6. Fields of Knowledge - History and Social Sciences
Critical Evaluation
| CRITICAL EVALUATION 6.1 CAUSES AND EFFECTS IN HUMAN SOCIETIES: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| 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 and solutions. This
is evident when students:
6.1 Causes and Effects in Human Societies Cross Referenced to Vital Result Standards |
· Identify classroom and schoolwide
problems.
· Discuss possible solutions. |
· Analyze specific events, make general
observations about behavior in a human community (e.g. classroom, school,
town, nation, world) based on these events, and apply those in proposing
solutions for a persistent social problem.
· Identify multiple causes and effects for events under study. · Evaluate issues, using at least two categories: Critical Evaluation, History, Geography, Citizenship, Diversity and Unity, Economic, Identity and Interdependence. |
· Identify complex multiple causes and effects
for events under study.
· Use knowledge of change and continuity in making decisions and taking action on public issues. · Evaluate issues using at least four categories: Critical Evaluation, History, Geography, Citizenship, Diversity and Unity, Economic, Identity and Interdependence. |
| 6.2 USES OF EVIDENCE AND DATA: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| 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 Uses of Evidence and Data Cross Referenced to Vital Result Standards |
· Identify problem, propose solutions, apply solutions, and evaluate results with teacher assistance. | · Identify problem, collect data, propose
solutions, apply solutions, and evaluate results.
· Analyze and evaluate the uses of evidence and data in 2 conflicting interpretations. · Understand the differences and relationships among generalization, categorization, bias, and stereotyping, and their uses in the presentation and analysis of evidence and data. · Locate and interpret data concerning societal issues (e.g. infant mortality rate) using sources such as almanacs, Internet, and surveys. |
· Anaylyze and evaluate the uses of evidence and
data in 2 or more conflicting interpretations.
· Evaluate a public issue by tracing its origins, gathering and presenting data and other relevant evidence, and justifying the best solution. · Use statistic methodology to describe and interpret a broad range of societal issues (e.g. infant mortality, literacy rates, indicators of quality of life, the effects of government policies on various groups). |
| 6.3 ANALYZING KNOWLEDGE: | Grades K-2, (5-8 year-olds) | Grades 3-5, (8-11 year-olds) | Grades 6-8, (11-14 year-olds) |
| Students analyze knowledge as a collection of selected
facts and interpretations based on a particular historical or social setting.
This is evident when students:
6.3 Analyzing Knowledge Cross Referenced to Vital Result Standards |
· Differentiate between fact and opinion. | · Differentiate among fact, opinion, and interpretation.
· Analyze events from different perspectives of various groups and evaluate the credibility of differing accounts. · Recognize and evaluate the tendencies of humans to categorize individuals and groups. · Give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference. |
· Identify and distinguish among the uses and
forms of propaganda.
· Analyze interpretations of events from the perspectives of various groups, and evaluate the credibility of differing accounts. · Recognize and evaluate the human tendencies to categorize, romanticize, or vilify individuals and groups through selected facts and interpretations. |
| Areas of Study for All Shelburne Students on Standards
6.1, 6.2, 6.3 |
Communities
Patriotism National holidays Early inhabitants Global awareness Other cultures |
U.S. Government/Geography
Vermont Contemporary Cultures Ancient Cultures Early American History Conflict Resolution |
Environment Issues
World Geography U.S. History and Culture Regional studies Comparative Cultures Governments Social Justice & Equity |
| Examples of Classroom Activities for Standard
6.1, 6.2, 6.3. This may vary from team to team |
Literature discussions
Conduct and courtesCross Referenced to Vital Result Standardsy groups Classroom discussions Lunchroom conduct |
Literature discussions
Elections/Presidents Current events Classroom problem solving |
Current events
Elections Revolution Colonial America Exploration |
| Examples of Assessment Strategies for Standard 6.1, 6.2, 6.3 |
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Last updated: Aug. 12, 1997