Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
High School Curriculum
Pacing Guide
ELA
NCSCOS:
NCSCOS Extensions:
Drama Unit, Renaissance Unit,
Reflective Essays
Grade 9:
Grade 9:
1.01
The learner will explore and express reflections and
reactions to print and non-print text.
*Suggested Reading:
Romeo and Juliet
Narrate personal experiences that offer an
audience: Scenes and incidents located
effectively in time and place. Vivid
impressions of being in a setting and a sense
of engagement in the events occurring.
Appreciation for the significance of the
account. A sense of the narrator's personal
voice
1.02 Respond reflectively (individually and in
groups) to a variety of expressive texts (e.g.,
memoirs, vignettes, narratives, diaries,
monologues, personal responses) in a way that
offers an audience: An understanding of the
student's personal reaction to the text. A sense
of how the reaction results from a careful
consideration of the text. An awareness of how
Communicate personal experiences orally and in
writing (product), expressing the student’s personal
voice.
Comprehend and respond to expressive materials
that make connections between text and
experience.
The learner will explore, organize and use
information from a variety of sources.
Explore, interact with, demonstrate comprehension
and/or sharing of informational materials that are
read, heard or viewed.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
personal and cultural influences affect the
response.
1.03 Demonstrate the ability to read, listen to
and view a variety of increasingly complex print
and non-print expressive texts appropriate to
grade level and course literary focus, by:
Selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose. Identifying and analyzing text
components (such as organizational structures,
story elements, organizational features) and
evaluating their impact on the text. Providing
textual evidence to support understanding of
and reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or points
from text. Making inferences, predicting, and
drawing conclusions based on text. Identifying
and analyzing personal, social, historical or
cultural influences, contexts, or biases. Making
connections between works, self and related
topics. Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
characters and/or experiences. Identifying and
analyzing elements of expressive environment
found in text in light of purpose, audience, and
Make connections between and/or determine
importance/relevance of sources of information.
Use information from multiple sources to
communicate or create an informational product.
The learner will explore, identify, and/or provide
informed support for a preference, opinion or
argument.
Explore, interact with, demonstrate comprehension
of and/or evaluate sources containing preference,
opinion or argument.
Use information to express and/or support
preference, opinion or argument.
Develop and/or use criteria (rubric, visual structure,
etc.) to make judgments about print and non-print
materials.
Explore, interact with, demonstrate understanding
of, develop and/or evaluate criteria.
Make distinctions based on criteria.
Demonstrate understanding of impact of elements
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
context.
2.01
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print informational texts
appropriate to grade level and course
literary focus, by: Selecting, monitoring, and
modifying as necessary reading strategies
appropriate to readers' purpose. Identifying
and analyzing text components (such as
organizational structures, story elements,
organizational features) and evaluating their
impact on the text. Providing textual
evidence to support understanding of and
reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or
points from text. Making inferences,
predicting, and drawing conclusions based
on text. Identifying and analyzing personal,
social, historical or cultural influences,
contexts, or biases. Making connections
between works, self and related topics.
Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
characters and/or experiences. Identifying
and analyzing elements of informational
or parts to the work as a whole.
The learner will explore and respond to types of
text, concepts, elements and terms as a foundation
for literary analysis.
Explore, analyze and/or evaluate relationships of
types of text, concepts, elements and terms.
Extend understanding by creating products that
exemplify specific types of text.
The learner will demonstrate an understanding of
and/or apply conventions of grammar and language
usage in written and spoken expression.
Use appropriate conventions (including sentence
formation, usage and mechanics) for purpose,
audience and context.
Use standard English for clarity, technical language
for specificity and informal usage for effect.
Extend vocabulary knowledge by learning and using
new words.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
environment found in text in light of
purpose, audience, and context.
2.02
Explain commonly used terms and concepts
by: Clearly stating the subject to be defined.
Classifying the terms and identifying
distinguishing characteristics. Organizing
ideas and details effectively. Using
description, comparison, figurative language,
and other appropriate strategies
purposefully to elaborate ideas.
Demonstrating a clear sense of audience and
purpose.
2.03
Instruct an audience in how to perform
specific operations or procedures by:
Considering the audience's degree of
knowledge or understanding. Providing
complete and accurate information. Using
visuals and media to make
presentations/products effective. Using
layout and design elements to enhance
presentation/product.
2.04
Form and refine a question for investigation,
using a topic of personal choice, and answer
that question by: Deciding upon and using
appropriate methods such as interviews with
experts, observations, finding print and non-
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
print sources, and using interactive
technology or media. Prioritizing and
organizing the information. Incorporating
effective media and technology to inform or
explain. Reporting (in written and/or
presentational form) the research in an
appropriate form for a specified audience.
3.01
Study argument by: Examining relevant
reasons and evidence. Noting the
progression of ideas that substantiate the
proposal. Analyzing style, tone, and use of
language for a particular effect. Identifying
and analyzing personal, social, historical, or
cultural influences contexts, or biases.
Identifying and analyzing rhetorical
strategies that support proposals.
3.02
Express an informed opinion that: States
clearly a personal view. Is logical and
coherent. Engages the reader's interest or
curiosity.
3.03
Support that informed opinion by: Providing
relevant and convincing reasons. Using
various types of evidence, such as
experience or facts. Using appropriate and
effective language, reasons, and
organizational structure for the audience
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
and purpose. Demonstrating awareness of
the possible questions, concerns, or
counterarguments of the audience.
3.04
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print argumentative texts
appropriate to grade level and course
literary focus, by: Selecting, monitoring, and
modifying as necessary reading strategies
appropriate to readers' purpose. Identifying
and analyzing text components (such as
organizational structures, story elements,
organizational features) and evaluating their
impact on the text. Providing textual
evidence to support understanding of and
reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or
points from text. Making inferences,
predicting, and drawing conclusions based
on text. Identifying and analyzing personal,
social, historical or cultural influences,
contexts, or biases. Making connections
between works, self and related topics.
Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
characters and/or experiences. Identifying
and analyzing elements of argumentative
environment found in text in light of
purpose, audience, and context.
4.01
Evaluate the effectiveness of communication
by: Examining the use of strategies in a
presentation/product. Applying a set of
predetermined standards. Creating an
additional set of standards and applying
them to the presentation/product.
Comparing effective strategies used in
different presentations/products.
4.02
Read and critique various genres by: Using
preparation, engagement, and reflection
strategies appropriate for the text.
Identifying and using standards to evaluate
aspects of the work or the work as a whole.
Judging the impact of different stylistic and
literary devices on the work.
4.03
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print critical texts appropriate to
grade level and course literary focus, by:
Selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose. Identifying and analyzing
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
text components (such as organizational
structures, story elements, organizational
features) and evaluating their impact on the
text. Providing textual evidence to support
understanding of and reader's response to
text. Demonstrating comprehension of main
idea and supporting details. Summarizing
key events and/or points from text. Making
inferences, predicting, and drawing
conclusions based on text. Identifying and
analyzing personal, social, historical or
cultural influences, contexts, or biases.
Making connections between works, self and
related topics. Analyzing and evaluating the
effects of author's craft and style. Analyzing
and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
Identifying and analyzing elements of critical
environment found in text in light of
purpose, audience, and context.
5.01
Read and analyze various literary works by:
Using effective reading strategies for
preparation, engagement, reflection.
Recognizing and analyzing the characteristics
of literary genres, including fiction (e.g.,
myths, legends, short stories, novels),
nonfiction (e.g., essays, biographies,
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
autobiographies, historical documents),
poetry (e.g., epics, sonnets, lyric poetry,
ballads) and drama (e.g., tragedy, comedy).
Interpreting literary devices such as allusion,
symbolism, figurative language, flashback,
dramatic irony, dialogue, diction, and
imagery. Understanding the importance of
tone, mood, diction, and style. Explaining
and interpreting archetypal characters,
themes, settings. Explaining how point of
view is developed and its effect on literary
texts. Determining a character's traits from
his/her actions, speech, appearance, or what
others say about him or her. Explaining how
the writer creates character, setting, motif,
theme, and other elements. Making
thematic connections among literary texts
and media and contemporary issues.
Understanding the importance of cultural
and historical impact on literary texts.
Producing creative responses that follow the
conventions of a specific genre and using
appropriate literary devices for that genre.
5.02
Demonstrating increasing comprehension
and ability to respond personally to texts by
selecting and exploring a wide range of
genres. 5.03 Demonstrate the ability to read,
listen to and view a variety of increasingly
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
complex print and non-print literacy texts
appropriate to grade level and course
literary focus, by: Selecting, monitoring, and
modifying as necessary reading strategies
appropriate to readers' purpose. Identifying
and analyzing text components (such as
organizational structures, story elements,
organizational features) and evaluating their
impact on the text. Providing textual
evidence to support understanding of and
reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or
points from text. Making inferences,
predicting, and drawing conclusions based
on text. Identifying and analyzing personal,
social, historical or cultural influences,
contexts, or biases. Making connections
between works, self and related topics.
Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
characters and/or experiences. Identifying
and analyzing elements of literary
environment found in text in light of
purpose, audience, and context.
6.01
Demonstrate an understanding of
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
conventional written and spoken expression
that: Uses varying sentence types (e.g.,
simple, compound, complex, compoundcomplex) purposefully, correctly, and for
specific effect. Selects verb tense to show an
appropriate sense of time. Applies parts of
speech to clarify and edit language.
Addresses clarity and style through such
strategies as parallelism; appropriate
coordination and subordination; variety and
details; appropriate and exact words; and
conciseness. Analyzes the place and role of
dialects and standard/nonstandard English.
Uses vocabulary strategies such as roots and
affixes, word maps, and context clues to
discern the meanings of words.
6.02
Discern and correct errors in spoken and
written English by: Avoiding fragments, runons, and comma splices. Selecting correct
subject-verb agreement, consistent verb
tense and appropriate verbs. Using and
placing modifiers correctly. Editing for
spelling and mechanics (punctuation and
capitalization).
Grade 10:
Grade 10:
1.01
The learner will explore and express reflections and
Produce reminiscences (about a person,
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
event, object, place, animal) that engage the
audience by: Using specific and sensory
details with purpose. Explaining the
significance of the reminiscence from an
objective perspective. Moving effectively
between past and present. Recreating the
mood felt by the author during the
reminiscence.
1.02 Respond reflectively (through small group
discussion, class discussion, journal entry,
essay, letter, dialogue) to written and visual
texts by: Relating personal knowledge to
textual information or class discussion. Showing
an awareness of one's own culture as well as
the cultures of others. Exhibiting an awareness
of culture in which text is set or in which text
was written. Explaining how culture affects
personal responses. Demonstrating an
understanding of media's impact on personal
responses and cultural analyses.
1.03 Demonstrate the ability to read, listen to
and view a variety of increasingly complex print
and non-print expressive texts appropriate to
grade level and course literary focus, by:
Selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose. Identifying and analyzing text
reactions to print and non-print world text.
Comprehend print and non-print expressive world
text.
Communicate reactions orally and in writing to
world text and experience.
The learner will explore, organize, and use
information from sources to generate and answer
questions.
Explore, interact with, demonstrate comprehension
and/or sharing of informational materials that are
read, heard or viewed.
Use sources of information to determine problems,
solutions, causes and effects and their
relationships.
Use information from sources to communicate or
create an informational product.
Interpret and/or evaluate experiences, world
events, literature, language and/or ideas.
Make distinctions based on criteria.
Make generalizations and connections between
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
components (such as organizational structures,
story elements, organizational features) and
evaluating their impact on the text. Providing
textual evidence to support understanding of
and reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or points
from text. Making inferences, predicting, and
drawing conclusions based on text. Identifying
and analyzing personal, social, historical or
cultural influences, contexts, or biases. Making
connections between works, self and related
topics. Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
characters and/or experiences. Identifying and
analyzing elements of expressive environment
found in text in light of purpose, audience, and
context.
2.01
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print informational texts
appropriate to grade level and course
literary focus, by: Selecting, monitoring, and
modifying as necessary reading strategies
appropriate to readers' purpose. Identifying
and analyzing text components (such as
experiences, world events, literature, language
and/or ideas.
Demonstrate understanding of impact of elements
or parts to work(s) as a whole.
The learner will explore and respond to a variety of
world print and non-print texts.
Explore, analyze and/or evaluate relationships of
types of text (genres), concepts, elements and
terms, as found in a variety of world texts.
Extend understanding by creating products that
exemplify specific types of text.
The learner will demonstrate an understanding of
and/or apply conventions of grammar and language
usage in written and spoken expression.
Use appropriate conventions (including sentence
formation, usage and mechanics) for purpose,
audience and context.
Use standard English for clarity, technical language
for specificity and informal usage for effect.
Extend vocabulary knowledge by learning and using
new words.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
organizational structures, story elements,
organizational features) and evaluating their
impact on the text. Providing textual
evidence to support understanding of and
reader's response to text. Demonstrating
comprehension of main idea and supporting
details. Summarizing key events and/or
points from text. Making inferences,
predicting, and drawing conclusions based
on text. Identifying and analyzing personal,
social, historical or cultural influences,
contexts, or biases. Making connections
between works, self and related topics.
Analyzing and evaluating the effects of
author's craft and style. Analyzing and
evaluating the connections or relationships
between and among ideas, concepts,
characters and/or experiences. Identifying
and analyzing elements of informational
environment found in text in light of
purpose, audience, and context.
4.01
Interpret a real-world event in a way that:
Makes generalizations about the event
supported by specific references. Reflects on
observation and shows how the event
affected the current viewpoint. Distinguishes
fact from fiction and recognizes personal
bias.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
4.02
Analyze thematic connections among literary
works by: Showing an understanding of
cultural context. Using specific references
from texts to show how a theme is universal.
Examining how elements such as irony and
symbolism impact theme.
4.04
Analyze the ideas of others by identifying the
ways in which writers: Introduce and
develop a main idea. Choose and
incorporate significant, supporting, relevant
details. Relate the structure/organization to
the ideas. Use effective word choice as a
basis for coherence. Achieve a sense of
completeness and closure.
4.05
Evaluate the information, explanations, or
ideas of others by: Identifying clear,
reasonable criteria for evaluation. Applying
those criteria using reasoning and
substantiation.
4.06
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print critical texts appropriate to
grade level and course literary focus, by:
Selecting, monitoring, and modifying as
necessary reading strategies appropriate to
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
readers' purpose. Identifying and analyzing
text components (such as organizational
structures, story elements, organizational
features) and evaluating their impact on the
text. Providing textual evidence to support
understanding of and reader's response to
text. Demonstrating comprehension of main
idea and supporting details. Summarizing
key events and/or points from text. Making
inferences, predicting, and drawing
conclusions based on text. Identifying and
analyzing personal, social, historical or
cultural influences, contexts, or biases.
Making connections between works, self and
related topics. Analyzing and evaluating the
effects of author's craft and style. Analyzing
and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
Identifying and analyzing elements of critical
environment found in text in light of
purpose, audience, and context.
5.01
Read and analyze selected works of world
literature by: Using effective strategies for
preparation, engagement, and reflection.
Building on prior knowledge of the
characteristics of literary genres, including
fiction, non-fiction, drama, and poetry, and
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
exploring how those characteristics apply to
literature of world cultures. Analyzing
literary devices such as allusion, symbolism,
figurative language, flashback, dramatic
irony, situational irony, and imagery and
explaining their effect on the work of world
literature. Analyzing the importance of tone
and mood. Analyzing archetypal characters,
themes, and settings in world literature.
Making comparisons and connections
between historical and contemporary issues.
Understanding the importance of cultural
and historical impact on literary texts.
5.02
Demonstrate increasing comprehension and
ability to respond personally to texts by:
Selecting and exploring a wide range of
works which relate to an issue, author, or
theme of world literature. Documenting the
reading of student-chosen works.
5.03
Demonstrate the ability to read, listen to and
view a variety of increasingly complex print
and non-print literacy texts appropriate to
grade level and course literary focus, by:
Selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose. Identifying and analyzing
text components (such as organizational
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
structures, story elements, organizational
features) and evaluating their impact on the
text. Providing textual evidence to support
understanding of and reader's response to
text. Demonstrating comprehension of main
idea and supporting details. Summarizing
key events and/or points from text. Making
inferences, predicting, and drawing
conclusions based on text. Identifying and
analyzing personal, social, historical or
cultural influences, contexts, or biases.
Making connections between works, self and
related topics. Analyzing and evaluating the
effects of author's craft and style. Analyzing
and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
Identifying and analyzing elements of literary
environment found in text in light of
purpose, audience, and context.
6.01
Demonstrate an understanding of
conventional written and spoken expression
by: Employing varying sentence structures
(e.g., inversion, introductory phrases) and
sentence types (e.g., simple, compound,
complex, compound-complex). Analyzing
authors' choice of words, sentence structure,
and use of language. Using word recognition
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
strategies to understand vocabulary and
exact word choice (Greek, Latin roots and
affixes, analogies, idioms, denotation,
connotation). Using vocabulary strategies
such as context clues, resources, and
structural analysis (roots, prefixes, etc.) to
determine meaning of words and phrases.
Examining textual and classroom language
for elements such as idioms, denotation, and
connotation to apply effectively in own
writing/speaking. Using correct form/format
for essays, business letters, research papers,
bibliographies. Using language effectively to
create mood and tone.
6.02
Edit for: Subject-verb agreement, tense
choice, pronoun usage, clear antecedents,
correct case, and complete sentences.
Appropriate and correct mechanics
(commas, italics, underlining, semicolon,
colon, apostrophe, quotation marks). Parallel
structure. Clichés trite expressions. Spelling.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
Math
NCSCOS:
NCSCOS Extensions:
Data Analysis (Strategies, Transferring
Data)
Grade 9-12:
Grade 9-12:
1.01 Write equivalent forms of algebraic
expressions to solve problems. Apply the
laws of exponents. Operate with
polynomials. Factor polynomials.
Develop number sense for real numbers.
1.02 Use formulas and algebraic expressions,
including iterative and recursive forms, to
model and solve problems.
1.03 Model and solve problems using direct
variation.
3.01 Use matrices to display and interpret data.
4.01 Use linear functions or inequalities to model
and solve problems; justify results. Solve
using tables, graphs, and algebraic properties.
Interpret constants and coefficients in the
context of the problem.
4.02
Graph, factor, and evaluate quadratic
functions to solve problems.
Develop flexibility in solving mathematical
problems by selecting strategies and using
appropriate technology.
Collect, organize and display data to solve problems
(goal is to use graphs and data – scatter plots, bar
graphs, line graphs, tally, stem and leaf plots,
pictographs, Venn diagrams, circle graphs, line
plots, tables).
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
Science
NCSCOS:
NCSCOS Extensions:
Physical Science: Forces and Motion,
Energy and Conservation
Grade 9-12:
Grade 9-12:
1.01 Identify questions and problems that can be
answered through scientific investigations.
Conduct scientific investigations to answer
questions about the physical world.
1.02 Design and conduct scientific investigations to
answer questions about the physical world.
Create testable hypotheses. Identify variables.
Use a control or comparison group when
appropriate. Select and use appropriate
measurement tools. Collect and record data.
Organize data into charts and graphs.
Analyze and interpret data. Communicate
findings.
Observe, measure and demonstrate knowledge of
forces and motion.
1.03 Formulate and revise scientific explanations
and models using logic and evidence to:
Explain observations. Make inferences and
predictions. Explain the relationship between
evidence and explanation.
Thermal energy.
1.04 Apply safety procedures in the laboratory and
Transfer of energy by waves.
Observe, measure and demonstrate knowledge of
the storage and transfer of energy.
Potential energy.
Kinetic energy.
Transfer of energy by work.
Transfer of energy by heating.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
in field studies: Recognize and avoid potential
hazards. Safely manipulate materials and
equipment needed for scientific investigations.
1.05 Analyze reports of scientific investigations
from an informed scientifically literate
viewpoint including considerations of:
Appropriate sample. Adequacy of experimental
controls. Replication of findings. Alternative
interpretations of the data.
2.01 Measure and mathematically/graphically
analyze motion: Frame of reference (all motion
is relative - there is no motionless frame).
Uniform motion. Acceleration.
2.02 Investigate and analyze forces as interactions
that can change motion: In the absence of a
force, an object in motion will remain in
motion or an object at rest will remain at rest
until acted on by an unbalanced force. Change
in motion of an object (acceleration) is directly
proportional to the unbalanced outside force
and inversely proportional to the mass.
Whenever one object exerts a force on
another, an equal and opposite force is
exerted by the second on the first.
3.01 Investigate and analyze storage of energy:
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
Kinetic energy. Potential energies:
gravitational, chemical, electrical, elastic,
nuclear. Thermal energy.
3.02 Investigate and analyze transfer of energy by
work: Force. Distance.
3.03 Investigate and analyze transfer of energy by
heating: Thermal energy flows from a higher to
a lower temperature. Energy will not
spontaneously flow from a lower temperature
to a higher temperature. It is impossible to
build a machine that does nothing but convert
thermal energy into useful work.
3.04 Investigate and analyze the transfer of energy
by waves: General characteristics of waves:
amplitude, frequency, period, wavelength,
velocity of propagation. Mechanical waves.
Sound waves. Electromagnetic waves
(radiation).
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
Social Studies
NCSCOS:
NCSCOS Skills:
The Vietnam War, Recovery (After the
Wars), Socialization
Grade 9:
Grade 9:
6.01 Compare the conditions, racial composition,
and status of social classes, castes, and slaves
in world societies and analyze changes in
those elements.
Patterns of Social Order - The learner will
investigate social and economic organization in
various societies throughout time in order to
understand the shifts in power and status that have
occurred.
6.02Analyze causes and results of ideas regarding
superiority and inferiority in society and how
those ideas have changed over time.
6.03 Trace the changing definitions of citizenship
and the expansion of suffrage.
6.04 Relate the dynamics of state economies to
the well being of their members and to changes
in the role of government.
6.05 Analyze issues such as
ecological/environmental concerns, political
instability, and nationalism as challenges to
which societies must respond.
6.06
Trace the development of internal conflicts
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
due to differences in religion, race, culture, and
group loyalties in various areas of the world.
Grade 10:
Grade 10:
1.01 Read for literal meaning.
The learner will acquire strategies for reading social
studies materials and for increasing social studies
vocabulary.
1.02 Summarize to select main ideas.
1.05 Recognize bias and propaganda.
The learner will acquire strategies to access a
variety of sources, and use appropriate research
skills to gather, synthesize, and report information
using diverse modalities to demonstrate the
knowledge acquired.
1.06 Recognize and use social studies terms in
written and oral reports.
The learner will acquire strategies to analyze,
interpret, create, and use resources and materials.
1.07 Distinguish fact and fiction.
The learner will acquire strategies needed for
applying decision-making and problem-solving
techniques both orally and in writing to historic,
contemporary, and controversial world issues.
1.03 Draw inferences.
1.04 Detect cause and effect.
1.08 Use context clues and appropriate sources
such as glossaries, texts, and dictionaries to
gain meaning.
2.01 Use appropriate sources of information.
2.02 Explore print and non-print materials.
2.03 Utilize different types of technology.
The learner will acquire strategies needed for
effective incorporation of computer technology in
the learning process.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
2.05 Utilize community-related resources such
as field trips, guest speakers, and interviews.
2.06 Transfer information from one medium to
another such as written to visual and statistical
to written.
2.07 Create written, oral, musical, visual, and
theatrical presentations of social studies
information.
3.01 Use map and globe reading skills.
3.02 Interpret graphs and charts.
3.03 Detect bias.
3.04 Interpret social and political messages of
cartoons.
3.05 Interpret history through artifacts, arts, and
media.
4.01
Use hypothetical reasoning processes.
4.02 Examine, understand, and evaluate
conflicting viewpoints.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
4.03 Recognize and analyze values upon which
judgments are made.
4.04
Apply conflict resolutions.
4.05
Predict possible outcomes.
4.06
Draw conclusions.
4.07
Offer solutions.
4.08 Develop hypotheses.
5.01 Use word processing to create, format, and
produce classroom assignments/projects.
5.02Create and modify a database for class
assignments.
5.03 Create, modify, and use spreadsheets to
examine real-world problems.
5.04 Create nonlinear projects related to the
social studies content area via multimedia
presentations.
Grade 11:
Grade 11:
11.01 Describe the effects of the Cold War on
Recovery, Prosperity, and Turmoil (1945-1980) -
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
economic, political, and social life in America.
11.02 Trace major events of the Civil Rights
Movement and evaluate its impact.
11.03 Identify major social movements including,
but not limited to, those involving women,
young people, and the environment, and
evaluate the impact of these movements on
the United States' society.
11.04 Identify the causes of United States'
involvement in Vietnam and examine how
this involvement affected society.
11.05 Examine the impact of technological
innovations that have impacted American
life.
11.06 Identify political events and the actions and
reactions of the government officials and
citizens, and assess the social and political
consequences.
12.01 Summarize significant events in foreign policy
since the Vietnam War.
12.02 Evaluate the impact of recent constitutional
amendments, court rulings, and federal
The learner will trace economic, political, and social
developments and assess their significance for the
lives of Americans during this time period.
The United States since the Vietnam War (1973present) - The learner will identify and analyze
trends in domestic and foreign affairs of the United
States during this time period.
Pitt County Schools
Exceptional Children Department
Cathy Keeter, Director
Erica Stepps
Connie Cheston, Pat Peoples, Rick Wilkerson
March
legislation on United States' citizens.
12.03 Identify and assess the impact of economic,
technological, and environmental changes in
the United States.
12.04 Identify and assess the impact of social,
political, and cultural changes in the United
States.
12.05 Assess the impact of growing racial and
ethnic diversity in American society.
12.06 Assess the impact of twenty-first century
terrorist activity on American society.