7.2 Students read and understand grade-level appropriate material.
7.5 Students continue to write narrative, expository (informational), persuasive and descriptive texts (research reports of 500 to 800 words or more). Students are introduced to biographical and autobiographical narrative and to writing summaries of grade-level appropriate reading materials.
7.5.2 Write responses to literature that develop interpretations that show careful reading, understanding, and insight. Organize interpretations around several clear ideas, premises, or images from the literary work, and support statements with evidence from the text (Core Standard).
High School Sociology Standards
S.2 Students will examine the influence of culture on the individual and the way cultural
transmission is accomplished. They will study the way culture defines howpeople in a society behave in
relation to groups and to physical objects. They will also learn that human behavior is learned within the
society. Through the culture, individuals learn the relationships, structures, patterns and processes to be
members of the society.
S.2.11 Identify the rights and responsibilities the individual has to the group.
S.2.13 Compare and contrast ideas about citizenship and cultural
participation from the past with those of the present community.
S.7 Students will analyze a range of social problems in today's world. Social problems result from imbalances within the social system and affect a large
number of people in an adverse way.
S.7.2 Describe how social problems have changed over time.
S.7.4 Describe the implications of social problems for society.
Information Literacy Standards for Student Learning 2 The student who is information literate evaluates information critically and competently.
Indicator 2: Distinguishes among fact, point of view, and opinion. Indicator 4: Selects information appropriate to the problem or question at hand. Social Responsibility Standards
7 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Indicator 1: Seeks information from diverse sources, contexts, disciplines, and cultures.
Indicator 2: Respects the principle of equitable access to information.
The standards noted above work together to create a continuum of learning for students. Initially, students are introduced to this event in the 7th grade in a manner that assists them in identifying impact of the Holocaust upon individuals, cultures, and society as a whole. In order to become informed about this topic, students must critically consider information from both paper and online texts to determine how life of European Jews and other victims of the Nazi regime were affected during World War II.
High school standards listed above are addressed through the students continued and more mature consideration of this event. They consider similar information as the 7th grade, but extend beyond that to connect this World War II event to more current events in order to assess societal progress or lack thereof.
Both grade levels are required to use technology to create reporting documents which reflect their understanding of the Holocaust, the motives behind it, the impact it had, and their personal conclusions about this information.
Information literacy standards are addressed at the same time as the content standards in that they reflect the requirements of the content standards. When students consider fact/opinion/point of view, they must assess the information critically as noted in Information Literacy Standard 2, they must read carefully and evaluate as noted in content standard 7.5.2 and assessment of this material allows older students to understand this issue as a larger social problem, noting its impact upon society (S.7).
As noted in the example above, the selected standards are complimentary of each other. Furthermore, incorporation of information literacy standards serves to strengthen and more intricately define that which the content standards work to achieve. This definition may provide assistance to the student in deepening their inquiry of this topic as well as their understanding.
Applicable Standards
Middle School Language Standards
7.2 Students read and understand grade-level appropriate material.
7.5 Students continue to write narrative, expository (informational), persuasive and descriptive texts (research reports of 500 to 800 words or more). Students are introduced to biographical and autobiographical narrative and to writing summaries of grade-level appropriate reading materials.
7.5.2 Write responses to literature that develop interpretations that show careful reading, understanding, and insight. Organize interpretations around several clear ideas, premises, or images from the literary work, and support statements with evidence from the text (Core Standard).
High School Sociology Standards
S.2 Students will examine the influence of culture on the individual and the way cultural
transmission is accomplished. They will study the way culture defines howpeople in a society behave in
relation to groups and to physical objects. They will also learn that human behavior is learned within the
society. Through the culture, individuals learn the relationships, structures, patterns and processes to be
members of the society.
S.2.11 Identify the rights and responsibilities the individual has to the group.
S.2.13 Compare and contrast ideas about citizenship and cultural
participation from the past with those of the present community.
S.7 Students will analyze a range of social problems in today's world. Social problems result from imbalances within the social system and affect a large
number of people in an adverse way.
S.7.2 Describe how social problems have changed over time.
S.7.4 Describe the implications of social problems for society.
Content area standards provided by the Indiana Department of Education
http://dc.doe.in.gov/Standards/AcademicStandards/index.shtml
Information Literacy Standards for Student Learning
2 The student who is information literate evaluates information critically and competently.
Indicator 2: Distinguishes among fact, point of view, and opinion.
Indicator 4: Selects information appropriate to the problem or question at hand.
Social Responsibility Standards
7 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Indicator 1: Seeks information from diverse sources, contexts, disciplines, and cultures.
Indicator 2: Respects the principle of equitable access to information.
Information Literacy Standards provided by the American Association of School Librarians
American Association of School Librarians
Explanation of Application
The standards noted above work together to create a continuum of learning for students. Initially, students are introduced to this event in the 7th grade in a manner that assists them in identifying impact of the Holocaust upon individuals, cultures, and society as a whole. In order to become informed about this topic, students must critically consider information from both paper and online texts to determine how life of European Jews and other victims of the Nazi regime were affected during World War II.
High school standards listed above are addressed through the students continued and more mature consideration of this event. They consider similar information as the 7th grade, but extend beyond that to connect this World War II event to more current events in order to assess societal progress or lack thereof.
Both grade levels are required to use technology to create reporting documents which reflect their understanding of the Holocaust, the motives behind it, the impact it had, and their personal conclusions about this information.
Information literacy standards are addressed at the same time as the content standards in that they reflect the requirements of the content standards. When students consider fact/opinion/point of view, they must assess the information critically as noted in Information Literacy Standard 2, they must read carefully and evaluate as noted in content standard 7.5.2 and assessment of this material allows older students to understand this issue as a larger social problem, noting its impact upon society (S.7).
As noted in the example above, the selected standards are complimentary of each other. Furthermore, incorporation of information literacy standards serves to strengthen and more intricately define that which the content standards work to achieve. This definition may provide assistance to the student in deepening their inquiry of this topic as well as their understanding.
.