Where Do Your Possessions Come From?

English Language Arts (2004)

Grade 6

• Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
  • Objective 1.03: Interact appropriately in group settings by:
    • listening attentively.
    • showing empathy.
    • contributing relevant comments connecting personal experiences to content.
    • monitoring own understanding of the discussion and seeking clarification as needed.
• Goal 2: The learner will explore and analyze information from a variety of sources.
  • Objective 2.01: Explore informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understand of what is read, heard, and/or viewed.
    • studying the characteristics of informational works.
    • restating and summarizing information.
    • determining the importance and accuracy of information.
    • making connections between works, self and related topics/information.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • generating questions.
  • Objective 2.02: Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by:
    • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
    • distinguishing between primary and secondary sources.
    • analyzing the effects of the presentation and/or accuracy of information.
• Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
  • Objective 4.02: Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
    • using knowledge of language structure and literary or media techniques.
    • drawing conclusions based on evidence, reasons, or relevant information.
    • considering the implications, consequences, or impact of those conclusions.
  • Objective 4.03: Recognize and develop a stance of a critic by:
    • considering alternative points of view or reasons.
    • remaining fair-minded and open to other interpretations.
    • constructing a critical response/review of a work/topic.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • discussing literature in teacher-student conferences and small group discussions.
    • taking an active role in whole class seminars.
    • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
    • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
    • investigating examples of distortion and stereotypes.
    • recognizing underlying messages in order to identify recurring theme(s) within and across works.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • exploring relationships between and among characters, ideas, concepts and/or experiences.
• Goal 6: The learner will apply conventions of grammar and language usage.
  • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
    • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
    • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • demonstrating the different roles of the different parts of speech in sentence construction.
    • using pronouns correctly, including clear antecedents and correct case.
    • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
    • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
    • extending vocabulary knowledge by learning and using new words.
    • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
    • developing an awareness of language conventions and usage during oral presentations.

Grade 7

• Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
  • Objective 1.03: Interact in group settings by:
    • responding appropriately to comments and questions.
    • offering personal opinions confidently without dominating.
    • giving appropriate reasons that support opinions.
    • soliciting and respecting another person's opinion.
• Goal 2: The learner will synthesize and use information from a variety of sources.
  • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • analyzing the characteristics of informational works.
    • summarizing information.
    • determining the importance of information.
    • making connections to related topics/information.
    • drawing inferences and/or conclusions.
    • generating questions.
• Goal 3: The learner will refine the understanding and use of argument.
  • Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
    • monitoring comprehension for understanding of what is read, heard and /or viewed.
    • identifying the arguments and positions stated or implied and the evidence used to support them.
    • recognizing bias, emotional factors, and/or semantic slanting.
    • examining the effectiveness of style, tone, and use of language.
    • summarizing the author's purpose and stance.
    • examining the importance and impact of establishing a position or point-of-view.
    • making connections between works, self and related topics.
    • drawing inferences.
    • responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).

Social Studies (2003)

Grade 6

• Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
  • Objective 1.03: Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.
• Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.
  • Objective 2.03: Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.
• Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.
  • Objective 3.01: Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
  • Objective 3.02: Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

Grade 7

• Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
  • Objective 1.03: Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.
• Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.
  • Objective 2.03: Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in Africa, Asia, and Australia.
• Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.
  • Objective 3.01: Identify ways in which people of selected areas in Africa, Asia, and Australia have used, altered, and adapted to their environments in order to meet their needs and evaluate the impact of their actions on the development of cultures and regions.
  • Objective 3.02: Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.