Steven R. Curnow

Steven R. Curnow Competition:
Standards & Goals

Requirements for student projects submitted for the Steven R. Curnow Competition were designed with Standards from NCTE and the NCSS in mind.  In particular, the following standards will be addressed:

*from the Standards for the English Language Arts, p. 24, Copyright by the International Reading Association and National Council of Teachers of English. English Language Arts content standards from the National Council of Teachers of English (NCTE)

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world;
   
   
2. Students read a wide range of literature from many periods and many genres to build an understanding of the many dimensions of human experience.
   
   
3. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique and discuss print and nonprint texts.
   
   
4. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.  They gather, evaluate, and synthesize data from a variety of sources (e.g. print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.
   
   
5. Students use a variety of technological and information resources (e.g. libraries, databases, computer networks and video to gather and synthesize information and to create and communicate knowledge.
   
   
6. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
   
   
7. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
   
   
8.  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

*From NCSS Teacher Standards Volume I:  Thematic Standards, http://www.socialstudies.org/

Participation will also direct students to the goals of the thematic standards set forth by the National Council for Social Studies. The following areas and goals may be addressed*:

Culture

1. Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change;
   
   
2. Give examples and describe the importance of cultural unity and diversity within and across groups;
   
   
3. Interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding;
   
   
4. Construct reasoned judgments about specific cultural responses to persistent human issues;

Time, Continuity, and Change

1. Identify and describe significant historical periods and patterns of change within and across cultures;
   
   
2. Systematically employ processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims and searching for causality;
   
   
3. Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment;

People, Places, and Environments

1. Describe how people create places that reflect culture, human needs, current values and ideals, and government policies;
   
   
2. Examine, interpret, and analyze the interactions of human beings and their physical environments;
   
   
3. Observe and analyze social and economic effects of environmental changes and crises;

Individual Development and Identity

1. Articulate personal connections to time, place, and/social cultural systems;
   
   
2. Identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual’s daily life;
   
   
3. Describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self;
   
   
4. Examine the interactions of ethnic, national, or cultural influences in specific situations or events;
   
   
5. Analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity.

Power, Authority, and Governance

1. Examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation;
   
   
2. Examine issues involving the rights, roles, and status of individuals in relation to the general welfare

Production, Distribution, and Consumption

1. Assess how values and beliefs influence economic decisions in different societies.

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