Hostetler Kelley Standards Paper

Hostetler & Kelley, Standard Paper 1

Standards Paper

Laura Hostetler and Ava Kelley Liberty University Dr. Goodwin Education 410-002 September 19, 2007

Hostetler & Kelley, Standard Paper 2 This paper not only explores the importance of standards of learning, but it also gives credibility to the persons and groups that have helped to establish a structured framework for curriculum. It is important to have standards of learning because without them, learning may become stagnant and would cease to be learning. There are four core areas of study (English, Math , Science, and Social Science) that are crucial in the classroom for producing self sufficient yet contributing members of society. This paper establishes the importance of standards and compares standards from different organizations and states. Rational Bennett: Bennett’s Goals were first published in James Madison Elementary School; A Curriculum for American Students, by William J. Bennett in 1988. William Bennett served as the United States Secretary of Education from 1985-1988 under the presidency of Ronald Regan. After graduating high school from Gonzaga College High School, Bennett attended Williams College. After Williams College, Bennett attended the University of Texas at Austin where he earned his PhD. Latter he attended Harvard Law School where he attained a degree in Law. In his book, Bennett argued that American elementary schools were not preparing their students with the basic content which was and still is required for higher order thinking. Bennett’s Goals were written with the advice of numerous teachers and principals at a number of representative American schools. Bennett’s Goals are a reflection of what Americans expect from public education. Bennett concludes that by the end of the eighth grade we (Americans) want our students to read, write, and speak grammatical English and to be familiar with the varieties and quantities of fiction and non-fiction literature. Students should know the essential features of American and World History. Students should also know their rights and obligations as citizens. Students should also be proficient in arithmetic and geometry and

Hostetler & Kelley, Standard Paper 3 familiar with basic principles in algebra. There are numerous other general requirements stated in Bennett’s Goals. In short, Bennetts Goals benefit our national education system because they propose a common basis for standards on all of the states. In today’s society where many students move several times during the elementary grades, this type of structure will prevent overlaps and gaps in a Childs education. It also ensures that students will have the concrete, content knowledge that is imperative for higher order thinking or abstract thinking. Virginia Standards of Learning: The Virginia Department of Education developed the Standards of Learning in order for them to give a guide of the academic expectations. The Standards are for grades Kindergarten through Twelfth. VDOE (Virginia Department of Education) did not come up with these Standards alone. These guidelines were derived from a pool of parents, teachers, administrators, academics, and community and business leaders (www.pen.k12.va.us.vdoe). The group of collaborators feel that these Standards include a guideline of what all children should learn in school to be successful in school and life. North Carolina Standard Course of Study: The North Carolina Standard Course of Study was established in 1898. The intent of the North Carolina Standard Course of Study is to ensure thorough student academic performance standards that are uniform across the state. The North Carolina Standard Course of Study provides every content area a set of competencies for each grade and high school course. It’s basis is a philosophy of teaching and learning that is consistent with modern research, ideal practices, and national standards.

Hostetler & Kelley, Standard Paper 4 National Council of Teachers of English: The National Council of Teachers of English was established in 1955 by John C. Gerber. Since then, the National Council of Teachers of English has grown to 60,000 members. These members are teachers and supervisors of English programs in elementary, middle, and secondary schools, faculty in college and university English departments, teacher educators, local and state agency English specialists, and professionals in related fields. The National Council of Teachers of English is committed to improving the teaching and learning of English and the language arts at all levels of education. “The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language." (mission statement) The standards of this society are guided by the belief that all students must have the resources to develop language skills which are necessary for the pursuit of life goals and full participation in society as informed and productive members of society. These standards assume that literacy growth begins prior to begging kindergarten. These standards encourage customized curriculum and instruction which makes productive use of the emerging literacy abilities that children bring to school. National Council for Math: In order for, the only organization for math teachers, The National Council for Math to appropriately help and guide teachers, the national standards for math had to be written (http://www.educationworld.com/standards/national/math/). The goal of the NCTM (National Council of Teachers of Math) is to speak for the many areas of Math to help teachers to be able to better teach and assess students who are being taught Math. Since Math is involved with a person’s everyday living, the importance of making sure that children receive the highest level of

Hostetler & Kelley, Standard Paper 5 teaching for Math is very high. So, why not turn to those who are willing to help teachers to teach children the Math that every child needs to survive in today’s world. National Council for Science: The standards that are given by the National Council for Science do not come from one lonely group of people. The standards are brought together by several groups. There are people from the National Academies of Science, the group that worked on ‘Project 2061’, and the American Association for the Advancement of Science (www.educationworld.com/standards/national/science). This group of people have brought together these standards to assist Teachers to be able to better teach the students the importance and the many aspects of Science. Science is a complex subject and involves things that take place every day in a person’s life and in the surroundings. National Council for the Social Studies: Founded in 1922, the National Council for the Social Studies now has members in all 50 states, the District of Columbia, and 69 foreign countries. Members of the National Council for the Social Studies include classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies. According to the National Council for the Social Studies draws upon disciplines such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences which makes social studies a crucial part of multidisciplinary education. The standards set forth by the National Council for the Social Studies provides a framework for incorporating other national standards in the areas of civics and government, U.S and world history, global education, geography, and economics.

Hostetler & Kelley, Standard Paper 6

Key Bennett – BEN Virginia Standards of Learning – VASOL North Carolina Course of Study-NCSCS National Council of Teachers of English – NCTE National Council of Teachers of Math – NCTM National Science Education Standards – NSES National Council for the Social Studies – NCSS Hostetler Kelley Standards of Learning – HKSOL English – E Math – M Social Science – SS Science – S

Hostetler & Kelley, Standard Paper 7

English Studying the English language in American classrooms is important for the obvious reason that it is the dominant language in America. However; the more important issue to be concerned with is the importance of effective human communication and the role that it plays in our relationships and our civic duties. Studying English in our classrooms provides students with the tools for efficiently expressing their ideas and communicating with others which builds self esteem and a sense of acceptance through relationships. Teaching literacy in the classroom not only enables students to express their ideas, but it enables them to formulate their own ideas. BEN - E – 4

Students continue to refine handwriting and vocabulary

VASOL - E – 4 - 4.1

The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas.

NCSCS - E - 4 - 4.2

Use oral and written language to: • • • • •

NCTE - E -4- 4.4

present information and ideas in a clear, concise manner. discuss. interview. solve problems.

make decisions. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to

Hostetler & Kelley, Standard Paper 8 communicate effectively with a variety of audiences and for different purposes. HKSOL – E – 4 – 4.1

Students will practice correct oral communication skills to discuss and present ideas clearly to different types of audiences.

BEN – E- 4

Students use library visits to prepare written and oral book reports.

VASOL - E – 4 - 4.2

The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary. b) Listen to and record information. c) Organize information for clarity.

NCSCS - E - 4 - 4.03

Make oral and written presentations using visual aids with an awareness of purpose and audience.

NCTE - E - 4 - 4.8

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

HKSOL – E – 4 – 4.2

Students will use note taking and organization skills as well as technological and informational resources to create written and oral reports.

BEN – E- 4

An introduction to critical reading, with selections from classic children's literature, adventure and animal stories, fables, legends, myths, and tall tales

VASOL - E – 4- 4.3

The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. b) Explain words with multiple meanings. c) Use knowledge of word origins;

Hostetler & Kelley, Standard Paper 9 synonyms, antonyms, and homonyms; and multiple meanings of words. d) Use word-reference materials, including the glossary, dictionary, and thesaurus. NCSCS - E - 4 - 1.03

Identify key words and discover their meanings and relationships through a variety of strategies.

NCSCS – E- 4 - 1.04

Increase reading and writing vocabulary through knowledge of homophones, synonyms, antonyms, and homonyms.

NCSCS - E - 4 - 1.05

Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

NCTE - E -4- 4.3

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

HKSOL – E – 4 – 4.3

Students will read fiction and nonfiction with fluency and accuracy while expanding their vocabulary using a wide range of strategies.

BEN – E- 4

Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction.

VASOL - E - 4.4

The student will read and demonstrate comprehension of fiction. a) Explain the author’s purpose. b) Describe how the choice of language, setting, and information contributes to the author’s purpose. c) Identify major events and supporting details.

Hostetler & Kelley, Standard Paper 10 d) Describe the relationship between text and previously read materials. NCSCS - E - 4 - 2.07

Determine usefulness of information and ideas consistent with purpose.

NCSCS - E - 4 - 2.04

Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea and supporting details.

NCSCS - E - 4 - 2.02

Interact with the text before, during, and after reading, listening, and viewing by making connections with previous experiences, information, and ideas. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

NCTE - E – 4 - 4.3

HKSOL – E – 4 – 4.4

Students will read and demonstrate comprehension of fiction by identifying story structure, sequence of events, details, authors purpose, and information which contributes to the authors purpose.

BEN – E- 4

Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue.

VASOL – E – 4 - 4.5

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) Formulate questions that might be answered in the selection. c) Explain the author’s purpose.

Hostetler & Kelley, Standard Paper 11 d) Make simple inferences, using information from texts. e) Draw conclusions, using information from texts. f) Summarize content of selection, identifying important ideas and providing details for each important idea. g) Describe relationship between content and previously learned concepts or skills. h) Distinguish between cause and effect and between fact and opinion. i) Identify new information gained from reading. NCSCS – E – 4 - 2.02

Interact with the text before, during, and after reading, listening, and viewing by: • • • •

making predictions, formulating questions locating relevant information making connections with previous experiences, information, and ideas.

NCSCS - E – 4 - 2.05

Make inferences, draw conclusions, make generalizations, and support by referencing the text.

NCSCS - E – 4 - 2.06

Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.

NCTE - E – 4 - 4.5

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.

HKSOL – E – 4 – 4.5

Students will demonstrate comprehension of non fiction by making predictions, categorizing information, formulating questions, making inferences from text, and summarizing content.

BEN – E -4

Students use library visits to prepare writ-

Hostetler & Kelley, Standard Paper 12 ten and oral book reports. VASOL – E – 4 - 4.6

The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information, using the resources of the media center, including online, print, and media resources. c) Evaluate and synthesize information.

NCSCS - E - 4 - 3.05

Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

NCSCS – E – 4 - 3.06

Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

NCTE - E – 4 - 4.7

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.

HKSOL – E – 4 – 4.6

Students will use a variety of information resources (e.g., print and nonprint texts, artifacts, people, libraries, databases, computer networks) to research a topic and expand understanding.

BEN – E – 4

Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue

Hostetler & Kelley, Standard Paper 13 VASOL – E – 4 - 4.7

The student will write effective narratives, poems, and explanations. a) Focus on one aspect of a topic. b) Develop a plan for writing. c) Organize writing to convey a central idea. d) Write several related paragraphs on the same topic. e) Utilize elements of style, including word choice and sentence variation. f) Write rhymed, unrhymed, and patterned poetry. g) Use available technology.

NCSCS - E – 4 - 5.04

Compose multiple paragraphs with • topic sentences, • specific, relevant details, • logical progression and movement of ideas, • coherence, • elaboration, • concluding statement related to the topic.

NCSCS - E – 4 - 4.10

Use technology as a tool to gather, organize, and present information

NCTE - E - 4 - 4.6

Students apply knowledge of language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

HKSOL – E – 4 – 4.7

Writing assignments will concentrate on advanced techniques in expository writing including topic centered reports, developing outlines for writing, writing paragraphs which are related to the topic, utilizing style and using available technology.

BEN – E – 4

Topics in grammar include compound subjects and predicates, and verb tenses.

VASOL - E – 4 - 4.8

The student will edit writing for correct grammar, capitalization, spelling,

Hostetler & Kelley, Standard Paper 14 punctuation, and sentence structure. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use the articles a, an, and the correctly. h) Use correct spelling for frequently used words, including common homophones. NCSCS - E – 4 - 5.01

Use correct capitalization (e.g., names of languages, nationalities, musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives).

NCSCS - E – 4 - 5.02

Demonstrate understanding in speaking and writing by appropriate usage of:

NCSCS - E – 4 - 5.03

• • • •

pronouns. subject/verb agreement. verb tense consistency. subject consistency.

Elaborate information and ideas in writing and speaking by using: • • • •

NCTE - E – 4 - 4.6

HKSOL – E – 4 – 4.8

simple and compound sentences. regular and irregular verbs. adverbs. prepositions.

• coordinating conjunctions. Students apply knowledge of language structure to create, critique, and discuss print and nonprint texts.

Students will demonstrate understanding in writing by editing writing for correct grammar,

Hostetler & Kelley, Standard Paper 15 capitalization, spelling, punctuation, and sentence structure.

Hostetler & Kelley, Standard Paper 16

Math In the world today, there is a high level of expectancy of people to be able to do simple Math. People have to deal with Math every day of their lives. People have to tell time, count money, work with decimals, percentages, and fractions, and do simple and complex addition and subtraction. The law that was past recently by President George W. Bush for education is called No Child Left Behind. If the children are not taught Math in Elementary School, and higher grades, they will certainly be left behind. BEN-M-4

whole-number operation… rounding

VASOL-M-4-4.1

The student will

c)

a) identify (orally and in writing) the place value for each digit in a whole number expressed through millions; b) compare two whole numbers expressed through millions, using symbols ( >, <, or = ); and round whole numbers expressed through millions to the nearest

thousand, ten thousand, and hundred thousand NCSCS-M-4-1

Develop number sense for non-negative numbers from .01 to at least 100,000 a) Demonstrate multiple ways to represent numbers using models, words and symbolic representations b) Identify the place and the value of a given digit in order to determine the magnitude of the number c) Compare and order using notation for equality and inequality

NCTM-M-4-3-5.1

Understand numbers, ways of representing numbers, relationships among numbers, and number systems

HKSOL-M-4.1

Students will be expected to express numbers in their place value, compare large and small numbers, and round whole numbers.

Hostetler & Kelley, Standard Paper 17 BEN –M-4

…fractional and decimal concepts;

VASOL-M-4-4.2

The student will

NCSCS-M-4-2

a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures; b) represent equivalent fractions; and c) relate fractions to decimals, using concrete objects. Develop understanding of the meanings and uses of fractions a) Use models and benchmarks (0, ½ , 1, 1 ½ , 2 and so on) to compare and order fractions and decimals b) Model and describe common equivalents among: -halves, fourths, eighths, and mixed numbers -thirds, sixths, twelfths, and mixed numbers -fifths, tenths, hundredths, and mixed numbers c) Understand and use mixed numbers and their equivalent fraction forms

NCTM-M-4-3-5.1

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; use models, benchmarks, and equivalent forms to judge the size of fractions;

•

HKSOL-M-4.2

recognize and generate equivalent forms of commonly used fractions, decimals, and percents; Students will develop an understanding of fractional and decimal operations and the names of specific fractions and decimals.

BEN-M-4

…fractional and decimal concepts

VASOL-M-4.3

The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

Hostetler & Kelley, Standard Paper 18 NCSCS-M-4-2

d) Estimate e) Make connections between fractions and decimals

NCTM-M-4-3-5.1

Understand numbers, ways of representing numbers, relationships among numbers, and number systems: •

HKSOL-M-4.3

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; The students will be expected to develop an understanding of fractions, names and comparisons of like and unlike fractions.

BEN-M-4

Decimal concepts

VASOL-M-4-4.4

The student will a) read, write, represent, and identify decimals expressed through thousandths; b) round to the nearest whole number, tenth, and hundredth; and c) compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and calculators.

NCSCS-M-4-2

Develop understanding of the meanings and uses of fractions a) Use models and benchmarks (0, ½ , 1, 1 ½ , 2 and so on) to compare and order fractions and decimals b) Model and describe common equivalents among: -halves, fourths, eighths, and mixed numbers -thirds, sixths, twelfths, and mixed numbers -fifths, tenths, hundredths, and mixed numbers c) Understand and use mixed numbers and their equivalent fraction forms

NCTM-M-4-3-5.1

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

Hostetler & Kelley, Standard Paper 19 numbers; recognize and generate equivalent forms of commonly used fractions, decimals, and percents; HKSOL-M-4.4

The students will explore and develop an understanding of comparing decimals to fractions.

BEN-M-4

Use estimation

VASOL-M-4-4.5

The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.

NCSCS-M-4-3

d) Estimate

NCTM-M-4-3-5.3

Compute fluently and make reasonable estimates

HKSOL-M-4.5

Students will be able to estimate addition and subtraction problems and describe their way of estimating the problem.

BEN-M-4

N\A

VASOL-M-4-4.6

The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators.

NCSCS

N/A

NCTM-4-3-5.3

select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

HKSOL-M-4.6

The students will explore the methods of solving equations and develop the ability to choose appropriately between paper-pencil method and the calculator method.

BEN-M-4

Use estimation

VASOL-M-4-4.7

The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral),

Hostetler & Kelley, Standard Paper 20 estimation and calculators will be used.

NCSCS-M-4-3

Develop fluency and flexibility with multiplication and division involving a) tables 0-12 b) two-digit by one-digit multiplication (larger numbers with calculator) c) three-digit by one-digit division with and without remainders (larger numbers with calculator) d) Estimate

NCTM-M-4-3-5.2

Understand meanings of operations and how they relate to one another • • •

understand various meanings of multiplication and division; understand the effects of multiplying and dividing whole numbers; identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems;

•

HKSOL-M-4.7

understand and use properties of operations, such as the distributivity of multiplication over addition. The student will develop an understanding for multiplying and dividing multi-digit numbers.

BEN-M-4

Divide large numbers by two- and three- digit divisors

VASOL-M-4-4.8

4.8

NCSCS-M-4-3

Develop fluency and flexibility with multiplication and division involving:

The student will estimate and find the quotient of two whole numbers, given a one-digit divisor.

division with and without remainders (larger numbers with calculator) d) Estimate

NCTM-M-4-3-5.2

Understand meanings of operations and how they relate to one another

Hostetler & Kelley, Standard Paper 21

•

understand various meanings of multiplication and division;

•

understand the effects of multiplying and dividing whole numbers

HKSOL-M-4.8

The student will develop an understanding of division and the parts of division, quotient, dividend, and divisor.

BEN-M-4

Fractional concepts

VASOL-M-4-4.9

The student will a) add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil; b) add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil; and c) solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

NCSCS-M-4-4

Develop fluency with addition and subtraction of decimals and fractions with like denominators a) Develop and analyze strategies for adding and subtracting numbers b) Estimate sums and differences to judge the reasonableness of the solutions

NCTM-M-4-3-5.1

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; use models, benchmarks, and equivalent forms to judge the size of fractions;

recognize and generate equivalent forms of commonly used fractions, decimals, and percents; HKSOL-M-4-4.9

Students will develop the understanding of and the ability to add and subtract fractions with like and unlike denominators.

BEN-M-4

n/a

Hostetler & Kelley, Standard Paper 22

VASOL-M-4-4.10

4.10

The student will

a) estimate and measure weight/mass, using actual measuring devices, and describe the results in U.S. Customary/metric units as appropriate, including ounces, pounds, grams, and kilograms; b) identify equivalent measurements between units within the U.S. Customary system (ounces and pounds) and between units within the metric system (grams and kilograms); and c) estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds). NCSCS-M-4-11

Develop an understanding of and use the processes for measuring with metric units of measurement (linear, mass, weight, capacity, temperature) recognizing that a) the type of unit used to measure depends on the attribute being measured b)larger units can be subdivided into equivalent units (partitioning) c) two units can be compared in terms of a measurable quality using a third object (transitivity) d) the same unit can be repeated to determine the measure (iteration) e) the relationship between the size of the unit and the number of units needed (compensatory principle) 2. Develop and use personal benchmarks (referents) for metric measurements to estimate length, mass, capacity, time, and temperature 3. Select attributes and appropriate standard units and tools (metric) to estimate and measure length, mass, capacity, and temperature 4. Make simple unit conversions (metric/customary) within the same system

NCTM-M-4-3-5.1 NCTM-M-4-3-5.2 HKSOL-M-4-4.10

Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements

Students will develop an understanding of measuring mass/weight

Hostetler & Kelley, Standard Paper 23 while practicing along with the understanding of conversions.

BEN-M-4

n/a

VASOL-M-4-4.11

The student will a) estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters; b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters); and c) estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).

NCSCS-M-4-11

Develop an understanding of and use the processes for measuring with metric units of measurement (linear, mass, weight, capacity, temperature) recognizing that a) the type of unit used to measure depends on the attribute being measured b)larger units can be subdivided into equivalent units (partitioning) c) two units can be compared in terms of a measurable quality using a third object (transitivity) d) the same unit can be repeated to determine the measure (iteration) e) the relationship between the size of the unit and the number of units needed (compensatory principle) 2. Develop and use personal benchmarks (referents) for metric measurements to estimate length, mass, capacity, time, and temperature 3. Select attributes and appropriate standard units and tools (metric) to estimate and measure length, mass, capacity, and temperature 4. Make simple unit conversions (metric/customary) within the same system

Hostetler & Kelley, Standard Paper 24 NCTM-M-4-3-5.1

NCTM-M-4-3-5.2

Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements

HKSOL-M-4-4.11

Students will develop an understanding of measuring length/height while practicing along with the understanding of conversions.

BEN-M-4

n/a

VASOL-M-4-4.12

The student will a) estimate and measure liquid volume, using actual measuring devices and using metric and U.S. Customary units, including cups, pints, quarts, gallons, milliliters, and liters; b) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons) and between units within the metric system (milliliters and liters); and c) estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart).

NCSCS-M-4-11

Develop an understanding of and use the processes for measuring with metric units of measurement (linear, mass, weight, capacity, temperature) recognizing that a) the type of unit used to measure depends on the attribute being measured b)larger units can be subdivided into equivalent units (partitioning) c) two units can be compared in terms of a measurable quality using a third object (transitivity) d) the same unit can be repeated to determine the measure (iteration) e) the relationship between the size of the unit and the number of units needed (compensatory principle) 2. Develop and use personal benchmarks (referents) for metric measurements to estimate length, mass, capacity, time, and temperature 3. Select attributes and appropriate standard units and tools (metric) to estimate and measure length, mass, capacity, and temperature

Hostetler & Kelley, Standard Paper 25 4. Make simple unit conversions (metric/customary) within the same system NCTM-M-4-3-5.1

NCTM-M-4-3-5.2

Understand measurable attributes of objects and the units, systems, and processes of measurement

Apply appropriate techniques, tools, and formulas to determine measurements

HKSOL-M-4-4.12

The student will develop the knowledge and understanding of measuring volume along with using the appropriate units of measurement.

BEN-M-4

Use estimation; symmetry

VASOL-M-4-4.13

The student will a) identify and describe situations representing the use of perimeter and area; and b) use measuring devices to find perimeter in both standard and nonstandard units of measure

NCSCS-M-4-3

Develop an understanding of area and perimeter a) cover regions using a variety of objects b) create physical and pictorial models of area with and without grids c) estimate and measure area of rectangles d) estimate and measure perimeter two-dimensional shapes e) explore relationships between area and perimeter

NCTM-M-4-3-5.2 HKSOL-M-4.13

•

select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; The students will develop the understanding of the different measuring devices and the ability to choose appropriately when measuring perimeter and area.

BEN-M-4

Congruence, Parallel and perpendicular lines

VASOL-M-4-4.14

4.14

NCSCS-M-4

N/A

The student will investigate and describe the relationships between and among points, lines, line segments, and rays.

Hostetler & Kelley, Standard Paper 26 NCTM-M-4

N/A

HKSOL-M-4-4.14

The students will develop an understanding of the terms of points, lines, line segments, and rays and the ability to identify these terms when drawn.

BEN-M-4

Congruence, parallel, and perpendicular lines

VASOL-M-4-4.15

The student will a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler; and b) describe the path of shortest distance between two points on a flat surface.

NCSCS-M-4

N/A

NCTM-M-4

N/A

HKSOL-M-4-4.15

The students will develop the ability to draw the terms of points, lines, line segments, and rays along with being able to identify these terms.

BEN-M-4

Congruence, parallel, and perpendicular lines

VASOL-M-4-4.16

The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.

NCSCS-M-4

N/A

NCTM-M-4

N/A

HKSOL-M-4-4.16

The students will develop the ability to identify and illustrate lines of intersection, parallelism, and perpendicularity.

BEN-M-4

Congruence, advanced characteristics of polygons

VASOL-M-4-4.17

The student will a) analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and threedimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]); b) identify congruent and noncongruent shapes; and c) investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and

Hostetler & Kelley, Standard Paper 27 tracing. NCSCS-M-4-1

Identify and describe symmetry in two-dimensional shapes; create symmetrical shapes with line and/or rotational symmetry

NCSCS-M-4-2

Identify, predict, and describe the results of transformations of twodimensional shapes using reflections, translations, rotations

NCTM-M-4-3-5.3

Apply transformations and use symmetry to analyze mathematical situations

HKSOL-M-4-4.17

The student will develop an understanding of the symmetry of basic two dimensional shapes along with the understanding of translations.

BEN-M-4

Interpret line graphs

VASOL-M-4-4.18

The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane

NCSCS-M-4

N/A

NCTM-M-4-3-5.3

Use mathematical models to represent and understand quantitative relationships •

HKSOL-M-4-4.18

model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions. The student will develop the ability to draw and identify graphs and points on a graph.

BEN-M-4

n/a

VASOL-M-4-4.19

The student will

NCSCS-M-4-2

a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and b) determine the probability of a given simple event, using concrete materials. Understand situations involving simple probability: a) Determine probability of an event from a context that includes a visual representation b) List all possible outcomes (sample space) of a situation or an event

NCTM-M-4-3-5.3

Develop and evaluate inferences and predictions that are based on data

Hostetler & Kelley, Standard Paper 28 HKSOL-M-4-4.19

The student will explore and develop an understanding of the areas of probability and prediction.

BEN-M-4

Interpret line graphs; compute mean, median, mode, and where and when possible, organize and display graphs and data on computers

VASOL-M-4-4.20

The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.

NCSCS-M-4-1

Use the processes of statistical investigation: a) Pose questions and design investigations that involve comparing two sets of related data each represented on the same type of graph using the same scale b) Collect, organize, analyze and display data using various representations including line graphs c) Analyze data presented in graphs, including circle graphs. d) Compare two distributions of data, including their shapes, measures of center (mode, median) and variability (minimum and maximum values, unusual data points, and range)

NCTM-M-4-3-5.2

•

Select and use appropriate statistical methods to analyze data

HKSOL-M-4-4.20

The student will develop the ability to properly collect data and record onto a graph along with the ability to draw conclusions from the collected data.

BEN-M-4

Solve story problems…interpret line graphs, organize and display graphs and data

VASOL-M-4-4.21

The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.

NCSCS-M-4

N/A

NCTM-M-4-3-5.3

Use mathematical models to represent and understand quantitative relationships

Hostetler & Kelley, Standard Paper 29 model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions. HKSOL-M-4-4.21

The student will develop the understanding and ability to write numbers in their many forms, expanded, graphing, number line, words, and symbols.

BEN-M-4

n/a

VASOL-M-4-4.22

The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16].

NCSCS-M-4

N/A

NCTM-M-4-3-5.3

Use mathematical models to represent and understand quantitative relationships

HKSOL-M-4-4.22

The students will develop the ability to write numbers in their expanded form.

BEN-M-4

Acute, right and obtuse angles

VASOL-M-4

n/a

NCSCS-M-4

n/a

NCTM-M-4

n/a

HKSOL-M-4-4.23

The students will develop the ability to identify and measure acute, right and obtuse angles.

Hostetler & Kelley, Standard Paper 30

Science Science can be considered to be an important subject for children to learn in school. For children to survive there is an importance to know at least some level of science. The children deal with science every day. People live science. Science events take place when we are sleeping, eating, breathing, etc. While studying this important subject, the child can learn how to take care of him or herself, the aspects of the Earth and solar system, and weather along with many other aspects of life in general. BEN-S-4

n/a

VASOL-S-4-4.1

NCSCS-S-4

The student will plan and conduct investigations in which a) distinctions are made among observations, conclusions, inferences, and predictions; b) hypotheses are formulated based on cause-and-effect relationships; c) variables that must be held constant in an experimental situation are defined; d) appropriate instruments are selected to measure linear distance, volume, mass, and temperature; e) appropriate metric measures are used to collect, record, and report data; f) data are displayed using bar and basic line graphs; g) numerical data that are contradictory or unusual in experimental results are recognized; and h) predictions are made based on data from picture graphs, bar graphs, and basic line graphs. n/a

NCES-S-4-K-4.1

As a result of activities in grades K-4, all students should develop • •

Abilities necessary to do scientific inquiry Understanding about scientific inquiry

HKSOL-S-4-4.1

The students will develop an understanding and practice the procedures of an experiment, hypothesis, data collection, etc.

BEN-S-4

n/a

Hostetler & Kelley, Standard Paper 31

VASOL-S-4-4.2

NCSCS-S-4 NCES-S-4-K-4.2

The student will investigate and understand characteristics and interaction of moving objects. Key concepts include a) motion is described by an object’s direction and speed; b) forces cause changes in motion; c) friction is a force that opposes motion; and d) moving objects have kinetic energy. n/a As a result of the activities in grades K-4, all students should develop an understanding of

HKSOL-S-4-4.2

• Position and motion of objects The students will explore the many areas of motion, force, and energy in order to develop an understanding of this topic.

BEN-S-4

n/a

VASOL-S-4-4.3

The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits (open/closed, parallel/series); c) static electricity; d) the ability of electrical energy to be transformed into heat, light, and mechanical energy; e) simple electromagnets and magnetism; and f) historical contributions in understanding electricity. The learner will make observations and conduct

NCSCS-S-4-3

investigations to build an understanding of magnetism and electricity. Objectives 3.01 Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets. 3.02 Describe and demonstrate how magnetism can be used to generate electricity. 3.03 Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver.

Hostetler & Kelley, Standard Paper 32 3.04 Explain how magnetism is related to electricity. 3.05 Describe and explain the parts of a light bulb. 3.06 Describe and identify materials that are conductors and nonconductors of electricity. 3.07 Observe and investigate that parallel and series circuits have different characteristics. 3.08 Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. 3.09 Recognize lightning as an electrical discharge and show proper Safety behavior when lightning occurs. NCES-S-4-K-4.2 HKSOL-S-4-4.3

K-4.2As a result of the activities in grades K-4, all students should develop an understanding of: Light, heat, electricity, and magnetism The students will develop an understanding of the areas of electricity and magnetism

BEN-S-4

n/a

VASOL-S-4-4.4

The student will investigate and understand basic plant anatomy and life processes. Key concepts include a) the structures of typical plants (leaves, stems, roots, and flowers); b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed); c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and d) dormancy. n/a

NCSCS-S-4 NCES-S-4-K-4.4

As a result of their activities in grades K-4, all students should develop an understanding of •

HKSOL-S-4-4.4

Properties of earth materials

The students will explore the many areas of plants, parts, photosynthesis, and reproduction.

Hostetler & Kelley, Standard Paper 33

BEN-S-4

Additional topics from the life and physical sciences may include the life cycle and behavior of social insects; important bones and muscles of the human body;

VASOL-S-4-4.5

NCSCS-S-4-1

The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include a) behavioral and structural adaptations; b) organization of communities; c) flow of energy through food webs; d) habitats and niches; e) life cycles; and f) influence of human activity on ecosystems. The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation.

The learner will conduct investigations and use NCSCS-S-4-4

appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body.

NCES-S-4-K-4.3

As a result of activities in grades K-4, all students should develop understanding of • • •

The characteristics of organisms Life cycles of organisms Organisms and environments

K-4.6: As a result of activities in grades K-4, all students should develop understanding of

HKSOL-S-4-4.5

BEN-S-4

• Personal health The students will explore and develop an understanding of the life cycles and the characteristics of humans, animals, and plants

weather forecasting Through news reports and, where possible, their own observations and measurements, students monitor changes in local

Hostetler & Kelley, Standard Paper 34 rainfall, temperature, barometric pressure, sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction. VASOL-S-4-4.6

NCSCS-S-4 NCES-S-4-K-4.6

The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and b) weather phenomena (fronts, clouds, and storms). n/a As a result of activities in grades K-4, all students should develop understanding of

HKSOL-S-4-4.6

• Changes in environments The students will develop an understanding of the weather, predictions of weather, and the many other aspects of weater.

BEN-S-4

the atmosphere

VASOL-S-4-4.7

The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; and d) historical contributions in understanding the Earth-moon-sun system. n/a

NCSCS-S-4 NCES-S-4-K-4.4

As a result of their activities in grades K-4, all students should develop an understanding of •

NCES-S-4-K-4.6

As a result of activities in grades K-4, all students should develop understanding of •

HKSOL-S-4-4.7

Objects in the sky

Changes in environments

The students will explore the differences, similarities, and properties of the Earth and Moon.

Hostetler & Kelley, Standard Paper 35 BEN-S-4

Rock formations; glaciers; the process of erosion, the creation of fossil fuels; stages of the water cycle (rain, evaporation, and clouds)

VASOL-S-4-4.8

The student will investigate and understand important Virginia natural resources. Key concepts include a) watershed and water resources; b) animals and plants; c) minerals, rocks, ores, and energy sources; and d) forests, soil, and land. The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals.

NCSCS-S-4-2

Objectives 2.01 Describe and evaluate the properties of several minerals. 2.02 Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including: • Hardness. • Streak color. • Luster. • Magnetism. 2.03 Explain how rocks are composed of minerals. 2.04 Show that different rocks have different properties. 2.05 Discuss and communicate the uses of rocks and minerals. 2.06 Classify rocks and rock-forming minerals using student-made rules. 2.07 Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing geologic regions. NCES-S-4-K-4.5

As a result of activities in grades K-4, all students should develop •

NCES-S-K-4.5

Abilities to distinguish between natural objects and objects made by humans

As a result of activities in grades K-4, all students should develop understanding of

Hostetler & Kelley, Standard Paper 36

HKSOL-S-4-4.8

• Types of resources Students will explore the many natural resources of Virginia, properties of rocks, etc.

BEN-S-4

distinguishing features of comets, asteroids, and methods

VASOL-S-4

n/a

NCSCS-S-4

n/a

NCES-S-4-K-4.4

As a result of their activities in grades K-4, all students should develop an understanding of

HKSOL-S-4-4.9

• Objects in the sky Students will explore the characteristics of comets and asteroids.

BEN-S-4

heat as a form of energy; and the idea of heat transfer.

VASOL-S-4

n/a

NCSCS-S-4

n/a

NCES-S-4-K-4.2

As a result of the activities in grades K-4, all students should develop an understanding of •

HKSOL-S-4-4.10

Light, heat, electricity, and magnetism Students will investigate heat as energy and the transfer of heat.

Hostetler & Kelley, Standard Paper 37

Social Science Social Science is a very important subject to study in the elementary grades because it helps students to understand the importance of mutual participation in society. Through the study of Social Science students, who are naturally ego centric, understand that their actions not only affect themselves but, they affect others and possibly the world at large. In order to sustain the principles of our nation such as democracy, liberty, and freedom it is crucial that students fully understand the history and development of our nation and how America has become what it is today. BEN – SS – 4

Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific.

VASOL - SS – 4 - 4.1

The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships;

Hostetler & Kelley, Standard Paper 38 c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f)

sequence events in Virginia history;

g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i)

NCSCS - SS – 4 - 2.03

NCSCS - SS – 4 - 1.01

NCSS - SS – 4 - 4.1

HKSOL – SS – 4 – 4.1

analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Describe the similarities and differences among people of North Carolina, past and present. Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina.

Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

Students will conduct historical and geographical analysis with the use of artifacts, primary and secondary sources and maps.

Hostetler & Kelley, Standard Paper 39 BEN – SS – 4

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings

VASOL - SS – 4 - 4.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River); d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

NCSCS - SS – 4 - 2.01

Locate and describe American Indians in North Carolina, past and present.

NCSCS - SS – 4 - 1.02

Describe and compare physical and cultural characteristics of the regions.

NCSS - SS – 4 - 4.2

Understands the people, events, problems, and ideas that were significant in creating the history of their state

Hostetler & Kelley, Standard Paper 40 HKSOL – SS – 4 – 4.2

The student will demonstrate knowledge of the geography and early inhabitants of their home state with the use of various resources.

BEN – SS – 4

Students study the French, Dutch, Spanish, and English settlers; daily life in the colonies

VASOL - SS – 4 - 4.3

The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b) describing how geography influenced the decision to settle at Jamestown;

c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; d) identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America; e) identifying the importance of the arrival of Africans and women to the Jamestown settlement; f)

describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;

g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

Hostetler & Kelley, Standard Paper 41

NCSCS - SS – 4 - 1.04

Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present.

NCSCS - SS – 4 - 2.02

Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America..

NCSCS - SS – 4 - 3.02

Identify people, symbols, events, and documents associated with North Carolina's history.

NCSCS - SS – 4 - 3.03

Examine the Lost Colony and explain its importance in the settlement of North Carolina.

NCSCS - SS – 4 - 4.05

Identify and assess the role of prominent persons in North Carolina, past and present.

NCSS - SS – 4 - 4.3

Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols Students will study the daily lives of the first permanent English settlers in America as well as the first settlers and important people of their home state.

HKSOL – SS – 4 – 4.3

BEN – SS – 4

Students study the sectional differences preceding the Civil War.

VASOL - SS – 4 - 4.4

The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery; b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England; c) explaining how geography

Hostetler & Kelley, Standard Paper 42 influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond; d) describing how money, barter, and credit were used. NCSCS - SS – 4 - 2.04

Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

NCSCS - SS – 4 - 1.05

Assess human movement as it relates to the physical environment.

NCSCS - SS - 4 - 3.04

NCSS - SS – 4 - 4.3

HKSOL – SS – 4 – 4.4

Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today. Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage Students will examine the various contributions to developing our national heritage such as the influence of agriculture, slavery, different immigrant groups, geography, and systems of trade.

BEN – SS – 4

Students study the American Revolution.

VASOL - SS – 4 - 4.5

The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence; b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry; c) identifying the importance of the American victory at

Hostetler & Kelley, Standard Paper 43 Yorktown. NCSCS - SS – 4 - 4.04

NCSCS - SS – 4 - 4.05 NCSS - SS – 4 - 4.2

HKSOL – SS – 4 – 4.5

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. Identify and assess the role of prominent persons in North Carolina, past and present. Understands the people, events, problems, and ideas that were significant in creating the history of their state Students will examine the causes leading to the American Revolution and the role that their state played. Students will identify founding fathers from their state and the role they played in the American Revolution as well as important battles.

BEN – SS – 4

Students study the Constitutional Convention and westward expansion.

VASOL - SS – 4 - 4.6

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;

b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom; c) explaining the influence of geography on the migration of Virginians into western territories.

Hostetler & Kelley, Standard Paper 44 NCSCS - SS – 4 - 2.04

Assess political events, issues, and personalities that contributed to sectionalism and nationalism.

NCSS - SS – 4 - 4.3

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago Students will study the important issues that caused a huge push in westward expansion in America.

HKSOL – SS – 4 – 4.6

BEN – SS – 4

Students study the Louisiana Purchase and constitutional issues surrounding slavery.

VASOL - SS – 4 - 4.7

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

NCSCS - SS – 4 - 3.02 NCSCS – SS- 4 - 3.03

Analyze and assess the causes of the Civil War. Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.

NCSS - SS – 4 - 4.2

What are the Basic Values and Principles of American Democracy?

HKSOL – SS – 4 – 4.7

Students will examine the factors that pushed America into a Civil War. Students will also examine important military battles in the Civil War.

BEN – SS – 4

Students study the growth of canals and railroads; and sectional differences

Hostetler & Kelley, Standard Paper 45 preceding the Civil War. VASOL - SS – 4 - 4.8

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia; c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

NCSCS - SS – 4 - 6.08

Cite examples of interdependence in North Carolina's economy and evaluate the significance of economic relationships with other states and nations.

NCSCS – SS – 4 - 7.01

Cite examples from North Carolina's history of the impact of technology.

NCSCS - SS – 4 - 7.03 NCSS - SS – 4 - 4.4

HKSOL – SS – 4 – 4.8

Explain how technology changed and influenced the movement of people, goods, and ideas over time. Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them Students will examine the influence of industrialization during the reconstruction period following the Civil War and the effect that it had on life in the states.

BEN – SS – 4

Where possible, local and state developments are highlighted.

VASOL - SS – 4 - 4.9

The student will demonstrate knowledge of twentieth century Virginia by a) describing the economic and

Hostetler & Kelley, Standard Paper 46 social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries; b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; c) identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

NCSCS - SS – 4 - 3.01

Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social. Explain the relationship between unlimited wants and limited resources.

NCSCS – SS- 4 - 6.01

NCSCS - SS – 4 - 7.03

NCSCS - SS – 4 - 3.05

Explain how technology changed and influenced the movement of people, goods, and ideas over time. Describe the political and social history of colonial North Carolina and analyze its influence on the state today. Identify and assess the role of prominent persons in North Carolina, past and present.

NCSCS - SS – 4 - 4.05 NCSS - SS – 4 - 4.15

Investment in factories, machinery, new technology, and in the health, education, and training of people can raise future standards of living.

HKSOL – SS – 4 – 4.9

Students will examine changes in

Hostetler & Kelley, Standard Paper 47 America during the 20th century by; •

Describing the transitional process from an agricultural society to a more industrial society

•

Identifying events in their home state and in the nation that lead to desegregation.

•

Explaining the influence of historical figures in the 20th century.

BEN – SS – 4

Civics covers the functions of the three branches of government, the two-party system, and constitutional issues surrounding slavery.

VASOL - SS – 4 - 4.10

The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each; b) describing the major products and industries of Virginia’s five geographic regions; c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

NCSCS - SS – 4 - 5.04

Identify technological advances, and evaluate their influence on the quality of life in North Carolina.

NCSCS - SS – 4 - 5.01

Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state.

NCSS - SS – 4 - 4.3

How Does the Government Established by

Hostetler & Kelley, Standard Paper 48

HKSOL – SS – 4 – 4.10

the Constitution Embody the Purposes, Values, and Principles of American Democracy? Students will demonstrate their knowledge of civics by examining the functions of the three branches of government, geography, and economics in the United States.

Throughout this paper, the importance of each core curricula areas, English, Math, Science, and Social Science, has been expressed. In order for the teacher to have a better chance that none of the students get ‘left behind’ is to have a complete understanding of the standards that are provided and to follow the standards. Every aspect covered in the standards is present in everyday living. These standards are in place to help the students to learn what is needed for them to survive in the world.

Hostetler & Kelley, Standard Paper 49

References

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