Palestine; Moscow). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones and the effects of these on settlement patterns (e.g., Appalachian Mountain’s effect on westward movement; overgrazing; Palestinian/Israeli conflict). • Interpreting a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., physical, political, topographic, <span class="highlight">com</span>- puter
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=41
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i Civics, Government, and Society
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=42
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
re- late to their lives. i • Identifying the basic functions, structures and purposes of governments within the United States. • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportu- nity and equal protection of the law; freedom of speech and religion). • Defining criteria for selecting leaders at the school, <span class="highlight">com</span>- munity, state, national and international levels. i H&SS7-8:15
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=43
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
rights vs. <span class="highlight">com</span>- mon good, majority rule vs. protection of minority rights). i • Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college). i Civics, Government, and Society
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=45
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
people (e.g., reservations and Indian schools; Green Mountain Boys; treaties). H&SS3-4:17 Students examine how access to various institutions affects justice, reward, and power by… • Describing ways in which local institutions promote the <span class="highlight">com</span>- mon good (e.g., state police, library, recreation programs). H&SS5-6:16 Students examine how different societies address issues of human interdependence by… • Identifying a current or historic issue related to basic hu- man rights (e.g., civil rights; women’s
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