Fourth Nine Week Focus Standards

 

Parents:

 

 

 

 

 

 

 

 

Social Studies

 

In the Civil War Unit, students will:

 

Explain the Causes of the Civil War:

• Identify Uncle Tom’s Cabin 
• Explain how the publication of Uncle Tom’s Cabin led to the Civil War. 
• Identify John Brown’s raid on Harper’s Ferry. 
• Explain how John Brown’s raid on Harper’s Ferry led to the Civil War. 
• Discuss how concerns over states’ rights increased tensions between the southern states and the federal government. 
• Discuss how ethical and legal beliefs about slavery increased tensions between the North and the South. 
• Discuss how specialized economies in the North and South led to disagreements about states’ rights and slavery. 

Discuss Major Events and Key Individuals in the Civil War:

• Describe Abraham Lincoln’s role as the 16th United States President who served before and during the Civil War. 
• Describe Robert E. Lee’s role as the leader of the Confederate Army of Northern Virginia. 
• Describe Ulysses S. Grant’s role as the Commanding General of the United States Army and the 18th President of the United States. 
• Describe Jefferson Davis’s role as the President of the Confederate States of America. 
• Describe Thomas “Stonewall” Jackson’s role as a Confederate general and a Corps Commander under Robert E. Lee. 
• Describe William T. Sherman’s role as a General in the Union Army and his role in the Atlanta Campaign and March to the Sea. 
• Identify the Battle of Fort Sumter as the beginning of the Civil War. 
• Identify the Battle of Gettysburg as the turning point of the Civil War and locate Gettysburg, PA on a political map. 
• Identify the Atlanta Campaign as the beginning of Sherman’s March to the Sea. 
• Identify Sherman’s March to the Sea as the destruction of the southern economy and morale at the end of the Civil War. 
• Identify Appomattox Court House as the end of the Civil War. 

Describing Consequences of the Civil War:

• Describe the effects of the Civil War on the culture and economy of the northern states. 
• Describe the effects of the Civil War on the culture and economy of the southern states.

Examine Abolitionist & Suffragist Movements:

• Describe how 6 key figures overcame challenges and conflict as they worked for freedom and the right to vote.
• Examine at how the abolitionist movement and the suffragist movements are related even though they are decades apart.
• Discuss the contributions of the following key individuals: Susan B Anthony, Frederick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman. 

 

 In the Reconstruction Unit, students will:

 

• Analyze the cultural, economic, and legal effects of Reconstruction. The intent of this unit is for students to understand the different effects of the Reconstruction era. Students should focus on how life changed for freed African-Americans and Blacks in the South, the different economic development in the northern and southern states following the Civil War, and the legal changes that were made to protect and limit the rights of African-Americans. Teachers should be sensitive to their own perspective and the perspectives of their students in regard to this time period. By the end of this unit, students should know and understand:
• There were positive and negative changes in the lives of African-Americans during Reconstruction.
• Reconstruction affected the economies of the northern and southern states in different ways.
• The U.S. Constitution protects the rights of citizens through the amendment process.
• New state laws were passed to contradict Constitutional amendments that awarded new rights to African-Americans.

  

In the Personal Finance Unit, students will:

 

• This unit will help students understand how to become a more financially-responsible citizen and how good decision-making applies to their lives. Students will be able to identify the elements of a personal budget and explain why personal spending and saving decisions are important. They will gain a better understanding of how financial choices may affect them now and in the future.

 

In Science, 

 

 

 

In Writing, 

 

Math 

 

Geometry

 

• Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 
• Identify and classify angles and identify them in two-dimensional figures. 
• Distinguish between parallel and perpendicular lines and use them in geometric figures. 
• Identify differences and similarities among two dimensional figures based on the absence or presence of characteristics such as parallel or perpendicular lines and angles of a specified size. 
• Sort objects based on parallelism, perpendicularity, and angle types .
• Recognize a right triangle as a category for classification. 
• Identify lines of symmetry and classify line-symmetric figures. 
• Draw lines of symmetry.  

 

Measurement

 

• Investigate what it means to measure length, weight, liquid volume, time, and angles.
• Understand how to use standardized tools to measure length, weight, liquid volume, time, and angles.
• Understand how different units within a system (customary and metric) are related to each other.
• Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; L, ml; hr, min, sec.
• Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals.
• Recognize angles as geometric shapes that are formed when two rays share a common endpoint, and understand concepts of angle measurement.
• Measure angles in whole number degrees using a protractor.
• Recognize angle measurement as additive and 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.

 

In Reading, 

 

In Language Arts,