How the Milton Wolf Prize project helps you 

meet SC State Teaching Standards 

The Profile of the South Carolina Graduate states clearly that the skills students need to succeed in the 21st century marketplace include creativity and innovation; critical thinking and problem solving; collaboration and teamwork; communication, information, media and technology; and knowing how to learn. The Milton Wolf Project gives students in grades 6-12 to learn and practice these all of these skills.

Below you will find the SC Social Studies and ELA Standards the Milton Wolf Project meets, some dependent on the individual project:

Social Studies Standards

The 2020 South Carolina Social Studies College- and Career-Ready Standards are built upon disciplinary thinking skills. These are necessary across the social studies for the student’s understanding of the content taught at each grade level. The study of history, economics, geography, and civics and government each require unique, discipline-specific practices. 

 

Students in grades 6-12 participating in the Milton Wolf Prize competition should be encouraged to examine a contemporary community issue after studying historical events or geographic phenomena, making the content more relevant and helping students build civic dispositions necessary for active engagement in their community. 

 

The Milton Wolf Prize in Student Diplomacy encourages students to identify a contemporary issue in their community, research how to address it, and educate others about the problem so they can help. Students will demonstrate their understanding of the issue through the integration of  disciplinary skills in history, economics, geography, and civics and government. 

 

Below are a few ideas where you can implement a Milton Wolf project in your curricula. We welcome other suggestions.   

 

Grade 6 World Civilizations 

In Indicator 6.5.CC, the student will “[a]nalyze the progression of technological developments and the resulting cultural diffusion throughout the 20th and 21st centuries.” The intent in this indicator is “to promote inquiry into the changes and continuities in cultural and communication technology from the invention of radio and telephone to the personal computer and internet. This indicator also supports inquiry into the changing role of technology at both the business, governmental, and personal levels.”

 

As an extension of this unit, students could examine the positive and negative uses of technology, developing a plan to educate classmates, parents, and the school board about personal technology usage, focusing on cyber bullying. 

 

Grade 7 Geography of World Regions

For each standard, Indicator 7.*.6.AG  notes that in each world region, students will “[g]ather evidence and construct a map or model to investigate a significant contemporary cultural, economic, or political issue… at the local, regional, or global scale.” 

 

Students could examine issues that are common in all world regions and create a project that could bring awareness about the issue locally and globally. For example, students could study plastic waste, how it contributes to pollution, research organizations combatting this crisis in Charleston, and then develop a public awareness campaign.

 

Grade 8 South Carolina and the United States

Grade 8 standards include civic participation, which encourages "the study of people using the economic, political, and social processes to create change in South Carolina and the United States." In Indicator 8.5.CX, the student will "[a]nalyze the correlation between the Modern Civil Rights Movement in South Carolina and the U.S." 

 

Using the Modern Civil Rights Movement as a foundation, students could examine contemporary civil rights issues in Charleston - whether specifically in their school or the broader community. 

 

Human Geography

The course is organized systematically around the topics of population and migration geography, economic geography, cultural geography, political geography, and urban geography, supporting project-or problem-based learning, creating opportunities for students to examine issues locally and globally. For example, in Indicator HG.3.4.HS, the student will "[i]nvestigate and evaluate the cultural conditions in different regions that play a role in cooperation and conflict over time." 

Much like in Grade 7 Geography of World Regions, students could examine issues that are common in all world regions and create a project that could bring awareness about the issue locally and globally. Conflict in communities are often times when disparate groups together to cooperate. This is perfectly illustrated in the story central to the Milton Wolf Prize project, Survival in Sarajevo

 

Modern World History 

In Indicator MWH.5.CC, the student will "[c]ontextualize the major economic, geographical, political, religious, and social factors and their impact on nations during the period 1989–present." This indicator situates Survival in Sarajevo within the Siege of Sarajevo and the Bosnian War.  

 

United States History and the Constitution

In Indicator USHC.5.CC, the student will "[e]valuate continuities and changes during the Civil Rights Movement and other subsequent movements for equal rights.” Much like in Grade 8 South Carolina and United States, students could examine contemporary issues within their community and contextualize them in broader movements for equal rights movements. 

 

United States Government

In Indicator USG.4.IP, the student will '[d]escribe and evaluate the ways citizens can participate in the political process at the local, state, national, and global levels.” Students can research community issues and discover ways to advocate for them at various levels of governments. 

English Language Arts Standards

Inquiry-based Literacy

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

Standard 4: Synthesize integrated information to share learning and/or take action.

Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Reading - Informational Text

Standard 1: Demonstrate understanding of the organization and basic features of print.

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Standard 6: Summarize key details and ideas to support analysis of central ideas.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.

Standard 9: Apply a range of strategies to determine the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Standard 10: Analyze and provide evidence of how the author’s choice of purpose or perspective shapes content, meaning, and style.

Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning and building stamina; reflect and respond to increasingly complex text over time.

Writing

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences.

Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

Communication

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.

Standard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.

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