2020-2021 3-5 Parents' Guide to Curriculum

2020-2021 SEVIER COUNTY SCHOOL SYSTEM

CURRICULUM STANDARDS

Dr. Jack A. Parton, Superintendent

Reading

English/

Language Arts

Mathematics

Science

Social Studies

GRADES 3-5

- 2 -

Prepared August 2020 Sevier County Schools

226 Cedar Street Sevierville, Tennessee 37862

Phone: (865) 453-4671 www.sevier.org

http://www.sevier.org/

- 3 -

Dear Parent or Guardian,

Welcome to a new school year! The Sevier County Board of Education is pleased to offer you a Parents’ Guidebook to allow you the opportunity to be an active participant in your child’s education. By naming and describing specific goals for each grade level, it is our hope that this curriculum guidebook will allow you to reinforce what your child’s teacher does within the classroom. The standards listed are consistent with Tennessee’s initiative to redefine the K-12 school experience through the adoption of the TN State Standards. Building on the foundation of Tennessee’s Diploma Project, the TN State Standards focus on core conceptual understandings and are the next step in providing our students with a high-quality education. The standards are directly related to skills that will be tested for your child’s grade level during the spring assessment.

Studies have shown that partnerships between schools, families, and

communities increase the opportunities for children to be successful in school and later in life. The Sevier County School System recognizes that you are the most influential contributor to your child’s education and development. It is our hope that you will be an active partner with your child and your child’s teacher to ensure that he/she receives the best education possible.

We anticipate that you will find this guidebook useful. If you have any

questions concerning the curriculum standards outlined in the Parents’ Guidebook, please contact your child’s teacher.

The Sevier County School System Jack A. Parton, Ed.D. Superintendent

- 4 -

Table of Contents 3rd grade Reading and Language Arts ..................................... 7

Foundational Literacy Standards .......................................... 7

Reading Standards .................................................................. 9

Speaking and Listening Standards.................................... 11

Writing Standards ................................................................. 11

3rd grade Mathematics .............................................................. 13

Operations & Algebraic Thinking ..................................... 13

Number and Operations in Base Ten...... Error! Bookmark

not defined.

Number and Operations-Fractions .................................... 16

Measurement and Data ........................................................ 18

Geometry ................................................................................ 20

3rd grade Science ........................................................................ 22

Physical Science .................................................................... 22

Life Science ............................................................................ 22

Earth and Space Sciences ..................................................... 23

Engineering, Technology, and Applications of Science 23

3rd grade Social Studies ............................................................ 24

Social Studies, Part 1 Geography and Economics .......... 24

Social Studies, Part 2: Early American and Tennessee History ..................................................................................... 26

4th grade Reading and Language Arts .................................. 28

Foundational Literacy Standards ....................................... 28

Reading Standards ................................................................ 30

4th grade Mathematics ............................................................. 32

Operations and Algebraic Thinking ................................. 32

- 5 -

Number and Operations in Base Ten................................ 34



Geometry ................................................................................ 40

4th grade Science ....................................................................... 41


Life Science ............................................................................ 41



4th grade Social Studies ........................................................... 44

The History of the United States: Colonization to Reconstruction ....................................................................... 44

5th grade Reading and Language Arts .................................. 50

Foundational Literacy Standards ....................................... 50

Reading Standards ................................................................ 51

Speaking and Listening Standards.................................... 53

Writing Standards ................................................................. 54

5th grade Mathematics ............................................................. 56

Operations and Algebraic Thinking ................................. 56

Number and Operations in Base Ten................................ 57



Geometry ................................................................................ 66

5th grade Science ....................................................................... 67


Life Science ............................................................................ 67



- 6 -

5th grade Social Studies ........................................................... 70

Social Studies Part 1: The History of the United States: Industrialization to the Civil Rights Movement ............ 70

Social Studies Part 2: Tennessee History ......................... 72

Community Resource Guide .................................................. 76

BP505 PARENTAL INVOLVEMENT ................................... 77

Additional Expectation for Title I Schools: ......................... 79

- 7 -

What Your Child Should Know by the end of… 3rd grade Reading and Language Arts

Foundational Literacy Standards Phonics and Word Recognition

_____Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

_____Identify and define the meaning of the most common prefixes and derivational suffixes.

_____Decode words with common Latin suffixes, such as -ly, -less, and -ful.

_____Decode multi-syllable words.

_____Read grade-appropriate irregularly spelled words.

Word Composition

_____Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

_____Use spelling patterns and generalizations in writing one-, two-, and three-syllable words.

_____Use conventional spelling for high frequency words, including irregular words.

_____Consult reference materials, including a dictionary and thesaurus, as needed to check and correct spellings.

_____Write legibly in manuscript; write all lower and uppercase cursive letters.

Fluency

_____Read with sufficient accuracy and fluency to support comprehension.

_____Read grade-level text with purpose and understanding.

_____Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

_____Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.

Sentence Composition

_____Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.

_____Explain the function of nouns, pronouns, verbs, adjectives, and adverbs as used in general and in particular sentences.

- 8 -

_____Form and use regular and irregular plural nouns.

_____Use abstract nouns.

_____Form and use regular and irregular verbs.

_____Form and use simple verb tenses.

_____Ensure subject-verb and pronoun-antecedent agreement.

_____Form and use comparative and superlative adjectives and adverbs correctly.

_____Use coordinating and subordinating conjunctions.

_____Produce simple, compound, and complex sentences.

_____Capitalize appropriate words in titles.

_____Use commas in addresses.

_____Use commas and quotation marks in dialogue.

_____Form and use possessives.

_____Write a cohesive paragraph with a main idea and detailed structure.

Vocabulary Acquisition

_____Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

_____Use sentence-level context as a clue to the meaning of a word or phrase.

_____Determine the meaning of the new word formed when a known affix is added to a known word.

_____Use a known root word as a clue to the meaning of an unknown word with the same root.

_____Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

_____Demonstrate understanding of word relationships and nuances in word meanings.

_____Distinguish the literal and nonliteral meanings of words and phrases in context.

_____Identify real-life connections between words and their use.

_____Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

- 9 -

_____Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and time relationships.

Reading Standards Key Ideas and Details

Literature Informational Text

-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

-Determine the main idea of a text; recount the key details and explain how they support the main idea.

-Describe characters in a story and explain how their actions contribute to the sequence of events.

-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure


-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (e.g., feeling blue versus the color blue).

-Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area.

-Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections

-Use text features to locate information relevant to a given topic efficiently.

- 10 -


-Distinguish reader perspective from that of the narrator or the perspectives of the characters and identify the point of view of a text.

-Distinguish reader point of view from that of an author of a text.

Integration of Knowledge and Ideas


-Explain how illustrations in a text contribute to what is conveyed by the words.

-Use information gained from illustrations and the words in a text to demonstrate understanding of a text.

-Not applicable to literature -Explain how reasons support specific points an author makes in a text.

-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

-Compare and contrast the most important points and key details presented in two texts on the same topic.

Range of Reading and Level of Text Complexity


-Read and comprehend stories and poems at the high end of the grades 2-3 text complexity band independently and proficiently.

-Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.

- 11 -

Speaking and Listening Standards Comprehension and Collaboration

_____Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

_____Determine the main ideas and supporting details of a text presented in diverse media such as visual, quantitative, and oral formats.

_____Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

_____Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

_____Add audio or visual elements when appropriate to emphasize or enhance certain facts or details.

_____Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Writing Standards Text Types and Protocol

_____Write opinion pieces on topics or texts, supporting a point of view with reasons. _____Introduce a topic or text. _____Develop an opinion with reasons that support the opinion. _____Create an organizational structure that lists supporting

reasons. _____Provide a concluding statement or section. _____Use linking words and phrases to connect opinion and

reasons. _____Apply language standards addressed in the Foundational

Literacy standards. _____Write informative/explanatory texts to examine a topic and convey

ideas and information. _____Introduce a topic. _____Group related information together, including illustrations

when needed to provide clarity to the reader. _____Develop the topic with facts, definitions, and details. _____Provide a conclusion. _____Use linking words and phrases to connect ideas within

categories of information. _____Use precise language to inform about or explain the topic.

- 12 -

_____Apply language standards addressed in the Foundational Literacy standards.

_____Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. _____Establish a situation by using a narrator, including

characters, and organizing an event sequence that unfolds naturally.

_____Use dialogue and/or descriptions of actions, thoughts, and feelings to develop experiences and events, or to show the response of characters to situations.

_____Use temporal words and phrases to signal event order. _____Provide a sense of closure. _____Apply language standards addressed in the Foundational

Literacy standards. Production and Distribution of Writing

_____With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

_____With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)

_____With guidance and support from adults, use technology to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technological skills to type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge _____Conduct short research projects that build general knowledge

about a topic. _____Recall information from experiences or gather information from

print and digital sources, with support; take brief notes on sources and sort evidence into provided categories.

_____Include evidence from literary or informational texts, applying grade 3 standards for reading.

Range of Writing

_____Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

- 13 -

What Your Child Should Know by the end of… 3rd grade Mathematics

Operations & Algebraic Thinking Cluster Headings Content Standards

A. Represent and solve problems involving multiplication and division.

-Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

-Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups).

-Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?)

-Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =?

- 14 -

- 15 -

Cluster Headings Content Standards

B. Understand properties of multiplication and the relationship between multiplication and division.

-Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition).

-Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

C. Multiply and divide within 100.

-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

- 16 -

D. Solve problems involving the four operations and identify and explain patterns in arithmetic.

-Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

-Identify arithmetic patterns (including patterns in the addition and multiplication tables) and explain them using properties of operations. For example, analyze patterns in the multiplication table and observe that 4 times a number is always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative property of multiplication)

Number and Operations-Fractions Cluster Headings Content Standards

A. Develop understanding of fractions as numbers.

-Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction a/b as the quantity formed by a parts of size 1/b. For example, ¾ represents a quantity formed by 3 parts of size ¼ .


-Understand a fraction as a number on the number line. Represent fractions on a number line.

-Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each

- 17 -


part has size 1/b and that the endpoint locates the number 1/b on the number line. For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of ¼ and the first part has an endpoint at ¼ on the number line.

-Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. For example, 5/3 is the distance from 0 when there are 5 iterations of 1/3.


-Explain equivalence of fractions and compare fractions by reasoning about their size.

-Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.

-Recognize and generate simple equivalent fractions (e.g., ½ =2/4, 4/6= 2/3) and explain why the fractions are equivalent using a visual fraction model.

-Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 =3/1 recognize that 6/1= 6; locate 4/4 and 1 at the same point on a number line diagram.

-Compare two fractions with the same numerator or the same denominator by reasoning about

- 18 -


their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Measurement and Data Cluster Headings Content Standards

A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

-Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch.

-Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram.

B. Represent and interpret data. -Draw a scaled pictograph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by

- 19 -

Cluster Headings Content Standards making a line plot, where the horizontal scale is marked off in appropriate units: whole numbers, halves, or quarters.

C. Geometric measurement: understand and apply concepts of area and relate area to multiplication and to addition.

-Recognize that plane figures have an area and understand concepts of area measurement.

-Understand that a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area.

-Understand that a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.


-Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).


-Relate area of rectangles to the operations of multiplication and addition.

-Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.

-Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real-world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning.

-Use tiling to show in a concrete case that the area of a rectangle with whole-number

- 20 -

Cluster Headings Content Standards side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. For example, in a rectangle with dimensions 4 by 6, students

can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6. (

-Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

-Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Geometry Cluster Headings Content Standards

A. Reason about shapes and their attributes.

-Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.

- 21 -

Cluster Headings Content Standards -Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape. -Determine if a figure is a polygon.

- 22 -

What Your Child Should Know by the end of… 3rd grade Science

Physical Science Matter and Its Interactions

_____Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

_____Differentiate between changes caused by heating or cooling that can be reversed and that cannot.

_____Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

Motion and Stability: Forces and Interactions

_____Explain the cause and effect relationship of magnets. _____Solve a problem by applying the use of the interactions between

two magnets. Energy

_____Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

_____Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.

_____Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Life Science From Molecules to Organisms: Structures and Processes

_____Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Ecosystems: Interactions, Energy, and Dynamics

_____Construct an argument to explain why some animals benefit from forming groups.

Biological Change: Unity and Diversity

_____Explain the cause and effect relationship between a naturally changing environment and an organism's ability to survive.

_____Infer that plant and animal adaptations help them survive in land and aquatic biomes.

_____Explain how changes to an environment's biodiversity influence human resources

- 23 -

Earth and Space Sciences Earth’s Place in the Universe

_____Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.

Earth’s Systems

_____Explain the cycle of water on Earth.

_____Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions.

_____Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate.

_____Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world.

Earth and Human Activity

_____Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

_____Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.

Engineering, Technology, and Applications of Science Engineering Design

_____Design a solution to a real-world problem that includes specified criteria for constraints.

_____Apply evidence or research to support a design solution.

Links Among Engineering, Technology, Science, and Society

_____Identify and demonstrate how technology can be used for different purposes.

- 24 -

What Your Child Should Know by the end of… 3rd grade Social Studies

Social Studies, Part 1 Geography and Economics Geography: Maps and Globes

Overview: Students will develop an understanding of map reading, including learning geographic terms that illustrate physical and political features on maps and globes. _____ Analyze maps and globes using common terms, including:

_____Country _____Equator _____Hemisphere _____Latitude _____Longitude

_____North Pole _____Prime meridian _____Region _____South Pole _____Time Zones

_____Use cardinal directions, intermediate directions, map scales, legends, and grids to locate major cities in Tennessee and the U.S.

_____Examine major physical features on globes and maps, including: _____Basin _____Bay _____Canal _____Canyon _____Delta _____Desert _____Gulf _____Island _____Isthmus _____Mountain

_____Ocean _____Peninsula _____Plain _____Plateau _____River _____Sea _____Strait _____Stream _____Valley

_____Examine major political features on globes and maps, including: boundaries, cities, highways, railroads, and roads.

_____Use different types of maps (e.g., political, physical, population, resource, and climate), graphs, and charts to interpret geographic information.

World Geography

Overview: Students will utilize their geographic content knowledge to study physical and political world geography.

_____ Identify and locate the major continents and oceans using maps and globes:

_____Africa

_____Antarctica

_____Asia

_____Australia

_____Europe

_____North America

_____South America

_____Arctic Ocean

- 25 -

_____Atlantic Ocean

_____Indian Ocean

_____Pacific Ocean

_____Southern Ocean

_____Identify and locate major countries, including:

_____Brazil

_____China

_____Egypt

_____France

_____Great Britain

_____India

_____Italy

_____Japan

_____Russia

_____Spain

_____Identify major physical features of the world, including:

_____Rivers- Amazon, Nile

_____Mountains and Ranges- Alps, Andes, Himalayas

_____Deserts- Gobi, Sahara

_____Bodies of Water- Mediterranean Sea, Straits of Magellan

_____Landforms- Great Barrier Reef, Niagara Falls

United States and Tennessee Geography

Overview: Students will utilize their geographic content knowledge to study physical and political geography of the United States and Tennessee.

_____ Identify and locate the fifty states of the U.S.

_____Identify and locate major cities in the U.S., including:

_____Chicago

_____Los Angeles

_____Miami

_____New York City

_____Seattle

_____Washington, D.C.

_____Identify major physical features of the U.S., including:

_____Rivers- Colorado, Mississippi, Ohio, Rio Grande

_____Mountains- Alaska Range, Appalachian, Rockies

_____Bodies of Water- Great Lakes, Gulf of Mexico

_____Desert- Great Basin

_____Landforms- Grand Canyon, Great Plains

_____Locate the following cities and physical features in Tennessee:

_____Cities- Chattanooga, Knoxville, Memphis, Nashville

_____Rivers- Cumberland, Mississippi, Tennessee

_____Mountain Range- Great Smoky Mountains

_____Explain how geographic challenges are met with:

_____Bridges

_____Canals

_____Dams

_____Freshwater supply

_____Irrigation Systems

_____Landfills

_____Tunnels

- 26 -

Economics

Overview: Students will learn about natural resources, goods, and services in relation to Tennessee’s economy.

_____ Compare natural resources within the three grand divisions of Tennessee, and trace the development of a product from natural resource to a finished product.

_____Interpret a chart, graph, or resource map of major imports and exports in Tennessee.

_____Describe how scarcity, supply, and demand affect the prices of products.

_____Compare and contrast how goods and services are exchanged on local and regional levels.

_____Analyze how people interact with their environment to satisfy basic needs and wants, including: housing, industry, transportation, and communication.

Social Studies, Part 2: Early American and Tennessee History

Indigenous Peoples through European Exploration (prior to 1585)

Overview: Students will describe the legacy and cultures of major indigenous settlements of Tennessee, the routes of early explorers, and the impact of exploration on the Americas.

_____ Compare and contrast the geographic locations and customs (i.e., housing and clothing) of the Northeast, Southeast, and Plains North American Indians.

_____Describe the conflicts between American Indian nations, including the competing claims for the control of land.

_____Identify the routes and contributions of early explorers of the Americas, including: Christopher Columbus, Hernando de Soto, Ferdinand Magellan, and Amerigo Vespucci.

_____Examine how American Indian cultures changed as a result of contact with European cultures, including: decreased population, spread of disease (smallpox), increased conflict, loss of territory, and increase in trade.

Early North American Settlements (1585-1600s)

Overview: Students will describe early North American and Tennessee settlements and examine the founding of the Thirteen Colonies, their regional geographic features, and the cooperation that existed between American Indians and colonists.

_____ Describe the failure of the lost colony of Roanoke and the theories associated with it.

- 27 -

_____Explain the significance of the settlement of Jamestown and the role it played in the founding of the U.S.

_____Explain the significance of the settlements of Massachusetts Bay and Plymouth and the role they played in the settling of our country.

_____Examine how the regional (i.e., New England, Middle, and Southern) geographic features of the Thirteen Colonies influenced their development.

_____Identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.

_____Identify representative assemblies and town meetings as early democratic practices during the colonial period.

_____Explain the cooperation that existed between colonists and American Indians during the 1600s and 1700s, including: fur trade, military alliances, treaties, and cultural exchanges.

_____Examine how long hunters (e.g., Daniel Boone and William Bean) created interest in land west of the Appalachian Mountains.

_____Describe life on the Tennessee frontier and reasons why settlers moved west.

- 28 -

What Your Child Should Know by the end of… 4th grade Reading and Language Arts


_____Know and apply grade-level phonics and word analysis skills

when decoding isolated words and in connected text. _____Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Word Composition

_____Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. _____Spell grade-appropriate words correctly consulting

references as needed. _____Write legibly in manuscript and cursive.

Fluency

_____Read with sufficient accuracy and fluency to support comprehension. _____Read grade-level text with purpose and understanding.



Sentence Composition _____Demonstrate command of the conventions of standard English

grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. _____Use relative pronouns and relative adverbs. _____Form and use progressive verb tenses. _____Use auxiliary verbs such as can, may, and must to clarify

meaning. _____Form and use prepositional phrases. _____Produce complete sentences; recognize and correct

inappropriate fragments and run-ons. _____Use correct capitalization. _____Use commas and quotation marks to mark direct speech and

quotations from a text. _____Use a comma before a coordinating conjunction in a

compound sentence. _____Write several cohesive paragraphs on a topic.

- 29 -



_____Use context as a clue to the meaning of a word or phrase.

_____Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

_____Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

_____Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

_____Explain the meaning of simple similes and metaphors in context.

_____Recognize and explain the meaning of common idioms and proverbs.

_____Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings

_____Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

- 30 -



-Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

-Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.

-Determine a theme of a story, drama, or poem from details in the text; summarize the text.

-Determine the main idea of a text and explain how it is supported by key details; summarize a text.

-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions.

-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text.

Craft and Structure


-Determine the meaning of words and phrases as they are used in a text, including those that refer to significant characters and situations found in literature and history.

-Determine the meaning of words and phrases as they are used in a text relevant to a grade 4 topic or subject area, including figurative, connotative, and technical meanings.

-Explain major differences between poems, drama, and stories, and refer to the structural elements when writing or speaking about a text.

-Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.

-Compare and contrast the point of view from which different stories are narrated.

-Compare and contrast two accounts of the same event or topic; describe the differences

- 31 -

Literature Informational Text in focus and the information provided.

Integration of Knowledge and Ideas Literature Informational Text

-Make connections between the print version of a story or drama and a visual or oral presentation of the same text.

-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

-Not applicable to Literature -Explain how an author uses reasons and evidence to support particular points in a text.

-Compare and contrast the treatment of similar themes, topics, and patterns of events in stories from different cultures.

-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



-Read and comprehend stories and poems throughout the grades 4-5 text complexity band proficiently, with scaffolding at the high end as needed.

-Read and comprehend stories and informational texts throughout the grades 4-5 text complexity band proficiently, with scaffolding at the high end as needed.

- 32 -

What Your Child Should Know by the end of…

4th grade Mathematics

Operations and Algebraic Thinking Cluster Headings Content Standards

A. Use the four operations

with whole numbers to solve

problems.

-Interpret a multiplication equation as a

comparison (e.g., interpret 35 = 5 x 7 as a

statement that 35 is 5 times as many as 7

and 7 times as many as 5).

Represent verbal statements of multiplicative

comparisons as multiplication equations.

-Multiply or divide to solve contextual

problems involving multiplicative

comparison, and distinguish multiplicative

comparison from additive comparison. For

example, school A has 300 students and

school B has 600 students: to say that school

B has two times as many students is an

example of multiplicative comparison; to

say that school B has 300 more students is

an example of additive comparison.

-Solve multi-step contextual problems

posed with whole numbers and having

whole-number answers using the four

operations, including problems in which

remainders must be interpreted. Represent

these problems using equations with a letter

standing for the unknown quantity. Assess

the reasonableness of answers using mental

computation and estimation strategies

including rounding.

B. Gain familiarity with

factors and multiples.

-Find all factor pairs for a whole number in

the range 1–100. Recognize that a whole

number is a multiple of each of its factors.

Determine whether a given whole number

in the range 1–100 is a multiple of a given

one-digit number. Determine whether a

given whole number in the range 1–100 is

prime or composite.

- 33 -


C. Generate and analyze

patterns.

-Generate a number or shape pattern that

follows a given rule. Identify apparent

features of the pattern that were not explicit

in the rule itself. For example, given the rule

"Add 3" and the starting number 1, generate

terms in the resulting sequence and observe

that the terms appear to alternate between

odd and even numbers. Explain informally

why the numbers will continue to alternate

in this way.

- 34 -

Number and Operations in Base Ten Cluster Headings Content Standards

A. Generalize place value understanding for multi-digit whole numbers.

-Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700.

-Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi-digit numbers based on meanings of the digits in each place and use the symbols >,

=, and < to show the relationship.

-Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.

B. Use place value understanding and properties of operations to perform multi-digit arithmetic.

-Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

-Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

-Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

- 35 -

- 36 -

Number and Operations-Fractions


A. Extend understanding of fraction equivalence and comparison.

4.NF.A.1 Explain why a fraction a/b is equivalent to

a fraction 𝑎 𝑥 𝑛

𝑏 𝑥 𝑛 or

𝑎 ÷𝑛

𝑏 ÷𝑛 by using visual fraction

models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For

example, 3

4=

3 𝑥 2

4 𝑥 2 =

6

8.

-Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a

benchmark fraction such as 1

2. Recognize

that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

B. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand a fraction 𝑎

𝑏 with a > 1 as a sum

of fractions 1

𝑏. For example,

4

5 =

1

5 +

1

5 +

1

5 +

1

5.

-Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

-Decompose a fraction into a sum of fractions with the same denominator in

more than one way (e.g., 3

8 =

1

8 +

1

8+

1

8;

3

8=

1

8+

2

8; 2

1

8= 1 + 1 +

1

8=

8

8+

8

8+

1

8 ),

recording each decomposition by an equation. Justify decompositions by using a visual fraction model.

-Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.

-Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

- 37 -

B. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

-Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.

-Understand a fraction 𝑎

𝑏 as a multiple of

1

𝑏. For example, use a visual fraction model

to represent 5

4 as the product 5 ×

1

4,

recording the conclusion by the equation 5

4= 5 ×

1

4 .

-Understand a multiple of 𝑎

𝑏 as a multiple

of 1

𝑏 and use this understanding to multiply

a whole number by a fraction. For example, use a visual fraction model to

express 3 × 2

5 as 6 ×

1

5, recognizing this

product as 6

5.

(In general, 𝑛 × 𝑎

𝑏=

(𝑛 ×𝑎)

𝑏= (𝑛 × 𝑎) ×

1

𝑏.)

-Solve contextual problems involving multiplication of a whole number by a fraction (e.g., by using visual fraction models and equations to represent the problem). For example, if each person at a

party will eat 3

8 of a pound of roast beef,

and there will be 4 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

- 38 -

C. Understand decimal notation for fractions and compare decimal fractions.

-Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10

and 100. For example, express, 3

10 as

30

100 and

add 3

10+

4

100=

34

100 .

-Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.

- Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Measurement and Data Cluster Headings Content Standards

A. Estimate and solve problems involving measurement.

-Measure and estimate to determine relative sizes of measurement units within a single system of measurement involving length, liquid volume, and mass/weight of objects using customary and metric units.

-Solve one- or two-step real-world problems involving whole number measurements with all four operations within a single system of measurement including problems involving simple fractions.

-Know and apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area

- 39 -


formula as a multiplication equation with an unknown factor.

B. Represent and interpret data.

-Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

C. Geometric measurement: understand concepts of angle and measure angles.

-Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

-Understand that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle.

-Understand that an angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees and represents a fractional portion of the circle.

- 40 -



-Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.


-Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure).

Geometry


A. Draw and identify lines

and angles and classify shapes

by properties of their lines and

angles.

-Draw points, lines, line

segments, rays, angles (right,

acute, obtuse, straight, reflex),

and perpendicular and parallel

lines. Identify these in two-

dimensional figures.

-Classify two-dimensional

figures based on the presence

or absence of parallel or

perpendicular lines or the

presence or absence of angles

of a specified size. Recognize

right triangles as a category

and identify right triangles.

-Recognize and draw lines of

symmetry for two-dimensional

figures.

- 41 -

What Your Child Should Know by the end of… 4th grade Science

Physical Science Energy

_____Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.

_____Observe and explain the relationship between potential energy and kinetic energy.

_____Describe how stored energy can be converted into another form for practical use.

Waves and their Application in Technologies for Information Transfer

_____Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.

_____Describe how the colors of available light sources and the bending of light waves determine what we see.

_____Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses.

Life Science Ecosystems: Interactions, Energy, and Dynamics

_____Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

_____Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

_____Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

______Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.

_____Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.

- 42 -


_____Obtain information about what a fossil is and ways a fossil can provide information about the past.

Earth and Space Sciences

Earth’s Place in the Universe

_____Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

_____Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.

Earth’s Systems

_____Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

_____Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.

_____Provide examples to support the claim that organisms affect the physical characteristics of their regions.

_____Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

Earth and Human Activity

_____Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).

_____Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.


_____Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

- 43 -


_____Use appropriate tools and measurements to build a model.

_____Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

_____Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).

- 44 -

What Your Child Should Know by the end of… 4th grade Social Studies

The History of the United States: Colonization to Reconstruction

The War for Independence (1700-1780s)

Overview: Students will explain the causes, course, and key figures of the American Revolution. _____Identify and analyze the impact of conflicts between colonists and

American Indian nations brought on by the intrusions of colonization.

_____Describe the contributions of Benjamin Franklin during this era, including the development of the Albany Plan of Union and the “Join or Die” political cartoon.

_____Analyze the causes and consequences of the French and Indian War, and recognize Fort Loudoun’s role in it.

_____Evaluate how political, religious, and economic ideas and interests brought about the American Revolution, including:

_____Resistance to imperial policy (Proclamation of 1763) _____The Stamp Act, 1765 _____The Townshend Acts, 1767 _____Tea Act, 1773 _____”Taxation without Representation” _____Intolerable/Coercive Acts, 1774 _____The role of Patrick Henry _____Explain the different forms of protests colonists used to promote

change in British policies, including: the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

_____Determine the historical and present-day significance of the Declaration of Independence, including the roles of Thomas Jefferson and John Hancock. (T.C.A. § 49-6-1028)

_____Contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.

_____Determine the importance of the following groups to the American Revolution:

_____Loyalists (Tories) _____Minutemen _____Patriots _____Redcoats _____Sons of Liberty _____Examine major events and battles of the American Revolution,

including:

- 45 -

_____Midnight Ride of Paul Revere _____Battles of Lexington and Concord _____Battle of Bunker (Breed’s) Hill _____Battle of Saratoga _____Valley Forge _____Battle of Yorktown _____Evaluate the contributions made by women during the American

Revolution, including: _____Abigail Adams _____Mary Ludwig Hays (Molly Pitcher) _____Betsy Ross _____Phyllis Wheatley

Creating a New Government

Overview: Students will describe the people involved in writing, events leading up to, and the ideas embedded within the Constitution. _____Identify the weaknesses of the Articles of Confederation, including:

no power to tax, weak central government, and the impact of Shays’ Rebellion.

_____Identify the roles of James Madison and George Washington during the Constitutional Convention, and analyze the major issues debated, including:

_____Distribution of power between the states and federal government

_____Great Compromise _____Slavery and the Three-Fifths Compromise _____Describe the conflict between the Federalists and Anti-Federalists

over ratification of the Constitution, including the need for a Bill of Rights.

_____Describe the principles embedded in the Constitution, including: _____Purposes of government (listed in the Preamble) _____Separation of powers _____Branches of government _____Checks and balances _____Recognition and protection of individual rights (in the 1st

Amendment) Building the New Nation (1790-1830)

Overview: Students will explore the development of the federal government, the exploration of the West, the impact of expansion on American Indians, and the contributions of key people during this era. _____Examine the legacy and significance of the presidency of George

Washington, including: the creation of cabinet member positions, two-party split, and the push for a strong central government.

- 46 -

_____Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.

_____Identify major causes, events, and key people of the War of 1812, including:

_____Trade restrictions _____Impressment _____Battle of New Orleans _____Burning of Washington, D.C. _____Francis Scott Key _____Andrew Jackson _____Analyze the impact of Andrew Jackson’s presidency, including: the

Indian Removal Act, Trail of Tears, and preservation of the union. The Growth of the Republic (1800s-1850)

Overview: Students will explore the emergence of the U.S. industrial economy, the growth of slavery in the South, and westward expansion. _____Contrast regional differences in the early 19th century, including:

the emerging urbanization in the North, the expansion of the plantation system in the South, and the developing West.

_____Analyze the impact of the American Industrial Revolution, including the significance of:

_____Watermills (influence of geography) _____Robert Fulton (steamboats) _____Samuel Slater (factory system) _____Eli Whitney (cotton gin) _____Compare and contrast the characteristics of slave life in plantations,

cities, and other farms. _____Describe the experiences of settlers on the overland trails to the

West, including the purpose of the journeys and influence of geography.

_____Examine the impact of President James K. Polk’s view of Manifest Destiny on westward expansion.

_____Explain the significance of the California Gold Rush in westward expansion.

The United States Prior to the Civil War (1820s-1861)

Overview: Students will explore the events that led to the Civil War, focusing on the impact of slavery, the abolition movement, and the major differences of the states.

_____Analyze the sectional differences between the North and the Antebellum South, including:

- 48 -

_____Economic

_____Political

_____Population

_____Social

_____Transportation

_____Identify abolitionist leaders and their approaches to ending slavery, including:

_____Frederick Douglass

_____William Lloyd Garrison

_____Sojourner Truth

_____Harriet Tubman

_____Explain how slavery became a national issue during the mid-19th century, including the significance of:

_____Missouri Compromise

_____Compromise of 1850

_____Uncle Tom’s Cabin

_____Kansas-Nebraska Act

_____Dred Scott v. Sandford decision

_____John Brown’s Raid (on Harper’s Ferry)

_____Compare and contrast the various sectional stances on states’ rights and slavery represented by the presidential candidates in the election of 1860, including Abraham Lincoln and Stephen A. Douglas.

_____Evaluate the significance of the Battle of Fort Sumter and the impact it had on secession.

The Civil War and Reconstruction (1861-1870s)

Overview: Students will understand the causes and course of the Civil War and the successes and failures of Reconstruction. _____ Explain the efforts of both the Union and the Confederacy to

secure the border states for their causes. _____Explain how the Union’s Anaconda Plan used geographic features

to isolate and defeat regions of the south and the Confederacy as a whole.

_____Describe the roles of major leaders during the Civil War, including:

- 49 -

_____Jefferson Davis _____Ulysses S. Grant _____Robert E. Lee _____President Abraham Lincoln _____Evaluate the significant contributions made by women during the

Civil War, including Clara Barton and Dorothea Dix. _____Examine the significance and outcomes of key battles and events of

the Civil War, including: _____First Battle of Bull Run _____Battle of Shiloh _____Battle of Gettysburg _____Battle Antietam _____Explain the purpose of the Emancipation Proclamation, and

identify its impact on the country. _____Describe the significance of the Gettysburg Address. _____Describe the physical, social, political, and economic consequences

of the Civil War on the southern U.S after the surrender at Appomattox Court House.

_____Describe the impact President Abraham Lincoln’s assassination had on the nation.

_____Identify the 13th, 14th, and 15th Amendments as efforts to help former slaves begin a new life.

_____Compare and contrast the Reconstruction plans of President Abraham Lincoln, President Andrew Johnson, and Congress.

_____Examine the significance of the Compromise of 1877 on the U.S.


5th grade Reading and Language Arts


_____Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

_____Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Word Composition

_____Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

_____Spell grade-appropriate words correctly consulting references as needed.

_____Write legibly in manuscript and cursive.

Fluency

_____Read with sufficient accuracy and fluency to support comprehension.

_____Read grade-level text with purpose and understanding.



Sentence Composition

_____Demonstrate command of the conventions of standard English

grammar and usage when speaking and conventions of standard

English grammar and usage, including capitalization and

punctuation, when writing.

_____Explain the function of conjunctions, prepositions, and

interjections as used in general and in particular sentences.

_____Form and use the perfect verb tense.

_____Use verb tense to convey various times, sequences, states, and

conditions.

_____Recognize and correct inappropriate shifts in verb tense.

_____Use correlative conjunctions.

- 51 -

_____Use punctuation to separate items in a series.

_____Use a comma to separate an introductory element from the

rest of the sentence.

_____Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?),

and to indicate direct address.

_____Use underlining, quotation marks, or italics to indicate titles

of works.

_____Write multiple cohesive paragraphs on a topic.



_____Use context as a clue to the meaning of a word or phrase.

_____Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

_____Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

_____Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

_____Interpret figurative language, including similes and metaphors, in context.

_____Recognize and explain the meaning of common idioms and proverbs.

_____Use the relationship between particular words to better understand each of the words.

_____Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.



-Quote accurately from a text when explaining what the text says explicitly and when

-Quote accurately from a text when explaining what the text says explicitly and when

- 52 -


drawing inferences from the text.

drawing inferences from the text.

-Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text.

-Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.

-Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

Craft and Structure


-Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.

-Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including figurative, connotative, and technical meanings.

-Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of particular texts.

-Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts.

-Describe how a narrator’s or speaker’s point of view influences how events are described

-Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.

Integration of Knowledge and Ideas

Literature Informational Text -Explain how visual and multimedia elements contribute to the meaning, tone, or mood of a text, such as

-Locate an answer to a question or solve a problem, drawing on information from

- 53 -

Literature Informational Text in a graphic novel, multimedia presentation, or fiction, folktale, myth, or poem.

multiple print or digital sources.

-Not applicable to Literature -Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points.

-Compare and contrast stories in the same genre on their approaches to similar themes and topics

-Integrate information from two or more texts on the same topic in order to build content knowledge.



-Read and comprehend stories and poems at the high end of the grades 4-5 text complexity band independently and proficiently.

-Read and comprehend stories and informational texts at the high end of the grades 4-5 text complexity band independently and proficiently.

Speaking and Listening Standards Comprehension and Collaboration

_____Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

_____Summarize a text presented in diverse media such as visual, quantitative, and oral formats.

_____Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

_____Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas.

_____Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

_____Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

- 54 -

Writing Standards

Text Types and Protocol

_____Write opinion pieces on topics or texts, supporting a point of view with reasons and information. _____Introduce a topic or text. _____Develop an opinion through logically-ordered reasons that

are supported by facts and details. _____Create an organizational structure in which ideas are

logically grouped to support the writer’s purpose. _____Provide a concluding statement or section related to the

opinion presented. _____Link opinion and reasons using words, phrases, and clauses. _____Apply language standards addressed in the Foundational

Literacy standards. _____Write informative/explanatory texts to examine a topic and convey

ideas and information. _____Introduce a topic by providing a general observation and

focus. _____Group related information logically, including formatting

features, illustrations, and multimedia when needed to provide clarity to the reader.

_____Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

_____Provide a conclusion related to the information or explanation presented.

_____Link ideas within and across categories of information using words, phrases, and clauses.

_____Use precise language and domain-specific vocabulary to inform about or explain the topic.


_____Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. _____Orient the reader by establishing a situation, using a narrator

and/or introducing characters. _____Organize an event sequence that unfolds naturally and

logically. _____Use narrative techniques, such as dialogue, pacing, and

description to develop experiences and events or show the responses of characters to situations.

- 55 -

_____Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

_____Provide a conclusion that follows from the narrated experiences or events.

_____Use precise words and phrases and use sensory details to convey experiences and events.


Production and Distribution of Writing _____Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

_____With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

_____With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technology skills to type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge

_____Conduct short research projects that use multiple sources to build knowledge through investigations of different aspects of a topic.

_____Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources.

_____Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading.

Range of Writing

_____Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.

- 56 -

What Your Child Should Know by the end of… 5th grade Mathematics

Operations and Algebraic Thinking Cluster Headings Content Standards

A. Write and interpret numerical expressions.

-Use parentheses and/or brackets in numerical expressions and evaluate

expressions having these symbols using the conventional order (Order of

Operations).

-Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x

(18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product

B. Analyze patterns and relationships.

-Generate two numerical patterns using two given rules. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences.

-Identify relationships between corresponding terms in two numerical patterns. For example, observe that the terms in one sequence are twice the corresponding terms in the other sequence.

-Form ordered pairs consisting of corresponding terms from two numerical patterns and

- 57 -


graph the ordered pairs on a coordinate plane.

Number and Operations in Base Ten Cluster Headings Content Standards

A. Understand the place value system.

-Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

-Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

-Read and write decimals to thousandths using standard form, word form, and expanded form (e.g., the expanded form of 347.392 is written as 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000)). Compare two decimals to thousandths based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

-Round decimals to the nearest hundredth, tenth, or whole number using understanding of place value.

- 58 -


B. Perform operations with multi-digit whole numbers and with decimals to hundredths.

-Fluently multiply multi-digit whole numbers (up to three-digit by four-digit factors) using appropriate strategies and algorithms.

-Find whole-number quotients and remainders of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

-Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between operations; assess the reasonableness of answers using estimation strategies. (Limit division problems so that either the dividend or the divisor is a whole number.)

Number and Operations-Fractions Cluster Headings Content Standards

A. Use equivalent fractions as a strategy to add and subtract fractions.

-Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or

- 59 -


difference of fractions with like

denominators. For example, 2

3+

5

4=

8

12+

15

12=

23

12 . (In general

𝑎

𝑏+

𝑐

𝑑=

(𝑎𝑑+𝑏𝑐)

𝑏𝑑 .)

-Solve contextual problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect

result 2

5+

1

2=

3

7, by observing that

3

7<

1

2.

B. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

-Interpret a fraction as division of the numerator by the

denominator (𝑎

𝑏= 𝑎 ∗ 𝑏). For

example, 3

4 = 3 ÷ 4 so when 3

wholes are shared equally among 4 people, each person has a share

of size 3

4. Solve contextual

problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. For example, if 8 people want to share 49 sheets of construction paper equally, how many sheets will each person receive? Between what two whole numbers does your answer lie?

B. Apply and extend previous understandings of multiplication

-Apply and extend previous understandings of multiplication

- 60 -


and division to multiply and divide fractions.

to multiply a fraction by a whole number or a fraction by a fraction.

-Interpret the product 𝑎

𝑏 x q as a

x (q ÷ b) (partition the quantity q into b equal parts and then multiply by a). Interpret the

product 𝑎

𝑏 x q as (a x q) ÷b

(multiply a times the quantity q and then partition the product into b equal parts). For example, use a visual fraction model or write a story context to show that 2

3 x 6 can be interpreted as 2 x (6 ÷

3) or (2 x 6) ÷ 3. Do the same with 2

3×

4

5=

8

15 . (In general,

𝑎

𝑏×

𝑐

𝑑=

𝑎𝑐

𝑏𝑑. )

-Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles and represent fraction products as rectangular areas.


-Interpret multiplication as scaling (resizing).

-Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. For example, know if the product will be greater than, less than, or equal to the factors.

- 61 -


-Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explain why multiplying a given number by a fraction less than 1 results in a product less than the given number; and relate the principle

of fraction equivalence 𝑎

𝑏=

(𝑎×𝑛)

(𝑏×𝑛)

to the effect of multiplying 𝑎

𝑏 by 1.


-Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem.


-Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

-Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.

-Interpret division of a whole number by a unit fraction and compute such quotients. For example, use visual models and the relationship between multiplication and division to

- 62 -


explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.

-Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?

Measurement and Data


A. Convert like measurement units within a given measurement system from a larger unit to a smaller unit.

-Convert customary and metric measurement units within a single system by expressing measurements of a larger unit in terms of a smaller unit. Use these conversions to solve multi-step real-world problems involving distances, intervals of time, liquid volumes, masses of objects, and money (including problems involving simple fractions or decimals). For example, 3.6 liters and 4.1 liters can be combined as 7.7 liters or 7700 milliliters.

B. Represent and interpret data.

-Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line

- 63 -




plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

-Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

-Understand that a cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume and can be used to measure volume.

-Understand that a solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

- 64 -





-Measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units.


-Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume of right rectangular prisms.

-Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent whole-number products of three factors as volumes (e.g., to

- 65 -




represent the associative property of multiplication).

-Know and apply the formulas V = l x w x h and V = B x h (where B represents the area of the base) for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.

-Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.

- 66 -

Geometry Cluster Headings Content Standards

A. Graph points on the coordinate plane to solve real-world and mathematical problems.

-Graph ordered pairs and label points using the first quadrant of the coordinate plane. Understand in the ordered pair that the first number indicates the horizontal distance traveled along the x-axis from the origin and the second number indicates the vertical distance traveled along the y-axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). -Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.

B. Classify two-dimensional figures into categories based on their properties.

-Classify two-dimensional figures in a hierarchy based on properties. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

- 67 -

What Your Child Should Know by the end of… 5th grade Science

Physical Science Matter and Its Interactions

_____Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas.

_____Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

_____Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids.

_____Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties.

Motion and Stability: Forces and Interactions

_____Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects.

_____Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

_____Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center.

_____Explain the cause and effect relationship of two factors (mass and distance) that affect gravity.

_____Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur.

Life Science From Molecules to Organisms: Structures and Processes

_____Compare and contrast animal responses that are instinctual versus those that that are gathered through the senses, processed, and stored as memories to guide their actions.

Heredity: Inheritance and Variation of Traits

_____Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment.

- 68 -

_____Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.


_____Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct.

_____Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

Earth and Space Sciences Earth’s Place in the Universe

_____Explain that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.

_____Research and explain the position of the Earth and the solar system within the Milky Way galaxy, and compare the size and shape of the Milky Way to other galaxies in the universe.

_____Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion.

_____Explain the cause and effect relationship between the positions of the sun, earth, and moon and resulting eclipses, position of constellations, and appearance of the moon.

_____Relate the tilt of the Earth’s axis, as it revolves around the sun, to the varying intensities of sunlight at different latitudes. Evaluate how this causes changes in day-lengths and seasons.

_____Use tools to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons.

_____Use evidence from the presence and location of fossils to determine the order in which rock strata were formed.


_____Research, test, re-test, and communicate a design to solve a problem.

- 69 -

_____Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype.

_____Describe how failure provides valuable information toward finding a solution.


_____Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology.

_____Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.

_____Identify how scientific discoveries lead to new and improved technologies.

- 70 -


5th grade Social Studies

Social Studies Part 1: The History of the United States: Industrialization to the Civil Rights Movement

Industrialization, the Gilded Age, and the Progressive Era (1870s-1910s)

Overview: Students will explain the key shifts in the United States during the late 19th and early 20th centuries, including: immigration, industrialization, the nation’s role in world affairs, and the Progressive Era. _____ Explain the need for the South’s move toward industrialization

after the Civil War. _____Examine the appeal and challenges of settling the Great Plains from

various cultural perspectives, including: settlers, immigrants, Buffalo Soldiers, and American Indians.

_____Analyze the ideas and events of the Gilded Age, including economic disparity (e.g., mistrust of money) and industrial capitalists (e.g., John D. Rockefeller).

_____Explain the role of labor unions and the American Federation of Labor in changing the standards of working conditions.

_____Examine the contributions and impact of inventors on American society, including: Alexander Graham Bell, George Washington Carver, and Thomas Edison.

_____Examine the impact of important entrepreneurs on American society, including: Andrew Carnegie, Henry T. Ford, and Cornelius Vanderbilt.

_____Analyze the causes, course, and consequences of the Spanish-American War, including:

_____Imperialism _____Rough Riders _____USS Maine _____Yellow journalism _____Describe the challenges of the journey and process for successful

entry into the U.S. through Ellis Island and Angel Island, and examine the role of immigrants in the development of the U.S.

_____Analyze the major goals, struggles, and achievements of the Progressive Era, including: Prohibition (18th Amendment), women’s suffrage (19th Amendment), and the lack of child labor laws.

World War I and the Roaring Twenties (1920s-1940s) Overview: Students will analyze U.S. involvement during World War I as well as the cultural, economic, and political developments of the 1920s.

- 71 -

_____Summarize the events leading to U.S. entry into World War I, including the attack on the RMS Lusitania and the Zimmerman Telegram.

_____Locate the major countries of the Central and Allied Powers during World War I, including: _____Austria-Hungary

_____France _____Germany _____Great Britain _____Russia

____Describe the impact of U.S. involvement on World War I. _____Explain the aims of world leaders in the Treaty of Versailles and

why the U.S. Senate rejected President Woodrow Wilson’s League of Nations.

_____Examine the growth of popular culture during the “Roaring Twenties” with respect to the following:

_____Music, clothing, and entertainment _____Automobiles and appliances _____Harlem Renaissance _____Identify the causes of the Great Depression, President Herbert

Hoover’s role, and its impact on the nation, including: _____Consumer credit and debt _____Mass unemployment _____Hoovervilles _____Soup kitchens _____Describe how New Deal policies of President Franklin D. Roosevelt

impacted American society with government-funded programs, including: Social Security, expansion and development of the national parks, and creation of jobs.

World War II (1930s-1940s) Overview: Students will analyze U.S. involvement during World War II as well as the impact of the war at home. _____Explain the structures and goals of the governments in Germany

and Japan in the 1930s. _____Determine the significance of the bombing of Pearl Harbor and its

impact on the U.S. _____Identify and locate the Axis and Allied Powers, including:

_____Germany _____Italy _____Japan _____France _____Great Britain _____Soviet Union

- 72 -

_____Examine the reasons for the use of propaganda, rationing, and victory gardens during World War II.

_____Analyze the significance of the Holocaust and its impact on the U.S.

Post-World War II and the Civil Rights Movement (1940s-1960s)

Overview: Students will examine the cultural and political developments in the U.S. after World War II and during the Civil Rights Movement. _____Examine the growth of the U.S. as a consumer and entertainment

society after World War II, including: _____Suburbs _____Increased access to automobiles _____Interstate Highway System _____Television, radio, and movie theaters _____Examine how Cold War events impacted the U.S., including: _____Arms race _____Berlin Wall _____Cuban Missile Crisis _____Space Race _____Analyze the key people and events of the Civil Rights Movement,

including: _____Martin Luther King, Jr. and non-violent protests _____Montgomery Bus Boycott and Rosa Parks _____Brown v. Board of Education and Thurgood Marshall _____Freedom Riders and Diane Nash _____Explain the impact of John F. Kennedy’s presidency on the country,

including: passage of the Civil Rights Act, the Voting Rights Act, the space program, and his assassination.

Social Studies Part 2: Tennessee History Tennessee Prior to Statehood (pre-1796)

Overview: Students will examine the origins of Tennessee and American Indians native to the region, the reasons for the settlement of Tennessee, Tennessee’s role in the American Revolution, and Tennessee’s first attempt at statehood. _____Explain how the name “Tennessee” originated from the Yuchi

word Tana-tsee, referring to where the rivers come together. _____Identify the cultures of the major indigenous settlements in

Tennessee, including: the Paleo (Coats-Hines Site), Archaic, Woodland (Old Stone Fort, Pinson Mounds), and Mississippian (Chucalissa Indian Village).

_____Identify the pre-colonial American Indian tribes residing in Tennessee (e.g., Cherokee, Chickasaw, Creek, and Shawnee), and analyze their various customs and traditions.

- 73 -

_____Explain how the Cumberland Gap and Wilderness Road influenced migration into the Tennessee region following the Proclamation of 1763.

_____Explain the significance of the Watauga Settlement on Tennessee history, including the following: Watauga Compact, Dragging Canoe, John Sevier, and Nancy Ward.

_____Describe the founding of and the obstacles faced with the establishment of the Cumberland Settlements, including: the Battle of the Bluffs, John Donelson, and James Robertson.

_____Explain the importance of Tennesseans (i.e., Overmountain Men) in the Battle of Kings Mountain during the American Revolution.

_____Identify the Lost State of Franklin as Tennessee’s first attempt at statehood, and explain the reasons for its failure.

_____Locate the Territory South of the River Ohio (i.e., Southwest Territory), identify its leaders, and explain how it was the first step to Tennessee’s statehood.

Statehood and Early Tennessee History (1796-1849) Overview: Students will examine the process of Tennessee becoming a state, study the importance of Andrew Jackson and his presidency, and discuss important Tennesseans of the era. _____Describe the steps that Tennessee took to become a state (i.e.,

population requirement, vote by the citizens, creation of a state constitution, and Congressional approval). (T.C.A. § 49-6-1028)

_____Identify the year Tennessee became a state, its first governor, and the original capital.

_____Describe Tennessee’s involvement in the War of 1812, including: Andrew Jackson, the Tennessee volunteers, and Battle of Horseshoe Bend.

_____Analyze the impact of Andrew Jackson’s presidency on the American Indian population of Tennessee, including: the Indian Removal Act, Trail of Tears, Treaty of Echota, and John Ross.

_____Explain how the western boundary of Tennessee was expanded with the Jackson Purchase.

_____Identify the impact of important Tennesseans prior to the Civil War, including:

_____David Crockett and Sam Houston (Texas War for Independence and the Alamo)

_____President James K. Polk (Manifest Destiny) _____Sequoyah (Cherokee syllabary)

Tennessee in the Civil War Era (1850s-1900) Overview: Students will analyze Tennessee history prior to the Civil War as well as the impact of the Civil War and Reconstruction on the state.

- 74 -

_____Examine the issue of slavery in the three grand divisions and the impact their differences had on Tennessee’s secession from the Union.

_____Describe the significance of the following Civil War events and battles on Tennessee:

_____Siege of Fort Donelson _____Battle of Stones River _____Battle of Franklin _____Battle of Nashville _____Explain the impact of the Tennessee Constitutional Convention of

1870, including: poll taxes, segregation, and funds for public education. (T.C.A. § 49-6-1028)

_____Explain the development and efforts of the Freedmen’s Bureau in helping former slaves begin a new life, including Fisk University.

_____Identify how the rise of vigilante justice (e.g., Ku Klux Klan), black codes, and Jim Crow laws impacted Tennessee and the nation.

_____Explain how the end of Reconstruction impacted Tennessee’s African American elected officials.

Tennessee in the 20th Century (1900-present)

Overview: Students will examine significant events in Tennessee and explore contributions of Tennesseans to the U.S. during the 20th century. _____Identify Tennessee’s role in the passage of the 19th Amendment,

including the impact of Anne Dallas Dudley and Harry Burn. _____Describe the effects of the Great Depression on Tennessee and the

impact of New Deal policies in the state (i.e., Tennessee Valley Authority and Civilian Conservation Corps).

_____Describe Tennessee’s contributions during World War I and World War II, including: the conversion of factories to wartime production, the importance of Oak Ridge, and the influence of Tennesseans (i.e., Cornelia Fort, Cordell Hull, and Alvin C. York).

_____Identify Tennessee’s significant contributions to the Civil Rights Movement, including:

_____Highlander Folk School _____Tent City Movement of Fayette County _____Nashville Sit-Ins _____The Clinton Twelve _____Discuss the development of the music industry in Tennessee,

including: _____Country music (e.g., Grand Ole Opry, WSM, and the Carter

family) _____Blues music (e.g., W.C. Handy and Bessie Smith) _____Rock ‘n’ roll (e.g., Elvis Presley, Stax Records, and Sun

Studio)

- 75 -

_____Identify influential Tennesseans from the late 20th century, including: _____Al Gore, Jr.

_____Alex Haley _____Dolly Parton _____Wilma Rudolph _____Oprah Winfrey _____Compare and contrast the three grand divisions of Tennessee in

terms of the following: _____Major industries (e.g., Eastman, FedEx, and Nissan) _____Tourism (e.g., Bristol Motor Speedway, Civil War sites, and

Graceland) _____Agriculture and livestock (e.g., soybeans in West TN, tobacco

in Middle TN, and dairy in East TN) _____Geography (i.e., Gulf Coastal Plains, the Nashville Basin, the

Highland Rim, the Cumberland Plateau, the Great Valley, and the Great Smoky Mountains)

_____Describe the structure of Tennessee’s government, including the role of each of the three branches, the governor, and state representatives.

- 76 -

Community Resource Guide Abuse

Sevier County Children’s Shelter…………………………453-9064 TN Department of Children’s Services…………………..429-7012 Adult Education

English Second Language…………………………………429-5243 Goodwill Industries…………………………………….….453-0007 Sevier County Adult Learning Program………………...429-5243 Children/Newborn Programs

Dollywood Foundation……………………………………428-9606 Headstart……………………………………………………453-6331 East Tennessee Children’s Hospital……………………...541-8000 TN Early Intervention (birth-3 yrs.)…………………800- 852-7157 Trula Lawson Early Childhood Center…………………..428-5793 Emergency Situations

Family Crisis Center (24 hours)…………………………..637-8000 Fire Department, Medical, Police, & Sheriff……………..…….911 Runaway Shelter…………………………………………...523-2689 Smoky Mtn. Area Rescue Ministries…………………….908-3153 Southern Poison Center………………………………800-222-1222 Women’s Care Center (Pregnancy)………………………428-4673 Disaster Assistance

American Red Cross……………………………………….584-2999 Pittman Center Vol. Fire Department……………………436-9684 Sevier Co. Vol. Fire Department………………………….453-9276 Seymour Vol. Fire Department…………………………...573-7475 Walden’s Creek Vol. Fire Department…………………...429-8258 Wears Valley Vol. Fire Department……………………....428-4232 Education (www.sevier.org)

Sevier County Board of Education…………………….….453-4671 Family Planning

Sevier County Health Department……………………..…453-1032 Health and Safety

Environmental Health Department………………….…....429-1766 LeConte Medical Center………………………………..…..446-7000 Mountain Hope Good Shepherd Clinic………….…….…774-7684 Information and Referral

Family Resource Center………………………………..…..428-7999 United Way of Sevier County…………………………..…430-5727

- 77 -

BP505 PARENTAL INVOLVEMENT General Expectation for All Schools

The Sevier County School System will be governed by the statutory definition of parent involvement as cited in the Elementary and Secondary Education Act (ESEA), and will carry out programs, activities, and procedures in accordance with this definition. The Sevier County Board of Education will implement the following as required by federal and state legislation: * The Sevier County School System will put into operation activities and procedures for the involvement of parents in all of its schools. These programs, activities, and procedures including the system’s plan for parent involvement and the school improvement process will be planned, developed and operated with meaningful consultation with parents.

* The system will incorporate activities and strategies that support this system-wide family and community engagement policy into its Tennessee Comprehensive System-wide Planning Process (TCSPP).

* The TCSPP will include procedures by which parents may learn about how to monitor a child’s progress and work with educators to improve student achievement.

* The TCSPP will include strategies for parent participation in the system’s schools, which are designed to improve parent and teacher cooperation in such areas as homework, attendance, and discipline.

* If the school district’s TCSPP is not satisfactory to the parents, the school system will submit any parent comments with the plan when the system submits the plan to the State Department of Education.

* To the extent practicable, the system and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports in an understandable and uniform format including alternative formats upon request, and, to the extent practicable, in a language parents understand.

* The system will appoint a Family and Community Advisory Council that will annually assess, through consultation with parents, the effectiveness of the Family and Community Engagement Program and determine what action needs to be taken, if any, to increase parental and community participation. In order to accomplish this, each advisory council will be composed of representatives from parents of students in elementary, middle, and high schools, community business leaders, a member of the school board, and representatives from the system.

- 78 -

BP505

* The system will ensure Title I schools are in compliance with the No Child Left Behind Act.

* Families and community members should be engaged in the education of students based on the following standards:

I. Families are welcomed into the school community; II. Families and school staff should engage in regular and

meaningful communication about student learning; III. Families and school staff work together to support student

learning and development; IV. Families are informed and encouraged to be advocates for

students; V. Families are full partners in the decisions that affect children and

families; and VI. Community, civic, and business resources are made available to

strengthen school programs, family practices, and student learning.

*Schools shall establish and develop programs and practices that enhance family engagement and address the specific needs of students and families. Decisions affecting students, schools, and established school procedures shall always be made within the parameters of legal and Sevier County Board of Education policies. The programs and practices will be comprehensive and coordinated and will include the following goals:

Assist families in developing skills and techniques to support their children’s learning.

Promote clear, two-way communication between school and family about school issues, instructional programs, and children’s progress.

Identify and reduce barriers to family engagement, including such barriers as those of economic concerns, disabilities, limited English proficiency, limited literacy, or issues related to cultural diversity.

Inform, involve, and train family members, where appropriate, in voluntary instructional and support roles at school.

Provide information about community and support services for children and families.

Include families in decision-making affecting schools and programs when consistent with law and policies of the Sevier County Board of Education.

Provide professional development for teachers and staff on ways

- 79 -

to work effectively with parents, families, and volunteers.

Provide access to the family engagement policy for each family and post the policy in each school.

Additional Expectation for Title I Schools: The system will provide coordination, technical assistance and other support to schools in planning and implementing effective parent involvement activities to improve student achievement and school performance according to the guidelines set forth in law which includes, but is not limited to, the following: * The Title I Program will be planned, designed, implemented, and assessed with timely consultation with parents.

* Parents will be involved through activities and procedures which are of sufficient size, scope, and quality to give reasonable promise of substantial progress toward achieving required goals.

*An annual meeting will be convened to explain the programs, activities, and curriculum available under Title I, and all parents of participating children will be invited. Other reasonable support for parent involvement activities will be provided per parent request.

* Parents of participating children will be provided with support in understanding the State academic content standards, State achievement standards, state and local assessments, and reports and explanations of student academic progress.

* To the extent practicable, parent/teacher conferences will be conducted with the parents of each participating child. Parents will be informed of each child’s progress, placement, and will be provided materials and training in methods the parents can use to complement the child’s instruction and improve their achievement.

* Parents of participating children will be provided a copy of the school’s parent/family involvement policy as well as timely information about the instructional program.

* Parent involvement activities and strategies under other programs which include, but are not limited to, Head Start, preschool, and language instructional programs will be coordinated when feasible.

* A school-parent compact that outlines how parents, the entire school staff and student will share the responsibility for improved student achievement will be developed annually. The compact will encourage parents, school staff, and students to share the responsibility for improved student achievement and will provide means by which the school and parents will build and develop a partnership to help children achieve high standards.

- 80 -

Children Learn What They Live If a child lives with criticism, he learns to condemn.

If a child lives with hostility, he learns to fight.

If a child lives with ridicule, he learns to be shy.

If a child lives with shame, he learns to feel guilty.

If a child lives with tolerance, he learns to be patient.

If a child lives with encouragement, he learns confidence.

If a child lives with praise, he learns to appreciate.

If a child lives with fairness, he learns justice.

If a child lives with security, he learns to have faith.

If a child lives with approval, he learns to like himself.

If a child lives with acceptance and friendship,

he learns to find love in the world.

—Dorothy Law Nolte

- 81 -

Inquiries or completed grievance forms should be referred to Dr. Tony Ogle; Mr. Tony Stinnett, Title VI Coordinator; or Dr. Whit Helton, Title IX Coordinator; at 226 Cedar Street Sevierville, Tennessee 37862.

The Sevier County Board of Education does not discriminate on the basis of race, sex, color, creed, national origin, disability, age (40 and over), special education status, religion, pregnancy, military/veteran status, or genetic information in provision of educational opportunities, programs, activities, or employment opportunities/benefits. The Sevier County School System provides equal access to the Boy Scouts and other designated youth groups.

· Inquiries, questions, or complaints related to students or disabilities should be referred to your principal or to the Director of Student Services and ADA/Section 504/Title II Coordinator: Dr. Tony Ogle, (865) 453-4671, 226 Cedar Street, Sevierville, Tennessee 37862. · Inquiries, questions or complaints related to Title IX (sex discrimination) matters should be referred to Dr. Whit Helton and issues related to Title VI (race, color, or national origin discrimination) matters should be referred to Mr. Tony Stinnett at 865-453-4671, 226 Cedar Street, Sevierville, Tennessee 37862. · Inquiries, questions or complaints related to employees should be referred to your principal or to the Assistant Superintendent of Finance and Human Resources: Karen King, (865) 453-4671, 226 Cedar Street, Sevierville, Tennessee 37862. If you have questions or concerns regarding any of the above, please call the main office at 865-453-4671.

The Sevier County Board of Education is committed to taking immediate action to eliminate harassment on the basis of disability, prevent its recurrence, and address its effects. The Sevier County Board of Education does not tolerate harassment on the basis of disability. Students and school personnel who believe that they have been subjected to harassment on the basis of disability are encouraged to report the harassment to the school district. Those students, parents, and school personnel who believe they have been subjected to harassment on the basis of disability are encouraged to contact their principal or the Director of Student Services and ADA/Section 504/Title II Coordinator, Dr. Tony Ogle, (865) 453-4671, 226 Cedar Street, Sevierville, Tennessee 37862. Those students or employees who have been found to engage in acts of harassment on the basis of disability will be promptly disciplined up to and including suspension and/or dismissal. Students, parents, and school personnel are encouraged to work together to prevent harassment on the basis of disability.

Citizens and agencies are encouraged to report fraud, waste or abuse in State and Local government. NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity, which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline: 1-800-232-5454. Notifications can also be submitted electronically at: http://www.comptroller.tn.gov/hotline

Documents

2020-2021 3-5 Parents' Guide to Curriculum