Links to California Frameworks

English Frameworks

4th Grade English

Core Literary Works: Contemporary Realistic Novels
When classes read the following books, they may find that a core team has chosen a related issue.

• "Maria Teresa," by Mary Atkinson (topic: racial discrimination)
• "The Hundred Dresses," by Eleanor Estes (topic: cruelty towards the disabled)
• "My Mother the Mail Carrier," by Maury Inez (topic: life in a one-parent family)
• "Crow Boy," by Taro Yashima (topic: discrimination/cruelty)
• many other titles

8th Grade English

Core Literary Works: Contemporary Realistic Novels
When classes read the following books, they may find that a core team has chosen a related issue.

• "The Little Prince," by Antoine de Saint-Exupery (topic: modern social ills)
• "The Summer of the Swans," by Betsy Byars (topic: treatment of the disabled)
• "Summer of My German Soldier," by Bette Green (topic: upholding personal values)
• "Lone Heart Mountain," by Estelle Ishigo (topic: racial discrimination)
• "The Hundred Penny Box," by Sharon Mathis (topic: senior citizens)
• "The Great Gilly Hopkins," by Katherine Paterson (topic: foster children)
• "The Trouble with Tuck," by Theodore Taylor (topic: working with the disabled)
• many other titles

Helping Students Develop Composition Skills
CAP/CLAS Domains

• Profiles/Biographies of People (review of Biographies)
• Working on Editing/Mechanics

9th Grade English: Core Teams!

Because of the heavy emphasis on writing (due to past testing in CAP and CLAS) students in these classes are good candidates for acting as core teams. The thematic linking of literary texts to real world experiences could provide a compelling learning experience where students are valued as writers and receive feedback from a real audience.

Core Literary Works: Novels - Thematic units could be used for:

• "Of Mice and Men," by John Steinbeck
• "To Kill a Mockingbird," by Harper Lee
• "A Miracle Worker," William Gibson
• "The Diary of Anne Frank," by Frances Goodrich and Albert Hackett
• many other titles

CAP/CLAS Domains
• Overview / Introductory Writings (Report of Information)
• Differentiation between Fact and Fiction (preview of Controversial Issue)
• Profiles/Biographies of People (review of Biographies)

  Real World Writings

• Creating a Questionnaire for Data Collection
• Developing a Quiz to Assess Learning
• Reviewing Books in a Variety of Genres
• Use the writing editing process to compose a publishable work for a real audience.

10th Grade English: Core Teams!

Because of the heavy emphasis on writing (due to past testing in CAP and CLAS) students in these classes are good candidates for acting as core teams. The thematic linking of literary texts to real world experiences could provide a compelling learning experience where students are valued as writers and receive feedback from a real audience.

Core Literary Works: Novels - Thematic units could be used for:

• "Lord of the Flies," by William Golding
• "Bless Me, Ultima," by Rudolfo Anaya
• "I Heard the Owl Call My Name," by Margaret Craven
• many other titles

CAP/CLAS Domains
• Analyzing the Causes of a Problem
• Comparison / Contrast
• Future Impact (Speculation on Causes and Effects)
• Solutions (directly related to Controversial Issue)
• Call to Action (directly related to Controversial Issue)

  Real World Writings

• Creating a Questionnaire for Data Collection
• Developing a Quiz to Assess Learning
• Reviewing Books in a Variety of Genres
• Use the writing editing process to compose a publishable work for a real audience.

11th - 12th Grade English

Because of the heavy emphasis on American, British, and World literature (and the subsequent de-emphasis on writing in the 11th and 12th grades statewide due to the shift down from 12th to 10th grades for the CLAS test), students in these classes probably would not take on the role of core teams. They could serve, however, as valued peer editors, writing tutors, etc. to younger students.

• Working on Editing/Mechanics

Social Sciences Frameworks

4th Grade Social Sciences

Because this study of contemporary California concludes the fourth grade Social Science curriculum, students in these classes would be a good audience for final presentations made by the core teams via video conferencing. Fourth graders could also provide feedback/evaluations on the final products via the World Wide Web.

"Modern California: Immigration, Technology, and Cities" (p. 49 - 50)

"This unit will conclude with an examination of some of the unresolved problems facing California today and the efforts of concerned citizens who are seeking to address these issues."

8th Grade Social Sciences

Because this study of contemporary California concludes the Eighth Grade Social Science curriculum, students in these classes would be good critical evaluators of whether the core teams have effectively, accurately, and correctly explained the causes of the problems under investigation. Thus eighth grade teachers could participate by interacting with any of the topics that fit the "Linking Past to Present" theme. Presentations could be made by the core teams via video conferencing and eighth grade students could enter into an online debate/discussion. Eighth graders could also serve as a "test audience" for the core teams' writings before they are presented to the world as final drafts.

"Linking Past to Present" (p. 75)

"In this last unit students should examine the transformations of social conditions in the United States from 1914 to the present. They should assess major changes in the social and economic status of blacks, immigrants, women, religious minorities, children and workers..."

"... In this unit students should ask themselves: How have things changed over time? Why did these changes occur? They should discuss how citizens in a democracy can influence events and, through participation, apply ethical standards to public life."

9th Grade Social Sciences: Core Teams!

Because these courses so closely align themselves with topics that students could investigate, ninth grade classes could easily serve as core teams in this project. Students would complete an array of writings and take on any of the technology jobs that are feasible given local resources and constraints. At the least, ninth grade social science students could research topics, write articles, and interact with community representatives.

Elective Courses in History-Social Science (p. 77 - 83)

The ninth grade is rich in potential for connecting the Framework to Nonprofit Prophets. Some possible courses are:

"Our State in the Twentieth Century" (p. 78 - 79)

"Opportunities should be included for students to become familiar with the local community through field studies, special community projects, interviews, and other participation activities."

"Sociology" (p. 82)

"The topics studied include the family as the basic unit of society; the structure of groups; group phenomena; the role of the individual in groups; society and communication; personality and the socialization process; social relations and culture; demography and human ecology; social processes; and social control... Typical study units for this course would include such social issues as crime, poverty, and the problem of discrimination toward the aged and minorities."

"Ethnic Studies" (p. 83)

"In this course students focus on an in-depth study of ethnic groups, including their history, culture, contributions, and current status... As a result of these studies, students should gain a deeper understanding of American society and its diverse composition and develop acceptance and respect for cultural diversity in our pluralistic society."

"Law-Related Education" (p. 83)

"In this course students should... become aware of current issues and controversies relating to law and the legal system and be encouraged to participate as citizens in the legal system... use of resource experts should help students understand this area."

10th Grade Social Sciences: Core Teams!

Because this first unit in the 10th grade so closely aligns with the focus of Nonprofit Prophets, students in these classes could easily serve as core teams in this project. Students could begin their study of World History with this contemporary / problem-solving perspective and then concurrently carry on their investigations throughout the year as they focus on other units. In this way, many of the topics covered during the year could be related back to an area of student interest and expertise.

At the least, 10th grade World History students could research topics, write articles, and interact with community representatives. It would not be a much larger addition to have the students also work on developing the World Wide Web page for an actual nonprofit organiztion.

"Unsolved Problems of the Modern World" (p. 84)

"This course begins with a study of major problems in the world today. Examples include... famine in parts of Africa; political instability, poverty, and crushing national debt...; war and terrorism; the global consequences of destruction of national resources;... the struggle to defend human rights and democratic freedoms... Whenever possible, students should be made aware of those organizations that work to alleviate severe problems of poverty, disease, famine, and catastrophe... Students should be encouraged to work on behalf of organizations appropriate to their interests and the point of view of their families."

Compositions that analyze the:
• Causes of a Problem/Issue
• The Facts and Fictions on the Topic
• Biographical Profiles of Real People
• Comparisons Between Historic and Current Issues
• Future Impacts
• A Quiz that Challenges Web Users

11th Grade Social Sciences

Students in these classes would be good critical evaluators of whether the core teams have effectively, accurately, and correctly examined the issues under investigation. Thus 11th grade teachers could participate by interacting with any of the topics that fit the "The Civil Rights Movement in the Postwar Era" or "American Society in the Postwar Era" themes. These students would be valued colleagues to test arguments, check facts, challenge hypotheses, etc. Interactions could be made via video conferencing, listserv, or email. Eleventh graders could also serve as "editors" for the core teams' writings before they are presented to the world as final drafts.

"The Civil Rights Movement in the Postwar Era" (p. 90 - 100)

"In this unit students focus on the history of the civil rights movement... [with emphasis] on the application of the Constitution and the Bill of Rights in modern times to the resolution of human rights issues. Students should understand the central role black Americans have played... The successful example of the black civil rights movement encouraged other groups - including women, Hispanics, American Indians, and the handicapped - in their campaigns for legislative and judicial equality."

"In this unit students focus on other significant social, economic, and political changes of the 25 years following World War II... Students should read about the beginning of the environmental movement in the 1960s and the environmental protection laws that were passed... Major attention should be given to the demographic changes, such as the Baby Boom, white flight to the newly developing suburbs, the migration to the Sunbelt, the decline of the family farm, the entry of women into the labor force in large numbers, the rise of the women's movement, increasing divorce rates, and the changing family structure... Finally, consideration should be given to the major social problems of contemporary America, including juvenile and adult crime, illegal use of drugs and alcohol, teenage pregnancy, and child neglect. Issues inherent in these problems can be debated, and experts from the community can be invited as speakers."

12th Grade Social Sciences: Civics / Principles of Democracy

Because this unit on contemporary issues concludes the 12th Grade Civics/Democracy curriculum, students in these classes may or may not be available to participate in Nonprofit Prophets. This largely depends on whether the course is completed during the fall or spring semesters. If it's offered in the fall, 12th grade students could be core teams in the project. Because of their advanced skills and insights, senior students would be a welcome addition to the project and might serve to raise the level of expectation for younger participants. If teachers do not want to get involved at the "core team" level, valuable supporting interactions such as serving as proofreaders, fact-checkers, and hypothesis-testers via video conferencing, listserv, or email could definitely benefit other core teams.

"Contemporary Issues in the World Today" (p. 107)

"This course should conclude with an activity in which students analyze a major social issue... Among the topics that might be addressed are technological issues, such as nuclear arms proliferation and arms control; environmental issues, such as acid rain, toxic waste disposal, and resource depletion; human rights issues; economic issues, such as competition from abroad...; health issues, such as drug abuse and the spread of AIDS;... At the conclusion of this unit, a schoolwide consortium might be planned in which students present their papers in open forum and debate or discuss the issues from alternative viewpoints."

Science Frameworks

4th and 8th Grade Sciences

Because the Science Framework for the elementary grades target developing a "descriptive" understanding of such things as natural resources, environmental issues, and animals, if a teacher in these grades wanted to participate, it might be in response to a core team's request for descriptive information from various sites throughout the state (i.e., the number of people who carpool to work, amounts of wasted food in the student cafeteria, the ratio of meat-based meals to vegetarian meals eaten by various student populations, etc.). Students could also be tapped for brainstorming topics (i.e., what are they concerned with in their communities? Then a high school class could take on that problem).

9th Grade Earth Sciences: Possible Core Team

Students in these classes could apply the scientific method to environmental issues. Thus science classes could serve as core teams on these types of problems or support other students by providing an informed, scientific perspective. They could also provide feedback/evaluations on the validity of other students' solutions based upon scientific laws/principles.

"Geology and Natural Resources" (p. 98)

"What are the responsibilities of humans toward natural resources?"

"Nonrenewable resources can be conserved through careful use, recycling, and application of energy. If the energy applied in recycling and conserving comes from another nonrenewable source, then the effect is to trade one nonrenewable source for another. If the energy is taken from a renewable source or inexhaustible for all practical purposes, such as the wind, sun, waterpower, or from nuclear energy, then a net gain in resources is generally made [Energy, Systems and Interactions]... Environmental reclamation involves the need to restore mining sites, clean up oil spills, and dispose of toxic wastes properly. These responsibilities always accompany the exploitation of natural resources."

10th Grade Life Sciences: Possible Core Team

Students in these classes could apply the scientific method to environmental issues. Thus science classes could serve as core teams on these types of problems or support other students by providing an informed, scientific perspective. They could also provide feedback/evaluations on the validity of other students' solutions based upon scientific laws/principles.

"Living Things and Ecosystems" (p. 125)

How do humans interact with other living things?"

"... humans must be increasingly conscious of the effects of population growth and take steps to plan safe, healthy, and spacious communities that nurture the best physical and psychological conditions for their inhabitants... Because of their evolutionary successes, humans have developed far-reaching interactions with most habitats of the biosphere; these interactions are causing great changes in both the physical and biological environments. The diversity of life is threatened by some human agricultural, industrial, political, and recreational practices. Humans have a responsibility and a vested interest in maintaining natural ecosystems."

11th/12th Grade Oceanography

While the content of 11th and 12th grade science courses varies, classes in Oceanography could be core teams. The expertise these students could bring to the analysis of marine problems and solutions could contribute to the general level of analysis conducted by students at other sites. If they chose not to act as core teams, oceanography students could be an invaluable resource/support for other students addressing problems that confront ocean resource management.

"Oceanography" (p. 105)

"How do humans interact with the oceans?"

"If humans are to continue using the oceans as repositories of waste material, they must have a thorough understanding of ocean currents, conditions, marine ecology, and marine geology. Marine resource management includes understanding not only of science but also of sociology, economics, ethics, and government."

Health Framework: Core Teams!

The content and instructional strategies outlined in the following excerpts from the Health Framework indicate that Nonprofit Prophets aligns very closely with the framework. This project could fulfill a large portion of the hands-on, community-linked activities recommended below.

"The Nine Content Areas" Align with Topics Inherent to Nonprofit Prophets (p. 41 - 54)

• Personal Health
• Consumer and Community Health
• Injury Prevention and Safety
• Alcohol, Tobacco, and Other Drugs
• Nutrition
• Environmental Health
• Family Living
• Individual Growth and Development
• Communicable and Chronic Diseases

Other Aspects of the Framework that Support Participation

Unifying Ideas:

"Resources should include opportunities to connect the classroom with school and community health-promotion activities."

Accurate Content:

"The content of the instructional resources must be based on scientific information, and clear references to current research on which the information is based should be included... Graphs, charts, tables, illustrations, and technology-based resources must be current and must be expressed in ways that are relevant to students' experiences."

Depth of Coverage:

"Instructional resources should emphasize depth of understanding, not breadth of coverage."

The Work Students Do:

"Instructional resources should encourage active learning on the part of students as they explore the unifying ideas and content areas... Hands-on experiences are particularly important for students from diverse backgrounds."

"[Students] should be asked to think, communicate, solve problems, and make positive, healthy decisions; formulate health questions; choose approaches to take; reflect frequently on the work they are doing; and make connections among ideas. Many tasks should require time and deliberation..."

"Instructional resources should call for students to interact with one another frequently."

"Students should be frequently asked to present their work to other audiences, including members of their families and communities."

"Instructional resources should direct students to use technology-based resources to explore the unifying ideas and content..."

"Students should be encouraged to seek supplementary resources and create their own through such means as surveys, studies, projects, case studies, or campaigns."

Accessibility: Student Diversity:

"Woven throughout should be a multicultural perspective that respects the dignity and worth of all people regardless of their differences and builds on the knowledge, attitudes, beliefs, and cultural and linguistic foundation that students bring to class. The problems should be open and should make investigation possible at many different levels. Units should allow students to go more deeply into some aspect of the unit's investigations according to their interests or their rapid grasp of ideas."

"The five largest language groups among LEP students in California that should be accommodated with resources are (in rank order) Spanish, Vietnamese, Cantonese, Hmong, and Cambodian."

"Instructional resources should:
• bring the students' environment and daily experiences into the classroom to connect them in meaningful ways with the classroom activities."

• encourage students to recognize and value the points of view and experiences of others where appropriate."

• use peer support and collaborative learning groups."

• deal with aspects of lessons that might generate conflicting feelings or responses from students and suggestions that promote teachers' sensitivity and respect for each student."

Support for the Teacher:

"Support for the teacher should also include ways to bring the students' environment and daily experience into the classroom..."

Assessment:

"Assessment should... be designed to allow students access to technology-based resources... Students should have ample time to work on the assessment tasks and should have frequent opportunities to revise and resubmit projects to raise performance to high-quality standards."

"Projects and essays can integrate writing skills and language arts concepts with the health curriculum. Students should be encouraged to assemble portfolios of their work in health education, including class exercises, teamwork, reports on activities, and creative projects."

(Computer) Graphic Arts:

Possible Role in Nonprofit Prophets

By working collaboratively with core teams, students of the visual arts could contribute a valuable expertise to the final World Wide Web page. Graphics could be computer-generated or hand-drawn, then scanned and fine-tuned.

"Create in the Graphic Arts":

"Produce a graphic design, using lettering and illustration to communicate to a specific audience."

"Recognize Career Opportunities":

"Understand that careers in the visual arts use knowledge to create works of art and objects in everyday living."

"Student Exhibitions":

Student art exhibitions and displays are a natural outcome of creative work in the classroom. They provide opportunities for students to see their own work and that of others and to use these experiences to analyze and evaluate their own visual statements... This process involves parents and other community members in a part of the educational process which gives insights into the purposes and outcomes of visual arts programs."

"Community Resources":

"Opportunities for student work experiences in professional art fields."

"Careers in the Visual Arts":

"High school students can investigate the value of artistic endeavors for both individuals and society."

"Enduring Values Studies":

"A multidisciplinary approach involving all the arts may be used to study a broad societal value, such as democracy, courage, justice, beauty, interdependence, or family."

Applied Technology / Internet

• Building a World Wide Web Page
• Producing Video Conferences
• Creating Computer Graphics
• Developing Digital Photographic Images
• Desktop Publishing and Layout
• Directing Video/QuickTime Productions

Possible Role in Nonprofit Prophets

Because the Applied / Industrial Technology curriculum can cover all the technology jobs involved in Nonprofit Prophets, students in these classes could be very valuable to core teams that lack access to, or skills with, specific technologies.

"The SCANS Report: Five Competencies"

1. "Resources": "Allocating time,... materials, space, and staff."

2. "Interpersonal Skills": "working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds."

3. "Information": "acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information."

4. "Systems": "understanding social... systems, monitoring and correcting performance, and designing or improving systems."

5. "Technology": "selecting equipment and tools, applying technology to specific tasks, and maintaining and trouble-shooting equipment."

(Digital) Video Production

Possible Role in Nonprofit Prophets

By working collaboratively with core teams, students of the video arts could contribute a valuable expertise to the final World Wide Web page while gaining real world experience themselves.

"Component Two: Creative Expression - Artistic Knowledge and Skills" (p. 91 - 126)

"Create in the photographic medium":

"Demonstrate the ability to utilize design elements and principles with still photography, filmmaking... or animation sequences to communicate ideas [on] ... contemporary problems and issues."

"Recognize career opportunities":

"Understand that careers in the visual arts use knowledge to create works of art and objects in everyday living."

"Student Exhibitions":

"Student art exhibitions and displays are a natural outcome of creative work in the classroom. They provide opportunities for students to see their own work and that of others and to use these experiences to analyze and evaluate their own visual statements... This process involves parents and other community members in a part of the educational process which gives insights into the purposes and outcomes of visual arts programs."

"Community Resources":

"Opportunities for student work experiences in professional art fields."

"Careers in the Visual Arts":

"High school students can investigate the value of artistic endeavors for both individuals and society."

"Enduring Values Studies":

"A multidisciplinary approach involving all the arts may be used to study a broad societal value, such as democracy, courage, justice, beauty, interdependence, or family."

Photography/Scanning

Possible Role in Nonprofit Prophets

By working collaboratively with core teams, students of the video arts could contribute a valuable expertise to the final World Wide Web page while gaining real world experience themselves.

"Component Two: Creative Expression - Artistic Knowledge and Skills" (p. 91 - 126)

"Create in the photographic medium":

"Demonstrate the ability to utilize design elements and principles with still photography, filmmaking... or animation sequences to communicate ideas [on] ... contemporary problems and issues."

"Recognize career opportunities":

"Understand that careers in the visual arts use knowledge to create works of art and objects in everyday living."

"Student Exhibitions":

"Student art exhibitions and displays are a natural outcome of creative work in the classroom. They provide opportunities for students to see their own work and that of others and to use these experiences to analyze and evaluate their own visual statements... This process involves parents and other community members in a part of the educational process which gives insights into the purposes and outcomes of visual arts programs."

"Community Resources":

"Opportunities for student work experiences in professional art fields."

"Careers in the Visual Arts":

"High school students can investigate the value of artistic endeavors for both individuals and society."

"Enduring Values Studies":

"A multidisciplinary approach involving all the arts may be used to study a broad societal value, such as democracy, courage, justice, beauty, interdependence, or family."

Business/Desktop Publishing

Possible Role in Nonprofit Prophets

Students enrolled in ROP Business, Computers, Desktop Publishing, or Word Processing classes could be of great service if core teams and their nonprofit partners want to create any collateral media packages or paper products, such as a brochure. Here is a real world application of the skills that may be the focus of the above classes.

• "Resources": "Allocating time,... materials, space, and staff."

• "Interpersonal Skills": "working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds."

• "Information": "acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information."

Technology Jobs: Graphic Arts | Applied Tech | Video Production | Photography | Business / Desktop Publishing

---

Return to:

Teacher's Guide | Topic/Research | Tech Jobs | Writing Tasks | Homepage

---

First launched February, 1996 Last revised February, 2005 Created by Tom March, tom at ozline dot com Applications Design Team/Wired Learning