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A.x
Core Curriculum and Standardsxx
"Deep in the Bush" was designed for students in grades 4 -
6, but the concepts may be modified to fit the specific needs of any
age group.x The lessons integrate a study
of Africa with Geography, History, Language Arts, Theater, and Information
Technology.x A variety of additional activites
are suggested that could broaden the study to incorporate core curriculum
and standards in other areas across the curriculum. |
x |
Curriculum
Standards |
Geography
Standards:xx(from
National Geography Standards) |
Places
and Regions (Essential Element No. 2) |
The
geographically informed person knows and understands: |
|
|
Standard
4 |
- Knowledge Statement
1 -- How different physical processes shape places.
- Knowledge Statement
2 -- How different human groups alter places in distinctive ways.
- Knowledge Statement
3 -- The role of technology in shaping the characteristics of places
|
Standard
5 |
- Knowledge Statement
1 -- The elements and types of regions.
- Knowledge Statement
2 -- How and why regions change.
- Knowledge Statement
3 -- The connections among regions.
- Knowledge Statement
4 -- The influences and effects of regional labels and images.
|
Standard
6 |
- Knowledge Statement
1 -- How personal characteristics affect our perception of places
and regions.
- Knowledge Statement
2 -- How culture and technology affect perception of places and
regions.
- Knowledge Statement
3 -- How places and regions serve as cultural symbols.
|
Human
Systems (Essential Element No. 4) |
The
geographically informed person knows and understands: |
|
|
Standard
11 |
- Knowledge Statement
1 -- Ways to classify economic activity.
- Knowledge Statement
2 -- The basis for global interdependence.
- Knowledge Statement
4 -- How changes in technology, transportation, and communication
affect the location of economic activities.
|
Standard
13 |
- Knowledge Statement
1 -- The multiple territorial divisions of the student's own world.
- Knowledge Statement
2 -- How cooperation and conflict among people contribute to political
divisions of Earth's surface.
- Knowledge Statement
3--How cooperation and conflict among people contribute to economic
and social divisions of Earth's surface.
|
Environment
and Society (Essential Element No. 5) |
The
geographically informed person knows and understands: |
|
|
Standard
14 |
- Knowledge Statement
1 -- The consequences of human modification of the physical environment.
- Knowledge Statement
2 -- How human modification of the physical environment in one place
often leads to changes in other places.
- Knowledge Statement
3 -- The role of technology in the human modification of the physical
environment.
|
Standard
16 |
- Knowledge Statement
1 -- The worldwide distribution and use of resources.
- Knowledge Statement
2 -- Why people have different viewpoints regarding resource use.
- Knowledge Statement
3 -- How technology affects the definition of, access to, and use
of resources.
- Knowledge Statement
4 -- The fundamental role of energy resources in society.
|
The
Uses of Geography (Essential Element No. 6) |
The
geographically informed person knows and understands: |
|
|
Standard
18 |
- Knowledge Statement
1 -- How the interaction of physical and human systems may shape
present and future conditions on Earth.
- Knowledge Statement
2 -- How varying points of view on geographic context influence
plans for change.
- Knowledge Statement
3 -- How to apply the geographic point of view to solve social and
environmental problems by making geographically informed decisions.
|
x |
National
History Standards:xx(from
the National Center for History in the Schools) |
|
|
Grade K-4 Standard 1B
|
- The student understands
the different ways people of diverse racial, religious, and ethnic
groups, and of various national origins have transmitted their beliefs
and values.
|
Standard
7A |
- The student understands
the cultures and historical developments of selected societies in
such places as Africa, the Americas, Asia, and Europe.
- Describe the effects
geography has had on societies, including their development of urban
centers, food, clothing, industry, agriculture, shelter, trade,
and other aspects of culture.
- Compare and contrast
various aspects of family life, structures, and roles in different
cultures and in many eras with students’ own family lives.
- Illustrate or retell
the main ideas in folktales, legends, myths, and stories of heroism
that disclose the history and traditions of various cultures around
the world.
- Describe life in urban
areas and communities of various cultures of the world at various
times in their history.
- Describe significant
historical achievements of various cultures of the world.
- Analyze the dance,
music, and arts of various cultures around the world to draw conclusions
about the history, daily life, and beliefs of the people in history.
|
United
States History Standards |
|
|
Grades
5-12 Standard 1C |
- The student understands
developments in Western African societies in the period of early
contact with Europeans.
- Describe the physical
geography of West and Central Africa and analyze its impact on settlement
patterns, cultural traits, and trade.
- Describe general features
of family organization, labor division, agriculture, manufacturing,
and trade in Western African societies.
|
Standard
1D |
- The student understands
the differences and similarities among Africans, Europeans, and
Native Americans who converged in the western hemisphere after 1492.
- Compare political systems,
including concepts of political authority, civic values, and the
organization and practice of government.
- Compare social organizations,
including population levels, urbanization, family structure, and
modes of communication.
- Compare economic systems,
including systems of labor, trade, concepts of property, and exploitation
of natural resources.
- Compare dominant ideas
and values including religious belief and practice, gender roles,
and attitudes toward nature.
|
x |
|
World
History Standards |
|
|
Standard
2A |
- The student understands
how population explosion and environmental change have altered conditions
of life around the world.
- Analyze causes of the
world’s accelerating population growth rate and connections between
population growth and economic and social development in many countries.
|
Standard
2C |
- The student understands
how liberal democracy, market economies, and human rights movements
have reshaped political and social life.
- Explain the dismantling
of the apartheid system in South Africa and the winning of political
rights by the black majority.
|
Standard
2E |
- The student understands
major worldwide scientific and technological trends of the second
half of the 20th century.
- Assess the social and
cultural implications of recent medical successes such as development
of antibiotics and vaccines and the conquest of smallpox.
|
xx |
Language
Arts Standards: xxx(from
McREL) |
|
|
Standard
4 |
xxxGathers
and uses information for research purposes |
Level
II |
- Uses a variety of strategies
to identify topics to investigate (e.g., brainstorms, lists questions,
uses idea webs).
- Uses encyclopedias to
gather information for research topics.
- Uses dictionaries to
gather information for research topics.
- Uses key words, indexes,
cross-references, and letters on volumes to find information for
research topics.
- Uses multiple representations
of information (e.g., maps, charts, photos) to find information
for research topics.
- Uses graphic organizers
to gather and record information for research topics (e.g., notes,
charts, graphs).
- Compiles information
into written reports or summaries.
|
Level
III |
- Gathers data for research
topics from interviews (e.g., prepares and asks relevant questions,
makes notes of responses, compiles responses).
- Uses the card catalog
to locate books for research topics.
- Uses the Reader's Guide
to Periodical Literature and other indexes to gather information
for research topics.
- Uses a computer catalog
to gather information for research topics.
- Uses a variety of resource
materials to gather information for research topics (e.g., magazines,
newspapers, dictionaries, schedules, journals, phone directories,
globes, atlases, almanacs).
- Determines the appropriateness
of an information source for a research topic.
- Organizes information
and ideas from multiple sources in systematic ways (e.g., time lines,
outlines, notes, graphic representations).
- Writes research papers
(e.g., separates information into major components based on a set
of criteria, examines critical relationships between and among elements
of a research topic, integrates a variety of information into a
whole).
|
Standard
7 |
Demonstrates
competence in the general skills and strategies for reading a variety
of informational texts |
Level
II |
- Applies reading skills
and strategies to a variety of informational texts (e.g., textbooks,
biographical sketches, letters, diaries, directions, procedures,
magazines).
- Knows the defining characteristics
of a variety of informational texts (e.g., textbooks, biographical
sketches, letters, diaries, directions, procedures, magazines.)
- Uses text organizers
(e.g., headings, topic and summary sentences, graphic features)
to determine the main ideas and to locate information in a text.
- Identifies and uses
the various parts of a book (index, table of contents, glossary,
appendix) to locate information.
- Summarizes and paraphrases
information in texts (e.g., identifies main ideas and supporting
details).
- Uses prior knowledge
and experience to understand and respond to new information.
- Identifies the author's
viewpoint in an informational text.
|
Level
III |
- Applies reading skills
and strategies to a variety of informational texts (e.g., textbooks,
biographical sketches, letters, diaries, directions, procedures,
magazines, essays, primary source historical documents, editorials,
news stories, periodicals, bus routes, catalogs).
- Knows the defining
characteristics of a variety of informational texts (e.g., textbooks,
biographical sketches, letters, diaries, directions, procedures,
magazines, essays, primary source historical documents, editorials,
news stories, periodiocals, bus routes, catalogs).
- Summarizes and paraphrases
complex, explicit hierarchic structures in informational texts.
- Identifies information-organizing
strategies that are personally most useful.
- Uses new information
to adjust and extend personal knowledge base.
- Identifies techniques
used to convey viewpoint (e.g., word choice, language structure,
context).
- Seeks peer help to understand
information.
- Draws conclusions and
makes inferences based on explicit and implicit information in texts.
- Differentiates between
fact and opinion in informational texts.
|
x |
Theater
Standards: xxx(from
McREL) |
Demonstrates
competence in writing scripts |
|
|
Level
III |
- Creates characters,
environments (e.g., place, time, atmosphere/mood), and actions that
create tension and suspense.
- Refines and records
dialogue and action. x
- Creates improvisations
and scripted scenes based on personal experience and heritage, imagination,
literature, and history)
|
Uses acting skills. |
Level
III |
- Understands how descriptions,
dialogue, and actions are used to discover, articulate, and justify
character motivation
- Uses basic acting skills
(e.g., sensory recall, concentration, breath control, diction, body
alignment, control of isolated body parts) to develop characterizations
that suggest artistic choices
- Invents character behaviors
based on the observation of interactions, ethical choices, and emotional
responses of people
- Interacts as an invented
character in improvised and scripted scenes
|
Designs and produces informal and formal productions. |
Level
III |
- - Understands the functions
and interrelated nature of scenery, properties, lighting, sound,
costumes, and makeup in creating an environment appropriate for
the drama
- Understands technical
requirements for various improvised and scripted scenes
- Develops focused ideas
for the environment using visual elements (e.g., line, texture,
color, space), visual principles (e.g., repetition, balance, emphasis,
contrast, unity), and aural qualities (e.g., pitch, rhythm, dynamics,
tempo, expression) from traditional and nontraditional sources
- Selects and creates
elements of scenery, properties, lighting, and sound to signify
environments, and costumes and makeup to suggest character
|
x |
Information
Technology: xxx(from
National Education Technology Standards) |
|
|
Standard
1 |
Basic
operations and concepts |
|
- Students demonstrate
a sound understanding of the nature and operation of technology
systems.
- Students are proficient
in the use of technology.
|
Standard
2 |
Social,
ethical, and human issues |
|
- Students understand
the ethical, cultural, and societal issues related to technology.
- Students practice responsible
use of technology systems, information, and software.
- Students develop positive
attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
|
Standard
3 |
Technology
productivity tools |
|
- Students use technology
tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity
tools to collaborate in constructing technology-enhanced models,
prepare publications, and produce other creative works.
|
Standard
4 |
Technology
communications tools |
|
- Students use telecommunications
to collaborate, publish, and interact with peers, experts, and other
audiences.
- Students use a variety
of media and formats to communicate information and ideas effectively
to multiple audiences.
|
Standard
5 |
Technology
research tools |
|
- Students use technology
to locate, evaluate, and collect information from a variety of sources.
- Students use technology
tools to process data and report results.
- Students evaluate and
select new information resources and technological innovations based
on the appropriateness for specific tasks.
|
Standard
6 |
Technology
problem-solving and decision-making tools |
|
- Students use technology
resources for solving problems and making informed decisions.
- Students employ technology
in the development of strategies for solving problems in the real
world.
|
For
a free technology guide on 9 amazing benefits of technology in the classroom
and 15 best ways to incorporate technology in the classroom explore
Jen
Reviews. |
|
|
Information
Literacy Standards:xxx
(from
the American Association of School Librarians) |
|
|
Standard
1 |
The
student who is information literate accesses information efficiently
and effectively. |
Standard
2 |
The
student who is information literate evaluates
information critically and competently. |
Standard
3 |
The
student who is information literate uses
information accurately and creatively. |
|
Independent
Learning |
|
|
Standard
4 |
The
student who is an independent learner is information literate and pursues
information related to personal interests. |
Standard
5 |
The
student who is an independent learner is information literate and appreciates
literature and other creative expressions of information. |
Standard
6 |
The
student who is an independent learner is
information literate and strives for excellence in information seeking
and knowledge generation. |
|
Social
Responsibility |
|
|
Standard
7 |
The
student who is socially responsible contributes positively to the learning
community and to society is information literate and recognizes the
importance of information to a democratic society. |
Standard
8 |
The
student who is socially responsiblecontributes positively to the learning
community and to society is information literate and practices ethical
behavior in regard to information and information technology. |
Standard
9 |
The
student who is socially responsible contributes positively to the learning
community and to society is information literate and participates effectively
in groups to pursue and generate information. |
|
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