5th- Turner And Currie- Standards Paper

Standards 1

Tekla Currie Kristen Turner EDUC 410-001 Standards Paper

Standards 2 Bennett Goals William Bennett is a U.S. Secretary of Education, and book editor, and is a highly educated man, holding multiple degrees including a law degree from Harvard Law. Bennett was appointed to head of the National Endowment for the Humanities in 1981 by President Reagan. Bennett is the founder of the Best Friends Foundation, an abstinencebased program for adolescents, and supports a classical approach to education. Bennett is a strong conservative in the political arena, and is known for his negative opinion of many beurocratic educational conventions and policies. Bennett has a radio show and is a strong defender of conservative values and anti-abortion programs (William Bennett). Virginia Standards of Learning The VA Standards of Learning are developed by the Virginia Department of Education. This organization cooperqates with local school boards to increase student learning and academic acheivement. The VDOE colaborates with national and local educators to develop standards that will help students learn as much as possible upon graduation. The current Standards of Learning were developed over the last five years, and form the basis for most public and private school curriculums (Virginia Department of Education). North Carolina Standard Course of Study The North Carolina Department of Public Instruction is the department that designed the standard course of study program (Education World).. These standards are implemented into every public school in North Carolina. “The intent of these standards is to ensure rigorous student academic performance standards that are uniform across the state” (Education World). These standards were first established in 1898 and are

Standards 3 reconstructed every few years to keep up with the changing society and academic levels of the students (Education World). National Council Social Studies The National Council for the Social Studies is an organization that was started in 1921. The Council supports tteachers from primary and secondary schools, as well as colleges, and this council sets standards for education in social studies that form the basis for many state, local and regional standards. The NCSS defines social studies as “the integrated study of the social sciences and humanities to promote civic competence” (ncss.org). By this definition, it is easy to see that the council views social studies as a combination of many different disciplines, and advocates the miltidisciplinary approach when teaching any kind of social studies curriculum. The NCSS publishes Expectations of Excellence: Curiculum Standards for Social Studies. This publication provides information and suggestions for k-12 teachers, and provides resources for integration of other national standards (National Council for the Social Studies). National Academy of Science The National Academy of Science is a subset of the National Academies, a group that brings together scholars from many disciplines to improve standards. The National Academy of Science was developed during the Civil War by President Abraham Lincoln in 1863. The society investigates, examines, experiments and reports upon any subject of science when called upon to do so by the government. The society has probided information on science and technologies consistently since 1863, and 200 members of the society have won Nobel prizes. The NAS has researched and provided standards for the education of students in the grades K-12, and has worked with the other disciplines

Standards 4 represented in The National Academies to develop standards across all disciplines (National Academy of Science). National Council of Teachers of Mathematics The National Council of Teachers of Mathematics speaks for the public on issues regarding mathematics (Education World). The majority of classroom students tend to not do as well in mathematics as they do in other subjects. The student’s attitude towards math is not always positive either. The National Council of Teachers of Mathematics seeks to make sure that the students are learning the math that they need to but at the same time the teacher has enough room ro be creative with how she presentes the information. National Council of Teachers of Mathematics has great resources for classroom teachers. The standards that they have for the nation cover the major areas of mathematics. They provide standards for PreK- 12th grade. National Council of Teachers of English The National Council of Teachers of English (NCTE) was established in 1911 (Education World). Since then they have sought to provide the most advanced information available in the subject of English. They have received many awards for their contribution to education. The National Council of Teacher of English seek to provide standard that encompass all areas of English. They have standards for PreK-12th grade. They seek to make sure that every child in the American school system has a solid education in the subject of English. Social Studies Social Studies can be the most fascinating subject in the curriculum, because, in essence, Social Studies explains who students are and where they come from. The

Standards 5 challenge falls on educators to make students aware of the excitement of learning about their history and their government. The National Society of Social Studies encougages the educator to make4 Sosial Studies an interdisciplinary subject, tying it to Science, English and Math wherever possible, as well as to outside links in the community. Educators must include concrete examples for students to learn complicated concepts from, and should utilize the wide array of field trip opportunities available to supplement the Social Studies curriculum. By keeping history new and fresh, the educator will alert her students to the excitement and importance of this subject. Science The subject of science intimidates many students. This is a challenge to educators, and one reason why the National Academy of Science has expended so much effort into creating usable standards and also resources for teachers to utilize in their curriculum. The learning of Science should be an exciting time for the student. Science gives light to many mysteries in the natural world, and shows the student what processes are constantly affecting their own bodies. The constant production of scientist in every student is vital to the future of the United States and the World. Science is constantly in play all around the student, and it is the educator’s priviledge to show her students its nuances and encourage them to explore their world. Mathematics Mathematics is one of the hardest subjects in the curriculum today. Many students have a negative view of math and therefore give up on trying before they even begin with the basics. Mathematics is one subject the each student will use on a daily basis whether they want to or not. The present society requires that math be dealt with each and every

Standards 6 day. Students must be properly educated in math or else they will not be as successful as they could be. John Louis von Neumann once said that “ If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is.” This quotes is also stating that math is simple and it is used every day by every person wheteher they they know it or not. English English is a vital subject that cannot be overlooked in the school systems. English is the basis for success in the world today. Reading and interpreting words is something that has to be done every day in order to understand anything. It is important that this subject is taught well and thouroughly in the schools. It is vital to the students to possess a strong education in English. English is a complicated language but without it students cannot function properly in society. English is not just about reading. Writing is another important component of English. Writing is taught in the schools because it is necessary that every individual have som familiarity with writing. Writing is the best way to express oneself. William Wordsworth once said “ Fill your paper with the breathings of your heart.” Verbally expressing oneself is hard to do but having the proper education will allow one to be able to express themselves through writing. English is the foundation for expression and feeling. Without English this world would be expression less and there would not be very many good books to read.

Standards 7 Key to Standards

BT = Bennett Goals

VA= Virginial Standards of Learning

NC= North Carolina Standards

NA= National Standards

NSS= National Social Studies Standards

NS= National Science Standards

NM= National Mathematics Standards

NL= National English Stanadards

KTSOL= Kristen Turner and Tekla Currie Standards

Standards 8 SOCIAL STUDIES

Rationale: Social Studies can be the most fascinating subject in the curriculum, because, in essence, Social Studies explains who students are and where they come from. The challenge falls on educators to make students aware of the excitement of learning about their history and their government. The National Society of Social Studies encougages the educator to make4 Sosial Studies an interdisciplinary subject, tying it to Science, English and Math wherever possible, as well as to outside links in the community. Educators must include concrete examples for students to learn complicated concepts from, and should utilize the wide array of field trip opportunities available to supplement the Social Studies curriculum. By keeping history new and fresh, the educator will alert her students to the excitement and importance of this subject.

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BT: NA VA: USI.1 a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877 NC: NA NA: NA KTSOL SS 5.1 : The student will be able to utilize primary and secondary source documents to enhance their learning, especially in the acquisition of knowledge pertaining to U.S. history.

BT:

Major topics in American history and culture from the Civil War to the present.

VA: USI.1 b) make connections between the past and the present; NC: Social Studies 1.07 Analyze the past movement of people, goods, and ideas within and among the United States, Canada, Mexico, and Central America and compare it to movement today 2.03 Recognize how the United States government has changed over time. NA: NSS-C.5-8.4 How has the United States influenced other nations and how have other nations influenced American politics and society? KTSOL SS 5.2: The student will be able to use their knowledge of past events to analyze present government, transportation, and social situations.

BT: Major topics in American history and culture from the Civil War to the present. VA: USI.1 c) sequence events in United States history from pre-Columbian times to 1877 NC: Social Studies 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States. NA: NSS-G.K-12.4 Understand the processes, patterns, and functions of human

Standards 10 settlement. Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface. KTSOL SS 5.3: The student will be able to sequence important movements, settlements, and conflicts in United States History to 1877.

BT:

lessons address major constitutional issues and amendments, and examine democracy and its adversaries in the 20th century.

VA: USI.1 d), h) interpret ideas and events from different historical perspectives; interpret patriotic slogans and excerpts from notable speeches and documents NC: Social Studies 2.01 Analyze major documents that formed the foundations of the America idea of constitutional government. 4.04 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights. NA: NSS-USH.5-12.1: Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples NSS-USH.5-12.2: Understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas NSS-USH.5-12.3: Understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory KTSOL SS 5.4: The student will interpret ideas, historical events, and historical speeches and documents from different historical perspectives, gaining appreciation and empathy for the motivation and attitude of each perspective.

BT: Speaking exercises require students to deliver a short original talk before their classmates. Written work emphasizes research skills and revision. VA: USI.1 e) evaluate and discuss issues orally and in writing

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NC: English 4.02 Use oral and written language to: formulate hypotheses. evaluate information and ideas. NA: NL-ENG.K-12.3: 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, people) to communicate their discoveries in ways that suit their purpose and audience. KTSOL SS 5.5: Students will formulate ideas and evaluate them using oral and written language.

BT: Map work identifies Union, border, and Confederate states; traces major military campaigns; and describes source countries of 19th-century immigration. VA: USI.1 f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; NC: Social Studies 1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America. Science 2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms NA: NSS-G.K-12.1: As a result of activities in grades K-12, all students should Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Understand how to use mental maps to organize information about people, places, and environments in a spatial context. KTSOL SS 5.6: The student will be able to use maps to understand geographical features and their relationships to each other and to historical events. BT: NA VA: USI.1 g) distinguish between parallels of latitude and meridians of longitude.

Standards 12 NC: NA NA: NSS-G.K-12.2: Understand that people create regions to interpret Earth's complexity KTSOL SS 5.7: The student will be able to understand and use conventions of geography, such as meridians of latitude and longitude. BT: NA VA: USI.2 The student will use maps, globes, photographs, pictures, and tables to a) locate the seven continents; b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico. NC: Social Studies1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America. NA: NSS-G.K-12.1: As a result of activities in grades K-12, all students should Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective KTSOL SS 5.8: The student will develop a working knowledge of maps, globes and pictures, allowing them to study and describe the geography of North America and the World. The student will be able to identify major bodies of water, landforms and political boundaries. BT: NA VA: USI.3 The student will demonstrate knowledge of how early cultures developed in North America by a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois); b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

Standards 13 NC: Social Studies 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States. 4.03 Describe the contributions of people of diverse cultures throughout the history of the United States. NA: NSS-USH.5-12.1: Understands comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450. KTSOL SS 5.9: The student will gain understanding of the early cultures of early Native Americans, and will be able to locate a variety of people groups and describe their cultures. BT: NA VA: USI.4 The student will demonstrate knowledge of European exploration in North America by a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations; b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict NC: Social Studies 3.03 Identify examples of cultural interaction within and among the regions of the United States. 3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States NA: NSS-USH.5-12.1 Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples NSS-USH.5-12.2 Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean KTSOL SS 5.10: The student will be able to describe the motivations and accomplishments of European explorers in North America and be able to interpret the interactions that resulted between the explorers and the native people. BT: NA

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VA: USI.4 The student will demonstrate knowledge of European exploration in West Africa by a) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders NC: NA NA: NA KTSOL SS 5.11: The student will be able to identify and describe the societies of west Africa and their interactions with traders. BT: Students study events leading to the Civil War; slavery and abolition VA: USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America; NC:

NA

NA: NSS-USH.5-12.2 Understands how political, religious, and social institutions emerged in the English colonies KTSOL SS 5.12: The student will be able to describe the religious, economic, political, and social factors that emerged in and shaped early American colonies.

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BT: Students study events leading to the Civil War; slavery and abolition VA: USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment NC: 3.01 Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States. 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 3.03 Identify examples of cultural interaction within and among the regions of the United States. NA: NSS-USH.5-12.2 Understands how political, religious, and social institutions emerged in the English colonies KTSOL SS 5.13: The student will develop an understanding of early colonial American BT: NA life across several regions, and how the cultures that developed led to the American Revolution. VA: USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by a) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves; NC: 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. NA: NA KTSOL SS 5.14: The student will be able to describe the lifestyles and perspectives of a variety of colonial Americans, and determine the factors that affected these perspectives.

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BT: NA VA: USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by c) identifying the political and economic relationships between the colonies and England BT: 4.03 NA Describe the contributions of people of diverse cultures throughout the NC: history of the United States VA: USI.6 The student will demonstrate knowledge of the causes and results of the American NA: NSS-USH.5-12.2 Revolution Understandsbyhow the values and institutions of European a) identifying dissatisfaction that led toreshaped the American economic life took the rootissues in theofcolonies, and how slavery European and Revolution; African life in the Americas b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas John Locke; KTSOL SS 5.15: Theofstudent will be able to see similarities between European c) describing key events and the roles of key individuals in the American cultures Revolution, with emphasis George Washington, Franklin, and the American colonies, andon will be able to identifyBenjamin the political and Thomas Jefferson, Patrick Henry, and Thomas Paine; economic relationships between the two. d) explaining reasons why the colonies were able to defeat Britain. NC: NA NA: NSS-USH.5-12.3 Understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory Understands the impact of the American Revolution on politics, economy, and society Understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights KTSOL SS 5.16: The student will be able to identify the causes of the American Revolution, identify leaders and their accomplishments in the Revolutionary movement, identify contributing economic, political and social factors, and explain the reasons for the American victory.

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BT: NA VA: USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by a) identifying the weaknesses of the government established by the Articles of Confederation; b) identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights; NC: 2.02 Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions. NA: NSS-USH.5-12.3 Understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights KTSOL SS 5.17: The student will be able to identify the strengths, weaknesses and characteristics of the new government of the United States after the Revolution. BT: NA VA: USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by c) identifying the conflicts that resulted in the emergence of two political parties; NC: NA NA: NA KTSOL SS 5.18: The student will develop an appreciation for the two party system, recognizing the conflicts that emerge from it.

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BT: NA VA: USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by d) describing the major accomplishments of the first five presidents of the United States NC: NA NA: NA KTSOL SS 5.19: The student will be able to identify and describe the accomplishments of the first five American presidents.

BT: NA VA: USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers; NC: NA NA: NSS-USH.5-12.4 Understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans KTSOL SS 5.20: The student will be able to describe territorial expansion of the United States, and the factors that motivated the expansion.

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BT: NA VA: USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; NC: NA NA: NSS-USH.5-12.6 Understands how the rise of corporations, heavy industry, and mechanized farming transformed the American people KTSOL SS 5.21: The student will demonstrate knowledge of the impact of inventions on Americans from 1801-1861.

BT: Students study events leading to the Civil War; slavery and abolition VA: USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by d) identifying the main ideas of the abolitionist and suffrage movements. NC: NA NA: NSS-USH.5-12.4 Understands the sources and character of cultural, religious, and social reform movements in the antebellum period KTSOL SS 5.22: The student will gain understanding of the motivations and manifestations of the abolitionist and suffrage movements.

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BT: Students study events leading to the Civil War; slavery and abolition VA: USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation; b) explaining how the issues of states’ rights and slavery increased sectional tensions; NC: NA NA: NSS-USH.5-12.4 Understands how the industrial revolution, increasing immigration, rapid expansion slavery, the westward movement BT: Students study the events leading to theofCivil War;and slavery and abolition changed the lives of Americans and led toward regional tensions NSS-USH.5-12.5 VA: USI.9 The student will demonstrate knowledge of the causes, major events, Understands causes ofWar the Civil and effectsthe of the Civil by War c) identifying on a map the states that seceded from the Union and those that remained in the Union; KTSOL SS 5.23: The student will be able to identify and describe the factors that led to the Civil War. NC: Social Studies 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NA: NSS-G.K-12.6 Understand how to apply geography to interpret the past. NSS-USH.5-12.5 Understands the causes of the Civil War Understands the course and character of the Civil War and its effects on the American people KTSOL SS 5.24: The student will be able to identify on a map the states that seceded from the Union, and describe the possible reasons for this secession and the possible consequences resulting from this secession.

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BT: Students study events leading to the Civil War; slavery and abolition VA: USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war; NC: Social Studies 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, BT: Students study events leading War, to thePersian Civil War; and the Korean War, the Vietnam Gulfslavery War, and theabolition twenty-first century war on terrorism. VA: USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by NA: NSS-USH.5-12.5 e) using maps to explain critical developments in the including major Understands the course and character of the Civil War andwar, its effects on the battles; American people KTSOL SS 5.25: The student will demonstrate knowledge of the NC: Social Studies 4.05 Describe the impact of wars and conflicts on United States accomplishments and citizens, including not limited the Civil War I, identify World War II, actions of majorbut players in theto, Civil War. War, The World student will these theactions Koreanand War,their the Vietnam Persian Gulf War, States and theand twenty-first eventualWar, effects on the United its citizens. century war on terrorism. NA: NSS-G.K-12.6 Understand how to apply geography to interpret the past. NSS-USH.5-12.5 Understands the course and character of the Civil War and its effects on the American people KTSOL SS 5.26: The student will demonstrate their mastery of geography by identifying the location of major battles of the Civil War. The student will apply their knowledge of geography to interpret possible geographic influences upon the results of the Civil War battles.

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BT: Students study events leading to the Civil War; slavery and abolition VA: USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves. NC: Social Studies 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NA: NSS-USH.5-12.5 Understands the course and character of the Civil War and its effects on the American people KTSOL SS 5.27: The student will describe the effects of the Civil War form a variety of BT: Students study events to the the Civilpositive War; slavery and abolition; warwar perspectives, and leading will describe and negative effectsthe of the itself; Reconstruction; for each perspective. VA: USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America; b) describing the impact of Reconstruction policies on the South. NC: NA NA: NSS-USH.5-12.5 Understands how various reconstruction plans succeeded or failed KTSOL SS 5.28: The student will describe the impact of various reconstruction policies on the various regions of the United States. The student will be able to identify specific reconstruction plans and interpret their success.

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BT:

urbanization and immigration;

VA: NA NC: 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. NA: NSS-USH.5-12.7 •

Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption

KTSOL SS 5.29: Students will understand the concepts of urbanization and immigration, and the effects these had on the U.S. BT: World War I; VA: NA NC: 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NA: NSS-USH.5-12.7 Understands the changing role of the United States in world affairs through World War I KTSOL SS 5.30: The students will be able to describe major events of WW 1 and describe the effects of the war on the U.S.

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; the Great Depression and the New Deal;

BT:

VA: NA NC: 5.05 Evaluate the influence of discoveries, inventions, and innovations on economic interdependence. NA: NSS-USH.5-12.8 Understands the causes of the Great Depression and how it affected American society •

Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state

KTSOL SS 5.31: The student will be able to describe the causes of the Great Depression, BT: World War II; as well as its effects on American life. The student will Describe the changes initiated by the New Deal. VA: NA NC: 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NA:

NSS-USH.5-12.8 Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs

KTSOL SS 5.32: the student will be able to describe the causes, events, and effects of World War II on the U.S. and world affairs.

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BT:

the Cold War;

VA: NA NC: 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NA:

NSS-USH.5-12.9 Understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics

KTSOL SS 5.33: The student will understand the causes and effects of the Cold War. BT:

the civil-rights movement; and the war in Vietnam.

VA: NA NC: 4.06 Evaluate the effectiveness of civil rights and social movements throughout United States' history that reflect the struggle for equality and constitutional rights for all citizens NA: NSS-USH.5-12.9 Understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Understands the struggle for racial and gender equality and the extension of civil liberties KTSOL SS 5.34: The student will understand the causes and events of the civil rights movement, and will understand the causes, events and effects of the Vietnam war.

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BT: Students commit the 50 states and their capitals to memory. Map work identifies Union, border, and Confederate states; traces major military campaigns; and describes source countries of 19th-century immigration. VA: NA. NC: 1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America. 1.02 Analyze how absolute and relative location influence ways of living in the United States and other countries of North America. NA: NSS-G.K-12.6 Understand how to apply geography to interpret the past. Understand how to apply geography to interpret the present and plan for the future. KTSOL SS 5.35: The student will develop competency in using maps to describe political and natural boundaries. The student will memorize features on the map, and identify correlations between geography and historical events.

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SCIENCE

Rationale: The subject of science intimidates many students. This is a challenge to educators, and one reason why the National Academy of Science has expended so much effort into creating usable standards and also resources for teachers to utilize in their curriculum. The learning of Science should be an exciting time for the student. Science gives light to many mysteries in the natural world, and shows the student what processes are constantly affecting their own bodies. The constant production of scientist in every student is vital to the future of the United States and the World. Science is constantly in play all around the student, and it is the educator’s priviledge to show her students its nuances and encourage them to explore their world.

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BT: NA VA: 5.1 The student will plan and conduct investigations in which a) rocks, minerals, and organisms are identified using a classification key;

NC: NA NA: NS.5-8.1 Abilities necessary to do scientific inquiry KTSOL S 5.1: the student will show mastery of the use of classification keys for identifying rocks, minerals and organisms in order to further their understanding of scientific inquiry.

BT: NA VA: 5.1 The student will plan and conduct investigations in which

b) estimations of length, mass, and volume are made; NC: NA NA: NS.5-8.1 Abilities necessary to do scientific inquiry Understandings about scientific inquiry KTSOL S 5.2: the student will use estimation to approximate physical properties of objects or substances.

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BT: NA VA: 5.1 The student will plan and conduct investigations in which

c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time; d) accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder); NC: NA NA: NS.5-8.1 Abilities necessary to do scientific inquiry Understandings about scientific inquiry KTSOL S 5.3: The student will be able to select and use appropriate instruments for measuring length, mass, volume and elapsed time.

BT: NA VA: 5.1 The student will plan and conduct investigations in which

e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams); f) predictions are made using patterns, and simple graphical data are extrapolated; NC: Math 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. NA: NS.5-8.1 Abilities necessary to do scientific inquiry Understandings about scientific inquiry KTSOL S 5.4: The student will be able to use graphs, charts and diagrams to record, collect, report and make predictions about data.

Standards 37

BT: NA VA: 5.1 The student will plan and conduct investigations in which g) manipulated and responding variables are identified; and

NC: Science 1.05 Determine the interaction of organisms within an ecosystem. 4.02 Evaluate how pushing or pulling forces can change the position and motion of an object. NA: NS.5-8.1 Abilities necessary to do scientific inquiry Understandings about scientific inquiry KTSOL S 5.5: the student will be able to identify and discriminate between manipulated and responding variables, and understand cause and effect scenarios found in the natural world.

BT: NA VA: 5.1 The student will plan and conduct investigations in which h) an understanding of the nature of science is developed and reinforced. NC: Competency Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals. Competency Goal 2: The learner will make observations and conduct investigations to build an understanding of landforms. Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate. NA: NS.5-8.7 Nature of science KTSOL S 5.6: The student will further their understanding of the nature of science.

BT: NA

Standards 38

VA 5.2 The student will investigate and understand how sound is transmitted and is used as a means of communication. Key concepts include a) frequency, waves, wavelength, vibration; b) the ability of different media (solids, liquids, and gases) to transmit sound; and c) uses and applications (voice, sonar, animal sounds, and musical instruments). NC: NA NA: NA KTSOL S 5.7: the student will understand the qualities and mechanisms of sound waves, and their applications. The student will understand the properties of matter that affects sound transmittal.

BT: NA VA: 5.3 The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts include a) the visible spectrum and light waves; b) refraction of light through water and prisms; c) reflection of light from reflective surfaces (mirrors); d) opaque, transparent, and translucent; and e) historical contributions in understanding light. NC: NA NA: NA KTSOL S 5.8: The student will investigate and gain knowledge of light, and its spectrum, wave properties, refraction, and reflection. The student will examine the properties of material that is opaque, transparent and translucent, and will understand historical contributions to understanding light.

Standards 39

BT: NA VA: 5.4 The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include a) atoms, elements, molecules, and compounds; NC: NA NA: NS.5-8.2 Properties and changes of properties in matter KTSOL S 5.9: The student will understand the nature of atoms, elements, molecules and compounds, with appreciation of the physical properties each can affect.

BT: NA VA: 5.4 The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include b) mixtures including solutions; and NC: NA NA: NA KTSOL S 5.10: The student will know how to manipulate and interpret mixtures and solutions.

Standards 40

BT: NA VA: 5.4 The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include c) the effect of heat on the states of matter.

NC: NA NA: NS.5-8.3 Structure and function in living system. KTSOL S 5.11: The student will experiment with and determine various effects of heat on the states and properties of matter.

BT: A special emphasis on the life sciences. The basic structures and functions of the human body; Students examine cross-sections of celery stems and tree trunks, grow mold on bread VA: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include a) basic cell structures and functions; NC: NA NA: NS.5-8.3 Properties and changes of properties in matter KTSOL S 5.12: The student will understand how the cell functions, and what factors affect its functions.

Standards 41 BT: A special emphasis on the life sciences, and the evolutionary history of the Earth. VA: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include b) kingdoms of living things; NC: NA NA: NA KTSOL S 5.13: The student will be able to use classification skills and basic intuition to describe kingdoms of living things.

BT: A special emphasis on the life sciences. Investigate water movement through plant and flower roots. VA: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include c) vascular and nonvascular plants; and NC: Science 1.05 Determine the interaction of organisms within an ecosystem. NA: NS.5-8.3 Structure and function in living systems KTSOL S 5.14: The student will describe and identify vascular and nonvascular plants, and be able to distinguish between the two.

Standards 42

BT: A special emphasis on the life sciences. VA: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include d)

vertebrates and invertebrates.

NC: Science 1.02 Identify and analyze the functions of organisms within the population of the ecosystem: NA: NS.5-8.3 Structure and function in living systems KTSOL S 5.15: The student will be able to describe and identify vertebrates and nonvertebrates, and be able to distinguish between the two.

BT: NA VA: 5.6 The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics (continental shelf, slope, rise); b) physical characteristics (depth, salinity, major currents); and c) biological characteristics (ecosystems). NC: Science 1.01 Describe and compare several common ecosystems (communities of organisms and their interaction with the environment) 1.05 Determine the interaction of organisms within an ecosystem. NA: NS.5-8.3 Populations and ecosystems KTSOL S 5.16: The student will develop an interdisciplinary understanding of ocean systems. The student will be ale to describe geological, physical and biological characteristics of the oceanic environment.

BT: NA

Standards 43

VA: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include a) the rock cycle including identification of rock types; NC: 2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: • • • •

Canyons. Valleys. Meanders. Tributaries.

NA: NS.5-8.4 Structure of the earth system KTSOL S 5.17: The student will be able to identify the three major rock types, and will be able to describe the rock cycle and the inherent causes of it.

BT: the evolutionary history of the Earth, including fossils, dinosaur, and other pre historic life. Additional topics from the earth and physical sciences may inclued geological changes over time; VA: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include b) Earth history and fossil evidence;

NC: Science 2.01 Identify and analyze forces that cause change in landforms over time including. • Water and Ice. • Wind. • Gravity. 2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: • Canyons. • Valleys. • Meanders. • Tributaries. NA: NS.5-8.4 Earth's history KTSOL S 5.18: The student will understand that the Earth has a history, and will be able to describe the processes and changes that led to the present condition of our Earth.

BT: NA

Standards 44

VA: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include c) the basic structure of the Earth’s interior; d) plate tectonics (earthquakes and volcanoes);

NC: NA NA: NS.5-8.4 Structure of the earth system KTSOL S 5.19: the student will be able to describe the form of the earth, including the structure of the earth’s interior and plate tectonics.

BT: NA VA: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include e) weathering and erosion; and NC: 2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: • • • •

Canyons. Valleys. Meanders. Tributaries. 2.04 Describe the deposition of eroded material and its importance in establishing landforms including:

• •

Deltas. Flood Plains. 2.05 Discuss how the flow of water and the slope of the land affect erosion.

NA: NS.5-8.4 Structure of the earth system KTSOL S 5.20: The student will understand the various processes that cause weathering and erosion, and discuss the structures caused by weathering and erosion.

BT:

problems of pollution and conservation;

Standards 45

VA: 5.7 The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include f) human impact.

NC: 1.06 Explain and evaluate some ways that humans affect ecosystems. 2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of: • Clearing land. • Planting vegetation. • Building dams. NA: NA KTSOL S 5.21: The student will understand that humans affect their environment, and will be able to discuss the issues of human impact such as clearing land, planting vegetation, and building dams. The student will be able to develop hypothetical solutions to a variety of human-caused problems in the ecosystem.

BT:

the reproduction of plants and flowers; the process of photosynthesis;

VA: NA NC: 1.02 Identify and analyze the functions of organisms within the population of the ecosystem: • Producers. • Consumers. • Decomposers. NA: NS.5-8.3 Structure and function in living systems Reproduction and heredity KTSOL S 5.22: the student will understand the mechanisms of plant reproduction and photosynthesis, and the processes that occur.

Standards 46

BT:

food groups and nutrition

VA: NA NC: NA NA: NS.5-8.6 Personal health

KTSOL S 5.23: The student will understand the benefits of a healthy diet and good nutrition.

BT:

complex machines and the concept of work

VA: NA NC: 4.03 Explain how energy is needed to make machines move. NA: NS.5-8.2 Motions and forces Transfer of energy KTSOL S 5.24: The student will understand the uses of complex machines, and will explain how work is done with energy. .

Standards 47

MATHEMATICS

Rationale: Mathematics is one of the hardest subjects in the curriculum today. Many students have a negative view of math and therefore give up on trying before they even begin with the basics. Mathematics is one subject that each student will use on a daily basis whether they want to or not. The present society requires that math be dealt with each and every day. It is essential that students are properly educated in math or else they will not be as successful as they could be. John Louis von Neumann once said that “ If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is.” This quotes is stating that math is simple and it is used every day, by every person wheteher they they know it or not. Educators should strive to take the standards laid out before them and to teach those standards but at the same time make math fun and enjoyable for all students.

Standards 48

MATH: NUMBER AND NUMBER SENSE BT M 5.3: identify and convert equivalent fractions and decimals; VA M 5.1: The student will a) read, write, and identify the place values of decimals through thousandths; b) round decimal numbers to the nearest tenth or hundredth; and c) compare the values of two decimals through thousandths, using the symbols >, <, or =. NC M 1.01: Develop number sense for rational numbers 0.001 through 999,999. a) Connect model, number word, and number using a variety of representations. b) Build understanding of place value (thousandths through hundred thousands). c) Compare and order rational numbers. d) Make estimates of rational numbers in appropriate situations. NA: NM-NUM. 3-5.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems . Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; KTSOL M 5.1: The student will be able to read and write place values through the thousandths and identify place values and decimals through the hundred thousandths.

Standards 49

BT M 5.3: identify and convert equivalent fractions and decimals; VA M 5.2: The student will a) recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa; and b) order a given set of fractions and decimals from least to greatest. Fractions will include like and unlike denominators limited to 12 or less, and mixed numbers. NC M 1.02: Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers). a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. NA: NM-NUM. 3-5.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; Recognize and generate equivalent forms of commonly used fractions, decimals, and percents; KTSOL M 5.2 : The student will order a set of commonly used fractions from least to greatest.

Standards 50

BT M 5.1: Students explore prime numbers, factors, multiples, the number line, negative numbers, and the concept of infinity; VA: N/A NC: N/A NA: NM-NUM. 3-5.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Explore numbers less than 0 by extending the number line and through familiar applications; KTSOL M 5.3: The student will explore prime numbers, factors, multiples and use the number line to determine numbers less than 0.

BT M 5.2: learn percentages and ratios using physical materials and representational models; VA: N/A NC: N/A NA: NM-PROB.REP.PK-12.2: Select, apply, and translate among mathematical representations to solve problems; KTSOL M 5.4: Through physical materials the student will learn percentages and ratios.

Standards 51

MATH: COMPUTATION AND ESTIMATION BT: N/A VA M 5.3: The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators. NC: N/A NA: NM-NUM.3-5.3: Compute fluently and make reasonable estimates. Develop fluency in adding, subtracting, multiplying, and dividing whole numbers; KTSOL M 5.5: The student will construct and solve addition, subtraction, multiplication, and division problems using various methods of computation.

BT M 5.3: identify and convert equivalent fractions and decimals; VA M 5.4: The student will find the sum, difference, and product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators. NC M 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. NA: NM-NUM.3-5.3: Compute fluently and make reasonable estimates. Develop fluency in adding, subtracting, multiplying, and dividing whole numbers; Develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience; Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; KTSOL M 5.6: The student will find the sum, difference, and product of two numbers expressed as decimals using an appropriate method of calculation.

Standards 52

BT: N/A VA M 5.5: The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder. NC: N/A NA: NM-NUM.3-5.3: Compute fluently and make reasonable estimates. Develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30x50; KTSOL M 5.7: The student will find the quotient and remainder of a given problem.

BT: N/A VA M 5.6: The student, given a dividend expressed as a decimal through thousandths and a single-digit divisor, will find the quotient. NC: N/A NA: NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems; KTSOL M 5.8: The student will find the quotient of a single-digit divisor and a decimal as the dividend.

Standards 53

BT M 5.3: identify and convert equivalent fractions and decimals; VA M 5.7: The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators limited to 12 or less. NC: N/A NA NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems; KTSOL M 5.9: The student will add and subtract fractions and mixed number with the simplest answer recorded.

MATH: MEASUREMENT BT: N/A VA M 5.8: The student will describe and determine the perimeter of a polygon and the area of a square, rectangle, and right triangle, given the appropriate measures. NC: N/A NA: NM-MEA.3-5.1: Understand measurable attributes of objects and the units, systems, and processes of measurement. Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; KTSOL M 5.10: The student will describe and determine the perimeter and area of various shapes, given the appropriate measures.

Standards 54

BT: N/A VA M 5.9: The student will identify and describe the diameter, radius, chord, and circumference of a circle. NC: N/A NA: N/A KTSOL M 5.11: The student will identify and describe the parts of a circle (the diameter, radius, chord, and circumference).

BT: N/A VA M 5.10: The student will differentiate between perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation. NC: N/A NA: NM-MEA.3-5.1: Understand measurable attributes of objects and the units, systems, and processes of measurement. Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; KTSOL M 5.12: The student will understand the difference between perimeter, area, and volume and when it is appropriate to use each one.

Standards 55

BT : N/A VA M 5.11: The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of a) length–part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers; b) weight/mass–ounces, pounds, tons, grams, and kilograms; c) liquid volume–cups, pints, quarts, gallons, milliliters, and liters; d) area–square units; and e) temperature–Celsius and Fahrenheit units. Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F). NC M 2.01: Estimate the measure of an object in one system given the measure of that object in another system. NA: NM-MEA.3-5.2: Apply appropriate techniques, tools, and formulas to determine measurements . Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; Select and use benchmarks to estimate measurements; KTSOL M 5.13: The student will choose and appropriate measuring devise and unit of measure, with abbreviations, to solve problems. o The student will solve measurement problems involving: o Length- inches, feet, yards, miles, millimeters, centimeters, meters, kilometers o Weight/mass- ounces, pounds, tons, grams, and kilograms o Liquid volume- cups, pints, quarts, gallons, millimeters, and liters. o Temperature- Celsius and Fahrenheit units.

Standards 56

BT: N/A VA M 5.12: The student will determine an amount of elapsed time in hours and minutes within a 24-hour period. NC: N/A NA: NM-MEA.3-5.2: Apply appropriate techniques, tools, and formulas to determine measurements. Select and use benchmarks to estimate measurements; KTSOL M 5.14: The student will determine and solve problems relating to elapsed time, in hours and minutes.

BT M 5.6: draw, measure, and compare triangles and quadrilaterals; VA M 5.13: The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools. NC M 2.02 :Identify, estimate, and measure the angles of plane figures using appropriate tools. NA: NM-MEA.3-5.2: Apply appropriate techniques, tools, and formulas to determine measurements Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; KTSOL M 5.15: Given the correct tools the student will construct and measure right, acute, and obtuse angles and triangles.

Standards 57 MATH: GEOMETRY BT M 5.5: In geometry, students estimate angles and make protractor measurements; VA M 5.14: The student will classify angles and triangles as right, acute, or obtuse. NC M 3.01: Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons. NA: NM-GEO.3-5.1: Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; KTSOL M 5.16: The student will identify, define, describe, and classify right, acute, or obtuse triangles.

Standards 58

BT M 5.7: where and when possible, use computer graphing software to model twoand three-dimensional shapes. VA M 5.15: The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will a) recognize, identify, describe, and analyze their properties in order to develop definitions of these figures; b) identify and explore congruent, noncongruent, and similar figures; c) investigate and describe the results of combining and subdividing shapes; d) identify and describe a line of symmetry; and e) recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn). NC M 3.03: Classify plane figures according to types of symmetry (line, rotational). NA: NM-GEO.3-5.3: Apply transformations and use symmetry to analyze mathematical situations. o predict and describe the results of sliding, flipping, and turning two-dimensional shapes; o describe a motion or a series of motions that will show that two shapes are congruent; o identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs. KTSOL M 5.17: The student will determine if a two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) are congruent, have a line of symmetry, and which geometric transformation it possesses.

Standards 59

BT M 5.7: where and when possible, use computer graphing software to model two- and three-dimensional shapes. VA M 5.16: The student will identify, compare, and analyze properties of threedimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism). NC: N/A NA: NM-GEO.3-5.1: Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships o classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; KTSOL M 5.18: The student will identify, compare, and analyze cylinders, cones, cubes, square pyramids, and rectangular prisms.

MATH: PROBABILITY AND STATISTICS BT M 5.4: study more complex probability problems using "hands-on" experiments. VA M 5.17: The student will a) solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results; b) predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction; and c) create a problem statement involving probability and based on information from a given problem situation. Students will not be required to solve the created problem statement. NC: N/A NA: NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems; KTSOL M 5.19: The student will solve probability problems by constructing a sample space.

Standards 60

BT: N/A VA M 5.18: The student will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make predictions. NC M 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. NA: NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies to solve problems; KTSOL M 5.20: The student will organize data in the following forms: bar graphs, stem-and-leaf plots, and line graphs.

BT: N/A VA M 5.19: The student will find the mean, median, mode, and range of a set of data. NC M 4.03: Solve problems with data from a single set or multiple sets of data using median, range, and mode. NA: NM-DATA.3-5.2: Select and use appropriate statistical methods to analyze data o use measures of center, focusing on the median, and understand what each does and does not indicate about the data set; KTSOL M 5.21: The student will solve problems in which the mean, median, mode, and range must be found.

Standards 61

MATH: PATTERNS, FUNCTIONS, AND ALGEBRA BT: N/A VA M 5.20: The student will analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs, or a mathematical sentence. Concrete materials and calculators will be used. NC M 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. NA: NM-ALG.3-5.1: Understand patterns, relations, and functions •

describe, extend, and make generalizations about geometric and numeric patterns;

KTSOL M 5.22: Using concrete materials, the students will analyze numerical and geometric patterns and construct tables, graphs, or mathematical sentences.

BT: N/A VA M 5.21: The student will a) investigate and describe the concept of variable; b) use a variable expression to represent a given verbal quantitative expression involving one operation ; and c) write an open sentence to represent a given mathematical relationship, using a variable. NC V 5.02: Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems. NA: NM-ALG.3-5.2: Represent and analyze mathematical situations and structures using algebraic symbols •

represent the idea of a variable as an unknown quantity using a letter or a symbol;

KTSOL M 5.23: The student will define and understand a variable and know how it functions.

Standards 62

BT: N/A VA M 5.22: The student will create a problem situation based on a given open sentence using a single variable. NC M 5.02 Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems. NA: NM-ALG.3-5.1: Understand patterns, relations, and functions o represent and analyze patterns and functions, using words, tables, and graphs. KTSOL M 5.24: The student will create problems that contain at least one variable.

Standards 63 ENGLISH Rationale: English is a vital subject that cannot be overlooked in the school systems. English is the basis for success in the world today. Reading and interpreting words are something that has to be done every day in order to understand anything. It is important that this subject is taught well and thouroughly in the schools. It is vital to the students to possess a strong education in English. English is a complicated language but without it students cannot function properly in society. English is not just about reading. Writing is another important component of English. Writing is taught in the schools because it is necessary that every individual have some familiarity with writing. Writing is the best way to express oneself. William Wordsworth once said “ Fill your paper with the breathings of your heart.” Verbally expressing oneself is hard to do but having the proper education will allow one to be able to express themselves through writing. English is the foundation for expression and feeling. There would be little to no communication in the world today if it was not for English.

Standards 64

ENGLISH- ORAL LANGUAGE BT E 5.7: Students continue to use library visits to prepare written and oral book reports. VA E 5.1 The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. a) Participate in and contribute to discussions across content areas. b) Organize information to present reports of group activities. c) Summarize information gathered in group activities. NC: N/A NA: NL-ENG.K-12.4: COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. NA: NL-ENG.K-12.12: APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). KTSOL E 5.1: The student will contribute in group activities by organizing and summarizing the material covered. BT: N/A VA E 5.2: The student will use effective nonverbal communication skills. a) Maintain eye contact with listeners. b) Use gestures to support, accentuate, and dramatize verbal message. c) Use facial expressions to support and dramatize verbal message. d) Use posture appropriate for communication setting. NC: N/A NA: NL-ENG.K-12.4: COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. KTSOL E 5.2: The student will display nonverbal communication skills appropriately.

Standards 65

BT E 5.5: Speaking exercises require students to deliver a short original talk before their classmates. VA E 5.3: The student will make planned oral presentations. a) Determine appropriate content for audience. b) Organize content sequentially or around major ideas. c) Summarize main points before or after presentation. d) Incorporate visual aids to support the presentation. e) Use grammatically correct language and specific vocabulary. NC E 4.02: Use oral and written language to: • • • •

formulate hypotheses. evaluate information and ideas. present and support arguments. influence the thinking of others.

NC E 4.03: Make oral and written presentations to inform or persuade selecting vocabulary for impact. NA: NL-ENG.K-12.4: COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. KTSOL E 5.3: The student will prepare to present a five minute oral presentation .

Standards 66

ENGLISH- READING BT: N/A VA E 5.4: The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meaning of unfamiliar words. b) Use knowledge of root words, prefixes, and suffixes. c) Use dictionary, glossary, thesaurus, and other word-reference materials NC E 1.04: Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words NL-ENG.K-12.1 READING FOR PERSPECTIVE 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; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. KTSOL E 5.4: The student will practice using a dictionary, glossary, thesaurus, and other reference materials.

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BT E 5.1: A continued introduction to critical reading, with selections from a variety of new and familiar genres and styles: short stories, essays, plays, short novels, and biographies. 5.2 Students investigate plot and characterization in detail, interpret figurative speech and conditional statements and distinguish stated and implied main ideas. VA E 5.5: The student will read and demonstrate comprehension of fiction. a) Describe the relationship between text and previously read materials. b) Describe character development in fiction and poetry selections. c) Describe the development of plot and explain how conflicts are resolved. d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary and style contributes to the quality and enjoyment of selections. NC E 2.04: Identify elements of fiction and nonfiction and support by referencing the text to determine the: • • • •

plot development. author's choice of words. effectiveness of figurative language (e.g., personification, flashback). tone

NA: NL-ENG.K-12.1: READING FOR PERSPECTIVE 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; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. KTSOL E 5.5: The student will read, evaluate, and display comprehension of fiction.

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BT: N/A VA E 5.6: The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. b) Identify structural patterns found in nonfiction. c) Locate information to support opinions, predictions, and conclusions. d) Identify cause-and-effect relationships. e) Identify compare-and-contrast relationships. f) Skim materials to develop a general overview of content and to locate specific information. g) Identify new information gained from reading. NC E 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: • • • • • • •

analyzing word choice and content. examining reasons for a character's actions, taking into account the situation and basic motivation of the character. creating and presenting a product that effectively demonstrates a personal response to a selection or experience. examining alternative perspectives. evaluating the differences among genres. examining relationships among characters. making and evaluating inferences and conclusions about characters, events, and themes.

NA: NL-ENG.K-12.1: READING FOR PERSPECTIVE 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; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. KTSOL E 5.6: The student will read, evaluate, and display comprehension of nonfiction.

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BT: N/A VA E 5.7: The student will demonstrate comprehension of information from a variety of print resources. a) Develop notes that include important concepts, summaries, and identification of information sources. b) Organize information on charts, maps, and graphs. NC E 4.05: Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline. NA: NL-ENG.K-12.7: EVALUATING DATA 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, people) to communicate their discoveries in ways that suit their purpose and audience. KTSOL E 5.7: The student will compile information and then organize that information into charts, maps, and graphs.

BT E 5.6: Independent reading and writing are a significant part of each day. VA: N/A NC E 1.05: Read independently daily from self-selected materials (consistent with the student's independent reading level) to: • • •

increase fluency. build background knowledge. expand and refine vocabulary.

NA: NL-ENG.K-12.1: READING FOR PERSPECTIVE 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; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. KTSOL E 5.8: The students will have independent reading daily.

Standards 70 ENGLISH- WRITING BT E 5.4: Written work emphasizes research skills and revision, and students are expected fully to apply their knowledge of grammar, spelling, and vocabulary to final drafts. VA E 5.8: The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access information. NC E 4.05: Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline. NA: NL-ENG.K-12.5: COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. KTSOL E 5.9: The student will write to describe, inform, entertain, and explain.

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BT E 5.4: Written work emphasizes research skills and revision, and students are expected fully to apply their knowledge of grammar, spelling, and vocabulary to final drafts. VA E 5.9: The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use plural possessives. b) Use adjective and adverb comparisons. c) Identify and use interjections. d) Use apostrophes in contractions and possessives. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters and in the salutation and closing of a letter. g) Use a hyphen to divide words at the end of a line. h) Edit for clausal fragments, run-on sentences, and excessive coordination. NC E 5.07: Edit final product for grammar, language conventions, and format. NA: NL-ENG.K-12.6: APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. KTSOL E 5.10: The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and format.

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BT E 5.3: Grammatical lessons include inverted word order, direct and indirect objects, conjunctions, prepositions, and prepositional phrases. VA: N/C NC E 5.03: Elaborate information and ideas in speaking and writing by using: • • •

prepositional phrases. transitions. coordinating and/or subordinating conjunctions.

NA: NL-ENG.K-12.6: APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. KTSOL E 5.11: The student will participate in grammar lessons that will cover the topics of inverted word order, direct and indirect objects, conjunctions, prepositions, and prepositional phrases.

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Conclusion The implementation of a system of standards allows teachers to provide uniformity to the educational system, and ensures that all students receive instruction in all major areas. Various States, national societies and educational experts may have slightly differing views on what is important and what is most vital to be covered, but by comparing all the standards against one another, an educator can see that many similarities exist between different standards sets, and the educator can use standards outside of her state to enhance her students’ curriculum. The importance of standards is clear, and organizations such as the National Council for the Social Studies and the Virginia Board of Education provide carefully developed standards to assist teachers in their planning and implementing of the curriculum. A solid curriculum must be built on a sturdy base of standards from several sources.

Standards 74 Bibliography Education World. Retrieved September 18 from http://educationworld.com/ National Council of Social Studies (2007). About NCSS. Retrieved September 18, 2007 from http://www.ncss.org/about/. The Academy of Science (2007). About the NAS. Retrieved September 18, 2007 from http://www.nasonline.org/site/PageServer. Virginia Department Of Education (2007). About VDOE. Retrieved September 18, 2007 from http://www.vdoe.vi.virginia.gov/about/index.shtml. Von Neumann, John Lewis. The Quote Garden. http://www.quotegarden.com/writing.html William Bennett (2007). Wikipedia. Retrieved September 18, 2007 from http://en.wikipedia.org/wiki/William_Bennett. Wordsworth, William. The Quote Garden. Retrieved September 18, 2007 from http://www.quotegarden.com/writing.html.