Workshops and Programs

The data below are excerpted from documents used by education departments in many states, including New York, that recommend grade-appropriate curricula and criteria around Human Rights and citizenship skills.

College, Career, and Civic Life C3 Framework for SS Standards

https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf

The table below from this document outlines recommended expectations for students K-12.

Below are excerpts from this document; italics highlight congruence with the Words Into Deeds objectives.

• Appendix B: Psychology Companion Document
  • As the scientific study of behavior and mental processes, psychology examines all aspects of the human experience. Many of society’s challenging issues involve human behavior, such as environmental change and the problems of violence, bullying, prejudice, and discrimination. Psychology contributes to the understanding of these issues, and promotes improvement in health and wellbeing. Psychological literacy is a foundation for civic engagement and is necessary for citizens to make informed decisions about their daily lives.
  • Psychology prepares students to enter the workforce or college by promoting skills such as critical thinking, problem solving, and teamwork.
• Appendix C: Sociology Companion Document
  • Social phenomena are constructed through human interaction. Thus, sociological inquiry must examine what meanings people give to the behaviors, objects, and interactions that are present in each culture and society. It utilizes the scientific method, is based on critical thinking, and requires students to examine how they are influenced by their social positions. In this way, students learn how to effectively participate in a diverse and multicultural society, and develop a sense of personal and social responsibility.
  • Explain how in-group and out-group membership influences the life chances of individuals and shapes societal norms and values.
• Appendix D: Anthropology Companion Document
  • Because anthropology examines human experience around the world, it is attuned to global connections as well as local perspectives. Anthropologists examine the extent of globalization and its causes and consequences. For example, they study the movement of people, ideas and objects, and the causes and consequences of such movement, from the first human migration “out of Africa” to current diasporas. They consider the degree to which the global affects the local and vice versa, including debates about cultural homogenization and standardization. They bring together the global and local to consider perspectives on important world issues, including environmental conflict, global warming, wars, and nationalism. They consider human rights and the global justice movement and issues of cultural relativism, such as whether human rights should supersede local cultural rights.
• Appendix E Scholarly Rationale for the C3 Framework
  • The importance of questions, problem solving spaces, economic thinking, investigate practices and problem solving, geographic thinking, historical thinking, civic-minded thinking, evidence + working collaboratively + civic engagement to show socio-cultural understanding,
  • These disciplined ways of thinking are also ways of learning. As such, they are crucial in preparing young people for lives as engaged and active citizens. Now more than ever, students need the intellectual power to recognize societal problems; ask good questions and develop robust investigations into them; consider possible solutions and consequences; separate evidence-based claims from parochial opinions; and communicate and act upon what they learn. And most importantly, they must possess the capability and commitment to repeat that process as long as is necessary. Young people need strong tools for, and methods of, clear and disciplined thinking in order to traverse successfully the worlds of college, career, and civic life.

New York State Standards

General SS Practices, K-12

Gathering, Interpreting and Using Evidence
Chronological Reasoning and Causation
Comparison and Contextualization
Geographic Reasoning
Economics and Economic Systems
Civic Participation

  ELA Skills Integration

Reading Standards for Literacy

Cite sources for central ideas, including visual information
Identify author’s point of view

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Informed evidence- based arguments and claims
Build on self-questioning, acquired knowledge
Distribute refined organized final versions

Standards for Speaking and Listening

Converse and collaborate with diverse partners in diverse settings
Integrate and evaluate multiple media formats

Present Knowledge and Ideas

Use media to present findings appropriately for an audience
Demonstrate command of reasoning and language use

  SS Grade 12

Participation in Government and Civics
Foundations of American Democracy
Civil Rights and Civil Responsibilities
Rights, Responsibilities, and Duties of Citizenship
Political and Civic Participation
Public Policy

Danielson 2014-15 Rubric: Critical Attributes

Domain #1: Demonstrating Knowledge of Content and Pedagogy
…they must know how the discipline has evolved into the 21st century, incorporating issues such as global awareness and cultural diversity.
…knowing which concepts and skills are prerequisite to the understanding of others.

Critical Attribute:

• The teacher cites intra- and interdisciplinary content relationships.
• Activities permit student choice. • Learning experiences connect to other disciplines

Domain #2: Classroom Environment
…foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks.
…belief that hard work will result in higher levels of learning.
…respectful of students’ dignity.

Critical Attribute:

• Students participate without fear of put-downs or ridicule from either the teacher or other students

Domain #3: Questioning and Discussion
…questions, framed in such a way that they invite students to formulate hypotheses, make connections, or challenge previously held views.
…questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.

Critical Attribute

• (Virtually) all students are engaged in the discussion.