STANDARDS ALIGNMENT Common Core State Standards 1 Note: While certain reading and writing tasks are aligned to the middle of the suggested grade range within the lessons (i.e. fourth grade), K-5 anchor standards are used here to allow educators to connect tasks with their particular grade level. College and Career Readiness Anchor Standards for Reading Intro Haiti Uganda 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 10. Read and comprehend complex literary and informational texts independently and proficiently. Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards for Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Standards for Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. National Content Standards National Curriculum Standards for Social Studies 2 1. CULTURE: Social studies programs should include experiences that provide for the study of culture and cultural diversity. 3. PEOPLE, PLACES, AND ENVIRONMENTS: Social studies of people, places, and environments. 5. INDIVIDUALS, GROUPS, AND INSTITUTIONS: Social studies of interactions among individuals, groups, and institutions. 7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. 8. SCIENCE, TECHNOLOGY, AND SOCIETY: Social studies of relationships among science, technology, and society. 9. GLOBAL CONNECTIONS: Social studies programs should include experiences that provide for the study of global connections and interdependence.
Standards for the English Language Arts 3 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Intro Haiti Uganda National Geography Standards 4 Essential Element II. PLACES AND REGIONS: The geographically informed person knows and understands... 4. The physical and human characteristics of places. Essential Element IV. HUMAN SYSTEMS: The geographically informed person knows and understands... 11. The patterns and networks of economic interdependence on Earth s surface. Essential Element V. ENVIRONMENT AND SOCIETY: The geographically informed person knows and understands... 14. How human actions modify the physical environment.
15. How physical systems affect human systems. 16. The changes that occur in the meaning, use, distribution, and importance of resources. National Health Education Standards 5 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health. 2. Students will demonstrate the ability to advocate for personal, family and community health. National Physical Education Standards 6 1. The physically literate individual demonstrates competence in a variety of motor skills and movement patterns 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. 1 Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 2 National Council for the Social Studies, National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment (Silver Spring, Maryland: NCSS, 1994), 14 23. 3 National Council of Teachers of English and International Reading Association, Standards for the English Language Arts (Urbana, IL, and Newark, DE: National Council of Teachers of English and International Reading Association, 1996), 25. For a full list of standards, see http://www.ncte.org/standards. 4 National Geography Standards, Geography Education Standards Project, Geography for Life: The National Geography Standards (Washington DC: National Geographic Society Committee on Research and Exploration, 1994), 34 35. 5 Joint Committee on National Health Education Standards, National Health Education Standards, Centers for Disease Control and Prevention, last modified February 27, 2013, http://www.cdc.gov/healthyyouth/sher/standards/. 6 SHAPE America, National Standards & Grade-Level Outcomes for K-12 Physical Education (Reston, Va.: SHAPE America Society of Health and Physical Educators, 2014), 11 14.