Vital Results Standards for
Lesson 10
Theme: Participation is the cornerstone to democracy
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

Writing Dimensions
1.5 Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
Purpose -- Intent is established and maintained within a given piece of writing.
Organization -- The writing demonstrates order and coherence.
Details -- The details contribute to development of ideas and information, evoke images, or otherwise elaborate on or clarify the content of the writing.
Voice or Tone -- An appropriate voice or tone is established and maintained.

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.Reports
1.8 In written reports, students organize and convey information and ideas accurately and effectively. This is evident when students:
1.8.f. Organize information gathered through reading, interviews, questionnaires, and experiments so that a reader can easily understand what is being conveyed;
1.8.g. Establish an authoritative stance on a subject, and appropriately identify and address the reader's need to know;
1.8.h. Include appropriate facts and details, excluding extraneous and inappropriate information; and
1.8.i. Develop a controlling idea that conveys a perspective on the subject.
1.8.j. Use a variety of strategies to develop the report; and
1.8.k. Organize text in a framework appropriate to purpose, audience, and content.

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.

Speaking
1.11 Students use verbal and nonverbal skills to express themselves effectively. This is evident when students:
1.15.g. Assume roles in group communication tasks.

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.aa. Seek information from reliable sources, including knowledge, observation, and trying things out;
2.2.aaa. Critically evaluate the validity and significance of sources and interpretations.

Personal Development
Teamwork
3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).

Roles and Responsibilities
3.13 Students analyze their roles and responsibilities in their family, their school, and their community.

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.

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.

History and Social Sciences
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.