New Haven Public Schools Curriculum Standards Relating Specifically to Teaching about Diversity
Teaching about Diversity Contents | Reference Lists
1. Acquisition of Knowledge:
Students will read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfilment. Among these texts are fiction and nonfiction, classic and contemporary works.
9. Diversity Through the Study of Language, Literature and Culture:
Students will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographical regions, and social ones.
Students will be able to understand the roles played by various racial, ethnic and religious groups in the development of American society.
2. Diversity and Community:
Students will be able to understand that the concepts of cultural diversity and global community are joined by economic, political and cultural concerns.
4. Historical and Cultural Relations and Influences to Art Works:
Students will understand the visual arts in relation to history and cultures and be able to identify specific works, describe their function, explain how history and culture influenced these art works and express the contribution they make to art in American culture.
6. Interdisciplinary Arts Connections, Cultural and Historical Correlations:
Students will make connections between visual arts and all other disciplines and will be able to compare and contrast characteristics of visual arts within a particular culture, historical period or style with ideas, issues or themes in the humanities and sciences.
5. Research of Cultural and Historical Sources:
Students will conduct research to support classroom dramatizations, using cultural and historical data to enhance play writing and scripted scenes, and to evaluate and synthesize information to support artistic choices.
8. Role of Drama/Theater in Past and Present:
Students will understand and express context by recognizing and analyzing the role of theater, film, television, and electronic media in daily life, the community and in other cultures in the past and the present.
5. Cultural and Historical Periods:
Students will understand and demonstrate dance in various cultures and historical periods (such as folk, classical, ethnic, social, theatrical and contemporary forms) and use these elements to create dances and support artistic choices.
7. Interdisciplinary Dance Connections:
Students will create interdisciplinary dance projects based upon themes that reflect the artistic/cultural/historical context of other art forms and the humanities and sciences.
Students will sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. They will sing, with expression, a varied repertoire of songs representing genres and styles from diverse cultures. They will sing music in parts, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
6. Listening to, Analyzing and Describing Music:
Students will identify the sounds of a variety of instruments, including orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices. They will analyze aural examples of a varied repertoire of music, using appropriate terminology, identifying the form and the elements of music. They will respond to selected music characteristics while listening to music.
9. Understanding Music in Relation to History and Culture:
Students will identify by genre or style aural examples of music from various historical periods and cultures. They will describe how elements of music are used in music examples from various cultures of the world. They will compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.
Bilingual and English as a Second Language Program Standards
3. Use English and One’s Native Language in a Variety of Cultural Contexts:
Students will use English and their native language to vary verbal and non-verbal communication, register and genre, and will use both languages to extend their socio-linguistic and socio-cultural competence.
4. Use English and Another World Language Equally, In Order to Learn in Linguistically- Integrated, Dual-Language Settings:
Students will acquire fluency and literacy in both English and another world language and will use these languages to participate in cooperative, dual-language groups that foster cross-cultural communication.
2. Gain Knowledge and Understanding of Other Cultures:
Students will demonstrate an understanding of the traditions, practices and perspectives of the culture studied and of the relationship between a culture and what it produces.
4. Make Comparisons Between Language and Culturel and Develop Insight Into Those Relationships:
Students will demonstrate understanding of the nature of language and the concept of culture through comparisons of the language and cultures studied and their own.
2. Multicultural Settings:
Students will learn and demonstrate interpersonal techniques, team work concepts and leadership skills necessary to function in multicultural business and global settings.
6. Demonstrate Understanding and Respect for Differences Among People in Physical Activities:
Students will learn to develop respect and appreciation of cultural, language, physical and individual similarities and differences through positive interaction among participants in physical activity.