Links

__ Curriculum Resources __ Connecticut Department of Education Office of Multicultural Education [|www.sde.ct.gov/sde/cwp/view.asp?a=2681&q=320458]

International Center for Leadership in Education - Rigor and Relevance Framework []

Primary Source: Educating for Global Understanding [|www.primarysource.org/default.php] Teachers Against Prejudice [|www.teachersagainstprejudice.org/] North American Environmental Education Association’s Guidelines for Excellence [|www.naaee.org/programs-and-initiatives/guidelines-for-excellence/materials-guidelines/learner-guidelines] Connecticut Outdoor and Environmental Education Association [|www.coeea.org]

Curricula should develop students’ understanding of the economy in our society. Students must gain knowledge and learn skills to make appropriate financial decisions in their own lives. Students should also develop entrepreneurial skills to enhance workplace productivity and to explore career options. __ To learn more: __ Connecticut Office of the State Treasurer – Youth Financial Education [|www.state.ct.us/ott/FL_youth.htm] Junior Achievement High School Programs [|www.jaconn.net/programs/programs_high.htm]
 * Financial and Economic Literacy **

Curricula should engage students actively in social and civic life to become responsible citizens. By demonstrating their knowledge of the rights and responsibilities of citizens, students learn to participate in and shape public policy, and contribute to the maintenance of our democratic way of life. Students need to develop skills to exercise their rights and obligations of citizenship at the local, state, national and global levels. Connecticut’s Social Studies Curriculum and Curriculum Trace Maps [|www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320898] National Council for the Social Studies Curriculum Standards [|www.socialstudies.org/standards] National Service Learning Clearinghouse [|www.servicelearning.org/] American Society for Curriculum Development Publications - Teaching Social Responsibility [] Curricula must address the physical, mental, emotional and social dimensions of health to enable youth to become productive citizens and establish and practice health-enhancing behaviors over a lifetime. Curriculum should be designed to motivate youth to maintain and improve their health, prevent disease, reduce health-related risk behaviors and develop and demonstrate health-related knowledge, attitudes, skills and practices. In addition, the health of individuals is intimately connected to the health and sustainability of our communities. Living in a sustainable manner involves //meeting the needs of the present without compromising the ability of future generations to meet their own needs. // __ To learn more: __ Connecticut’s Comprehensive School Health Education [|www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320856] The U.S Partnership for Education for Sustainable Development K-12 Student Learning Standards [] The Connecticut Partnership for Sustainability Education [|www.ctpse.org] The Cloud Institute for Sustainability Education [] Facing the Future [] 
 * Social and Civic Responsibility **
 * Healthy and Sustainable Living **