Reading+Writing+Communicating

Searchable Standards (Colorado)

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"[Students] come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own."
 * From Common Core Standards for ELA:**

Select organizational patterns and structures and choose precise vocabulary and rhetorical devices ||  Writing to refugees as pen-pals, writing a research paper, and giving a presentation (PechaKucha). Creating a presentation for specific audiences…??? ||
 * ~ **Standard** ||~ **Grade Level** ||~ **Concept/Skill** ||~ **Note** ||
 * || 5th || Engage effectively in a range of **collaborative** discussions (one-on-one, in groups, and teacher-led) with **diverse** partners on grade 5 topics and texts, **building on others' ideas** and expressing their own clearly. (CCSS: SL.5.1) || collaboration with 5th grade students of different cultures to understand their diverse characteristics... Utilizing online presentation tools engages audiences from across the world ||
 * || 5th || Ask primary questions of **clarity**, significance, relevance, accuracy, precision, logic, **fairness**, depth, and breadth. || come up with relevant questions to ask people of other countries and cultures. ||
 * || 5th || Acknowledge the need to t**reat all viewpoints fair-mindedly** || learn about various cultures in-depth and treat those cultures fairly. ||
 * || 5th || Analyze **multiple accounts of the same event or topic**, noting important **similarities** and **differences** in the **point of view** they represent. (CCSS: RI.5.6) || what are the perspectives of other cultures on a historical event? ||
 * 1.2.c. || 10th || Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7) || Look at details in articles about the same subject presented by Al Jazeera, BBC, and ABC. ||
 * 1.2.d. || 10th || Compare the development of an idea or concept in multiple texts supported by text-based evidence || Compare creation stories in different cultures. ||
 *  2.1.d || 10th ||  Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems || Socratic Seminar ||
 *  2.1.e || 10th || Relate a literary work to primary source documents of its literary period or historical setting || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Gilgamesh and Genesis, talk about oral history—transition. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 1.2.a.viii || 10th || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, **qualify** or **justify** their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c) || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Same activity as Al Jazeera, BBC, and ABC. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 1.1.a and b || 10th || # <span style="font-family: Arial,sans-serif; font-size: 10pt;">Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
 * 1.2.a. || 10th || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) || <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Argumentative activity covered with Erhardt. ||
 * 2.1.c. || 10th || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). CCSS: RL.9-10.7) || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Looking at videos, pictures (art), and written texts from the same culture and/or different cultures that represent a specific event (“subject”). For example, the role of women and/or education in a culture. ||