6. Fields of Knowledge - History and Social Sciences
Diversity and Unity
| DIVERSITY AND UNITY 6.14 CONCEPTS OF CULTURE: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students 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:
6.14 Concepts of Culture Cross Referenced to Vital Result Standards |
· Investigage a variety of cultures
through literature, art, and artifacts.
· See 6.6. · Observe, discuss and illustrate artifacts and displays about the era under study. |
· Define and identify the contemporary
concept of culture recognized by anthropologists and ethnologists.
· Compare a broad range of culture expressions from both elite and folk groups to discover the variety among cultures. · Investigage and use the formal and informal methods (e.g. photo albums, oral traditions) and institutions (e.g. family, schools, museums) that have been used to preserve and transmit culture. · Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. |
· Identify and analyze the changing roles and
contributions of various groups within the society under study.
· Identify and evaluate how changing definitions of culture and race have evolved |
| 6.15 FORCES OF UNITY AND DISUNITY: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students understand the tensions between the forces of
unity and those of disunity in various times in their local community,
in Vermont, in the United States, and in various locations world wide.
This is evident when students:
6.15 Forces of Unity and Disunity Cross Referenced to Vital Result Standards |
· Identify the similarities and differences between people. | · Show that they understand the differences
between homogeneity and diversity, and how both can cause community tensions
and disunity, or can contribute to harmony and unity.
· Identify and evaluate the benefits and stresses of diversity on a society. |
· Show that they understand the differences between
homogeneity and diversity, and how both can cause community tensions and
disunity, or can contribute to harmony and unity.
· Identify and evaluate the benefits and stresses of diversity on a society. |
| Grades K-2, (5-8 year-olds) | Grades 3-5, (8-11 year-olds) | Grades 6-8, (11-14 year-olds) | |
| Areas of Study for All Shelburne Students on Standards
6.14, 6.15 |
Early Inhabitants
Global Awareness Other Cultures Communities Patriotism National Holidays All About Me |
Ancient Cultures
Early American History U.S. Government/ Geography Vermont Contemporary Cultures Conflict & Conflict Resolution |
World Geography
U.S. History & Culture Regional Studies Comparative Cultures Governments Social Justice & Equity |
| Examples of Classroom Activities for Standard
6.14, 6.15. This may vary from team to team |
Shelburne Museum visit
Shelburne Farms visit Multi cultural literature discussions |
Holocaust study
Guidance program Conflict resolution role playing Cultural diversity Guest speakers (e.g. French & Canadian students) Team discussions |
Adolescence
Current events Prejudice Government Latin America Middle East Pioneers |
| Examples of Assessment Strategies for Standards 6.14, 6.15 |
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Last updated: Aug. 12, 1997