HAMPTON COUNTY SCHOOL DISTRICT 2
CURRICULUM FRAMEWORKS
Social Studies
(3rd – 5th Grades)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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HAMPTON COUNTY SCHOOL DISTRICT 2
CURRICULUM FRAMEWORKS
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS
Board of Trustees
Administrators
Facilitators
Teachers
Administrative Support
DISTRICT MISSION STATEMENT
A MESSAGE FROM THE EXECUTIVE DIRECTOR FOR TEACHING, LEARNING, AND TECHNOLOGY
RATIONALE
INTRODUCTION
DESCRIPTION OF DOCUMENTS
PACING GUIDE OVERVIEW
INSTRUCTIONAL FRAMEWORKS
CURRICULUM FRAMEWORKS
3rd Grade Social Studies
Course Description
South Carolina Academic Standards (SCAS)
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
th
4 Grade Social Studies
Course Description
South Carolina Academic Standards (SCAS)
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
th
5 Grade Social Studies
Course Description
South Carolina Academic Standards (SCAS)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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7
8
10
11
12
13
14
14
15
16
18
20
31
32
33
35
37
55
56
57
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Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
APPENDICES
District Testing Calendar
Teaching and Learning Expectations
Grading and Assessment Framework
Promotion and Retention Rubric
Non-Negotiables
District Initiatives
Common Core State Standards Overview
Weekly Learning Templates
Depth of Knowledge (DOK)
Bloom’s Taxonomy “Power Word” Definitions
Bloom’s Taxonomy Verbs
Test-Taking Strategies
Extended Response Scoring Rubric
PASS/Social Studies Test Blueprint
Social Studies Vocabulary
Graphic Organizers
State-Adopted Textbooks (HCSD2)
MISCELLANEOUS
Curriculum Frameworks Annual Update Form
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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119
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150
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ACKNOWLEDGEMENTS
Hampton County School District 2 wishes to express its gratitude to the following individuals for their contributions, encouragement, and support
during the curriculum development process:
BOARD OF TRUSTEES
Mrs. Daisy Orr, Chairperson
Mrs. Myrtle Sumter, Vice Chairperson
Mrs. Elizabeth Haynes, Secretary
Reverend Benjamin Burison, Jr.
Mr. Lucius Moses
ADMINISTRATORS
Dr. Beverly J. Gurley, Superintendent
Mr. Martin Wright, Executive Director of Teaching, Learning, and Technology
Dr. Raedell Brown, Principal, Estill High School
Mrs. Synetria Hawkins, Interim Principal, Estill Middle School
Dr. Deborah Martin, Interim Principal, Estill Elementary School
FACILITATORS
Dr. Mildred M. Brown, Curriculum Consultant
Mrs. Julia Lee, Coordinator of Testing, District Math Coach
Dr. Raedell Brown, Principal, Estill High School
Dr. Karen Grant, Interim Administrative Assistant/6-8 Curriculum
Mrs. Marsha Robinson, Interim Administrative Assistant/K-5 Curriculum
Mrs. Mamie Jenkins, K-5 Curriculum
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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ACKNOWLEDGEMENTS
(continued)
TEACHERS
ESTILL ELEMENTARY SCHOOL
Social Studies Department
Mrs. Mahalia Buckner, Social Studies Department Chair and 4th Grade Social Studies Teacher
Ms. Asia Reed, 3rd Grade Social Studies Teacher
Mrs. Debra Jarrell, 5th Grade Social Studies Teacher
Administrative Support
Mrs. Aquila Houston
Office of Teaching, Learning, and Technology
Mrs. Shenna Solomon
Office of Human Resources
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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District Mission Statement
The mission of Hampton County School District 2
is to prepare students
to be successful, healthy and responsible citizens by providing challenging educational
experiences in a safe and positive environment.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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“A Message from
The Executive Director for Teaching, Learning, and
Technology”
One of the purposes of education is
to provide children with the skills and knowledge needed to
function capably as adults.
With the world changing rapidly, the abilities acquired in
schools today need to be reassessed,
as do the ways in which students are expected to learn ...
And when the curriculum changes,
ways in which the curriculum is delivered must change
correspondingly. --
The Mission of Hampton County School District 2 is to prepare students to be successful, healthy and responsible
citizens by providing challenging educational experiences
in a safe and positive environment.
Toward the Year 2000.
Saskatchewan Education, 1985, p.6.
As we embrace 21st century teaching and learning skills, it is important for teachers and parents to help students demonstrate the new Three R’s: Rigor, Relevance
and Relationships. When you take a deep look at the phrase “challenging education experience” from our mission statement, the word rigor is implied. But what is rigor
really? Rigor involves helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.
While the new Three R’s are not the only components of the 21 st century teaching and learning framework, it certainly marks the beginning of something new for
Hampton County School District 2. To this end, HCSD 2 is determined to develop and sustain a culture that is built on a non-negotiable commitment of getting results
based on 21st century teaching and learning skills, high expectations for college and career readiness and preparing students to compete in any globalized economy. This
new mindset has to permeate itself throughout our learning community.
We were off and running when the question was posed, what do our students need to know and be able to do in Hampton 2? This question, as simple as it may
be, was quite complex and required an answer that we could not all articulate. We stopped, thought and reflected on crafting our considerations that impacted student
achievement. In developing our common language, we adopted that curriculum is a system for managing and facilitating student achievement and learning based upon
consensus –driven content and performance standards. So our journey begins, rooted and grounded in the question that laid the purpose for our work. It was there that
the professional learning community of Hampton County School District 2 deposited a vast amount of time and energy ensuring that teaching and learning is maximized
through a guaranteed and viable curriculum
Through our work, we understand that it is at the curriculum level that we can ensure the following:
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


Student learning takes top priority;
The “written curriculum” is analyzed and correlated with state and district standards (Common Core State Standards (CCSS));
The “written curriculum” adequately addresses important 21st century skills (e.g., College and Career Readiness Skills and Mathematical Practice Skills from the CCSS); and
The “taught curriculum” is analyzed and monitored to ensure that it correlates with the “written curriculum”.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Opening
Work
Session
Closing

•
•
•
Instruction is defined as teachers designing and implementing teaching – learning tasks and activities to ensure that all
students achieve proficiency relevant to the South Carolina Academic Standards and/or the Common Core State Standards. Never
before has the connection between curriculum, instruction and assessment been so important as we prepare to implement the
Common Core State Standards.
An instructional framework provides a common language developed from accepted best practices in classroom instruction
that ensures a consistent approach to quality classroom instruction and assessment. The instructional framework allows teachers to
sequence the lesson or their instruction in a logical and predictable manner referencing standards throughout.
It also provides opportunities for:
Students to learn by doing and engaging in performance tasks;
Students to improve their levels of performance with practice, guidance, support, revision and feedback;
Teachers to support individual and small groups of students learning through differentiation; and
Teachers to review, share findings, answer the Essential Question and/or assess student learning.
Our curriculum will be a living and working document that is updated annually to maintain its fidelity of implementation as we continue to enhance teaching and
learning in Hampton County School District 2. With this in mind, I promise to be a STAR curriculum level leader that is committed to:




Service: I will be passionately committed to serving our school system, school faculty, staff, parents, stakeholders and most importantly our students, and I will
embrace the mission, vision and beliefs of Hampton County School District its exceptional leaders.
Teamwork: I will cultivate distributive and shared leadership and a collaborative culture to mobilize the caring power of our learning community.
Accountability: I will adhere to the highest standards of professional leadership and responsible stewardship of resources.
Results: I will work tirelessly to obtain the highest level of student achievement, personal and organizational performance focused on getting results.
Finally, I want to especially thank Dr. Mildred Brown, Curriculum Consultant, for her leadership and guidance in facilitating and structuring the development of our new
curriculum framework.
Yours in Service,
Martin L. Wright, Ed.S.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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RATIONALE
The development of a district-wide curriculum in core-tested subject areas must be a priority in the process of developing a standards-driven
curriculum in all areas. A curriculum that is standards driven and paced for complete content coverage is the foundation that assures equal
access to all tested standards in each applicable course. Without the focus of district-wide curricula in the core areas, efforts to improve will be
hampered by “hit-and-miss” approaches and the selection of appropriate materials is, at best, a toss up. Additionally, mechanisms used to
monitor implementation of the standards are virtually impossible to effectively manage without the necessary curriculum foundations in place.
Finally, at the school level, teachers can only be held accountable for what can be monitored effectively. More specifically, a core curriculum is a
“must” to facilitate improved student learning and to hold all stakeholders accountable.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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INTRODUCTION
Hampton County School District 2 Curriculum Frameworks provide a research-based structure for teaching the South Carolina Academic
Standards/Common Core Standards in English/Language Arts, Mathematics, Science, and Social Studies. Based on the premise that an effective
instructional program is balanced, comprehensive, and evolving, this framework is designed to assist teachers and instructional leaders in
improving student achievement through implementation of the South Carolina Academic Standards/Common Core Standards.
The academic standards/common core standards indicate what students should know and be able to do at each grade level and in each subject
area. Each framework contains a copy of the academic standards/common core standards, a course description, standards-in-action “benchmark
schedule”/curriculum map (year-at-a-glance), and a foundation document. Included in the appendices are additional resources and
documentaries that have proven to be essential for effective day-to-day instruction.
It is hoped that these tools will aid teachers in planning instruction that will ultimately maximize student learning. Teachers are encouraged to
accept this framework as a “living” document that will continue to be revised, edited, and updated as new standards are developed or as subject
areas go through the cyclical review process.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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DESCRIPTION OF DOCUMENTS
South Carolina Academic Standards (SCAS): A set of South Carolina crafted standards that define the knowledge and skills all students
should know and be able to do. They are clear, complete, comprehensive and serve as the basis for objective and reliable statewide assessments.
They provide the foundation for the development of curricula at the district level and are crafted for each subject at every grade level.
Common Core State Standards (CCSS): A set of standards, adopted by the South Carolina State Board of Education in 2010, so that learning
in South Carolina can be as uniform as learning across the country. These standards, currently crafted for English/Language Arts and
Mathematics only, describe the knowledge and skills that students will need when they graduate from high school whether their choice of college
or career. They, like the South Carolina Academic Standards, define the knowledge and skills students should have to succeed in high school, in
addition to those needed to succeed in entry-level, credit-bearing, academic college courses, and in workforce training programs.
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance): A schedule of planned assessments based on the
standards taught and learned within each nine weeks or semester.
Foundation Document: A compilation of academic standards, resources/materials, best practices, and assessments from which teachers can
produce rigorous, standards-driven, highly motivating, productive lessons.
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PACING GUIDE OVERVIEW
Unlike skills in other subject areas, the South Carolina Academic Standards/Common Core Standards cannot be isolated and checked off as
completed. Instead, they are designed to be grouped in different ways and addressed multiple times throughout the year.
Additionally, the standards cannot easily be assigned particular dates on a yearly calendar so that R1.1, for example, will be addressed on
particular days and so on. Given the “target standards” for each benchmark, teachers have the liberty to choose appropriate resources and best
practices through which to teach the standards. These choices give teachers flexibility with the number of days to spend on each standard.
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CURRICULUM FRAMEWORK
Social Studies
(3rd Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Course Description
SOCIAL STUDIES
(3RD Grade)
The exceptional story of South Carolina is the focus of third-grade social studies. Building upon the economic, geographic, political, and historical
concepts learned in the primary grades, students will discover how a variety of cultural influences have interacted to create a unique and diverse
society within our state. Students will begin to understand South Carolina’s influential role and place within the greater context of United States
history. Students completing third- grade social studies will then be prepared to build on their learning as they move to a study of United States
history in the fourth and fifth grades.
Instruction should utilize the social studies literacy skills for the twenty-first century that are enunciated in chart format in the Appendix. These
statements represent a continuum of tools, strategies, and perspectives that are necessary for the student’s understanding of social studies
material that is taught at each grade level. Beginning at kindergarten and progressing to graduation, each statement is a developmentally
appropriate iteration of the same skill as it is being further honed at each grade band (K–3, 4–5, 6–8, and high school). While most of these skills
can be utilized in the teaching of every standard, the most appropriate skills for each standard are repeated in a bulleted list at the bottom of the
page for that particular standard.
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SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SOCIAL STUDIES
3rd Grade
INDICATOR
3-1
3-1.1
3-1.2
3-1.3
3-2
3-2.1
3-2.2
3-2.3
3-2.4
3-2.5
3-3
3-3.1
3-3.2
3-3.3
3-3.4
3-3.5
3-4
3-4.1
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF PLACES AND REGIONS IN SOUTH CAROLINA AND THE ROLE OF HUMAN SYSTEMS IN THE STATE.
Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according
to their climate, physical features, and natural resources.
Describe the location and characteristics of significant features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the
Edisto River Basin, and the Savannah River Basin; major cities; and climate regions.
Explain interactions between the people and the physical landscape of South Carolina over time, including the effects on population distribution, patterns of migration, access to
natural resources, and economic development.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE EXPLORATION AND SETTLEMENT OF SOUTH CAROLINA.
Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee.
Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish, French, and English.
Describe the initial contact, cooperation, and conflict between the Native Americans and European settlers in South Carolina.
Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial government, including settlement by and trade with the people of Barbados and
the influence of other immigrant groups.
Explain the role of Africans in developing the culture and economy of South Carolina, including the growth of the slave trade; slave contributions to the plantation economy; the daily
lives of the enslaved people; the development of the Gullah culture; and their resistance to slavery.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE AMERICAN REVOLUTION AND SOUTH CAROLINA’S ROLE IN THE DEVELOPMENT OF THE NEW
AMERICAN NATION.
Summarize the causes of the American Revolution, including Britain’s passage of the Stamp Act, the Tea Act, and the Intolerable Acts; the rebellion of the colonists; and the writing of
the Declaration of Independence.
Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists, women, enslaved and free Africans, and Native Americans.
Summarize the course of the American Revolution in South Carolina, including the role of William Jasper and Fort Moultrie; the occupation of Charles Town by the British; the partisan
warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of Cowpens, Kings Mountain, and Eutaw Springs.
Summarize the effects of the American Revolution, including the establishment of state and national governments.
Outline the structure of state government, including the branches of government (legislative, executive, and judicial), the representative bodies of each branch (general assembly,
governor, and supreme court), and the basic powers of each branch.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF LIFE IN THE ANTEBELLUM PERIOD, THE CAUSES AND EFFECTS OF THE CIVIL WAR, AND THE
IMPACT OF RECONSTRUCTION IN SOUTH CAROLINA.
Compare the economic conditions for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the enslaved and
free African Americans.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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INDICATOR
3-4.2
3-4.3
3-4.4
3-4.5
3-4.6
3-5
3-5.1
3-5.2
3-5.3
3-5.4
3-5.5
3-5.6
STANDARD
Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin and the subsequent expansion of and economic dependence on slavery.
Explain the reasons for South Carolina’s secession from the Union, including the abolitionist movement and the concept of states’ rights.
Summarize the course of the Civil War in South Carolina, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, the significance of the
Hunley submarine; the exploits of Robert Smalls; and General William T. Sherman’s march through the state.
Explain how the destruction caused by the Civil War affected the economy and daily lives of South Carolinians, including the scarcity of food, clothing, and living essentials and the
continuing racial tensions.
Summarize the positive and negative effects of Reconstruction in South Carolina, including the development of public education; the establishment of sharecropping; racial
advancements and tensions; and the attempts to rebuild towns, factories, and farms.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE MAJOR DEVELOPMENTS IN SOUTH CAROLINA IN THE LATE NINETEENTH AND THE
TWENTIETH CENTURY.
Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of Jim Crow laws, the rise and fall of textile markets, and
the expansion of the railroad.
Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the cities, including discrimination and unemployment; poor sanitation and
transportation services; and the lack of electricity and other modern conveniences in rural locations.
Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create
jobs through a variety of New Deal programs.
Summarize the social and economic impact of World War II and the Cold War on South Carolina, including the end of the Great Depression, improvements in modern conveniences,
increased opportunities for women and African Americans, and the significance of the opening and eventual closing of military bases.
Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of Jim Crow laws; the desegregation of schools
(Briggs v. Elliott) and other public facilities; and efforts of African Americans to achieve the right to vote.
Describe the growth of tourism and its impact on the economy of South Carolina, including the development of historic sites, state parks, and resorts and the expanding transportation
systems that allow for greater access to our state.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Standards-in-Action Curriculum Map
SOCIAL STUDIES
3rd Grade
1st Nine Weeks
Standard 3-1:
The student will demonstrate an understanding
of places and regions in South Carolina and the
role of human systems in the state.
Indicators
3-1.1
Categorize the six landform regions of South
Carolina—the Blue Ridge, the Piedmont, the
Sand Hills, the Inner Coastal Plain, the Outer
Coastal Plain, and the Coastal Zone—according
to their climate, physical features, and natural
resources.
3-1.2
Describe the location and characteristics of
significant features of South Carolina, including
landforms; river systems such as the Pee Dee
River Basin, the Santee River Basin, the Edisto
River Basin, and the Savannah River Basin;
major cities; and climate regions.
3-1.3
Explain interactions between the people and the
physical landscape of South Carolina over time,
including the effects on population
distribution, patterns of migration, access to
natural resources, and economic development.
Standard 3-2:
The
Student will demonstrate an understanding of
the exploration and settlement of South
Carolina.
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Standard 3-2: (Continued):
Student will demonstrate an understanding of the
exploration and settlement of South Carolina.
Indicators
Standard 3-4:
The student will demonstrate an understanding of
life in the antebellum period, the causes and
effects of the Civil War, and the impact of
Reconstruction in South Carolina.
Indicators
3-4.1
Compare the economic conditions for various
classes of people in South Carolina, including the
elite, the middle class, the lower class, the
independent farmers, and the enslaved and free
African Americans.
3-4.2
Summarize the development of slavery in
antebellum South Carolina, including the
invention of the cotton gin and the subsequent
expansion of and economic dependence on
slavery.
3-4.3
Explain the reasons for South Carolina’s secession
from the Union, including the abolitionist
movement and the concept of states’ rights.
3-4.4
Summarize the course of the Civil War in South
Carolina, including the Secession Convention, the
firing on Fort Sumter, the Union blockade of
Charleston, the significance of the Hunley
submarine; the exploits of Robert Smalls; and
General William T. Sherman’s march through the
state.
Standard 3-5:
The student will demonstrate an understanding of
the major developments in South Carolina in the
late nineteenth and the twentieth century.
3-2.4
Summarize the development of the Carolina
colony under the Lords Proprietors and the royal
colonial government, including settlement by and
trade with the people of Barbados and the
influence of other immigrant groups.
3-2.5
Explain the role of Africans in developing the
culture and economy of South Carolina, including
the growth of the slave trade; slave contributions
to the plantation economy; the daily lives of the
enslaved people; the development of the Gullah
culture; and their resistance to slavery.
Standard 3-3:
The student will demonstrate an understanding of
the American Revolution and South Carolina’s role
in the development of the new American nation.
Indicators
3-3.1
Summarize the causes of the American
Revolution, including Britain’s passage of the
Stamp Act, the Tea Act, and the Intolerable
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Indicators
3-5.1
Summarize the social and economic impact of
developments in agriculture, industry and
technology, including the creation of Jim Crow
laws, the rise and fall of textile markets, and the
expansion of the railroad.
3-5.2
Explain the causes and impact of emigration from
South Carolina and internal migration from rural
areas to the cities, including discrimination and
unemployment; poor sanitation and transportation
services; and the lack of electricity and other
modern conveniences in rural locations.
3-5.3
Explain the effects of the Great Depression on
daily life in South Carolina, including the
widespread poverty and unemployment and the
efforts of the federal government to create jobs
through a variety of New Deal programs.
3-5.4
Summarize the social and economic impact of
World War II and the Cold War on South
Carolina, including the end of the Great
Depression, improvements in modern
conveniences, increased opportunities for
Page 18
1st Nine Weeks
Indicators
3-2.1
Compare the culture, governance, and physical
environment of the major Native American tribal
groups of South Carolina, including the
Cherokee, Catawba, and Yemassee.
3-2.2
Summarize the motives, activities, and
accomplishments of the exploration of South
Carolina by the Spanish, French, and English.
3-2.3
Describe the initial contact, cooperation, and
conflict between the Native Americans and
European settlers in South Carolina.
1st Nine Weeks
1st Nine Weeks
1st Nine Weeks
Acts; the rebellion of the colonists; and the
writing of the Declaration of Independence.
3-3.2
Compare the perspectives of South Carolinians
during the American Revolution, including
Patriots, Loyalists, women, enslaved and free
Africans, and Native Americans.
3-3.3
Summarize the course of the American Revolution
in South Carolina, including the role of William
Jasper and Fort Moultrie; the occupation of
Charles Town by the British; the partisan warfare
of Thomas Sumter, Andrew Pickens, and Francis
Marion; and the battles of Cowpens, Kings
Mountain, and Eutaw Springs.
3-3.4
Summarize the effects of the American
Revolution, including the establishment of state
and national governments.
3-3.5
Outline the structure of state government,
including the branches of government (legislative,
executive, and judicial), the representative bodies
of each branch (general assembly, governor, and
supreme court), and the basic powers of each
branch.
3-4.5
Explain how the destruction caused by the Civil
War affected the economy and daily lives of South
Carolinians, including the scarcity of food,
clothing, and living essentials and the continuing
racial tensions.
3-4.6
Summarize the positive and negative effects of
Reconstruction in South Carolina, including the
development of public education; the
establishment of sharecropping; racial
advancements and tensions; and the attempts to
rebuild towns, factories, and farms.
women and African Americans, and the
significance of the opening and eventual closing
of military bases.
3-5.5
Summarize the development of economic,
political, and social opportunities of African
Americans in South Carolina, including the end of
Jim Crow laws; the desegregation of schools
(Briggs v. Elliott) and other public facilities; and
efforts of African Americans to achieve the right
to vote.
3-5.6
Describe the growth of tourism and its impact on
the economy of South Carolina, including the
development of historic sites, state parks, and
resorts and the expanding transportation systems
that allow for greater access to our state
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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FOUNDATION DOCUMENT
Social Studies
3rd Grade
.
SC Academic Standards
Resources
Best Practices
3-1
The student will demonstrate an
understanding of places and
regions in South Carolina and the
role of human systems in the
state.
1. Texts, calendars, timelines, maps, mental maps,
charts, tables, graphs, flow charts, diagrams,
photographs, illustrations, paintings, cartoons,
architectural drawings, documents, letters, censuses,
artifacts, models, geographic models, aerial
photographs, satellite-produced images, and
geographic information systems.
2. United Streaming Video –
http://www.unitedstreaming.com
3. http://oceanservice.noaa.gov/kids/
4. http://kids.usa.gov/social-studies/maps/index.shtml
1. Field trips to desired locations
2. Students will create their own
maps to show the different
places and regions in South
Carolina
3-1.1
Indicators
1. Pictures/Slides of different land forms
2. Map of South Carolina
3. Texts, calendars, timelines, maps, mental maps,
charts, tables, graphs, flow charts, diagrams,
photographs, illustrations, paintings, cartoons,
architectural drawings, documents, letters, censuses,
artifacts, models, geographic models, aerial
photographs, satellite-produced images, and
geographic information systems.
4. Know-It-All ( a fun website about SC:
www.knowitall.org)
1. Project on different landforms
2. Students work in groups and
write a report on different
landforms
3. Students will color and label
each region on a map
Categorize the six landform regions of
South Carolina—the Blue Ridge, the
Piedmont, the Sand Hills, the Inner
Coastal Plain, the Outer Coastal Plain,
and the Coastal Zone—according to
their climate, physical features, and
natural resources.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
SS journals
Data Director
Performance Task
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SC Academic Standards
3-1.2
Describe the location and
characteristics of significant features of
South Carolina, including landforms;
river systems such as the Pee Dee
River Basin, the Santee River Basin,
the Edisto River Basin, and the
Savannah River Basin; major cities;
and climate regions.
3-1.3
Explain interactions between the
people and the physical landscape of
South Carolina over time, including the
effects on population distribution,
patterns of migration, access to natural
resources, and economic development.
Resources
1. Know-It-All ( a fun website about SC:
www.knowitall.org)
2. Website: www.riverventure.org/ (RiverVenture is the
story of South Carolina's cultural and natural landscape
as told by its rivers. RiverVenture will take you on a
virtual "float-trip" across South Carolina, following the
Saluda, the Congaree, the Santee, the Cooper, and the
Catawba rivers.
3. Rubrics
4. Checklists
5. Social studies projects
6. Data director
7. Learning chain
8. SS journals (response sheets)
9. CFAs
10. S.S. workbook
11. Performance task
12. Graphic organizers
1. Maps and Atlases
2. Website: http://teachinghistory.org/teachingmaterials/state-standards/south-carolina/3
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Students list different
characteristics and locations of
South Carolina on a chart
2. Students works in groups and
complete a project on one of the
river systems
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
1. 3-D Projects
2. Students will make a list on chart
paper
3. The reasons that people make
choices based on the scarcity of
resources
1. work in small groups to present
information about culture and
cultural diversity;
2. Construct a picture collage;
3. Complete a Venn diagram,
character web, and a cause and
effect diagram about a story;
4. Research, investigate, and
complete a final project
concerning the effect of migration
and cultural diversity on South
Carolina; and
give an oral presentation in class.
5. Rubrics
6. Checklist
7. Social studies projects
8. Data director
9. Learning chain
10. SS journals (response sheets)
11. CFAs
Page 21
SC Academic Standards
Resources
Best Practices
Assessments
12. S.S. workbook
13. Performance task
14. Graphic organizers
3-2
3-2.1
The student will demonstrate an
understanding of the exploration
and settlement of South Carolina.
1. Texts, calendars, timelines, maps, mental maps,
charts, tables, graphs, flow charts, diagrams,
photographs, illustrations, paintings, cartoons,
architectural drawings, documents, letters, censuses,
artifacts, models, geographic models, aerial
photographs, satellite-produced images, and
geographic information systems.
2. Website: http://www.u-shistory.com/pages/h637.html
1. Students will work in groups and
make a timeline of events
2. Students play a game of
“Jeopardy” to help with the
understanding of the exploration
and settlement of South Carolina
1. SS journals
2. Data Director
3. Performance Task
Indicators
1. Books about various Native Americans customs
2. Chart listing the variety of food, shelter, and clothing .
Explain that these items are part of someone’s
culture. (Definition of the term culture: the things that
are a way of life for a certain group of people at a
given time.)
1. Group projects on different tribal
groups
2. Students play a Jeopardy game
of Fun Facts
3. Students will complete a “Fact or
Opinion Sheet” based on facts of
the different tribal groups
1.
2.
3.
4.
5.
6.
7.
8.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
9.
10.
11.
12.
13.
1.
2.
3.
4.
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
SS journals
Data Director
Performance Task
Collage
Compare the culture, governance, and
physical environment of the major
Native American tribal groups of South
Carolina, including the Cherokee,
Catawba, and Yemassee.
3. Globe and map
3-2.2
Summarize the motives, activities, and
accomplishments of the exploration of
South Carolina by the Spanish, French,
and English.
1. South Carolina Explorers Powerpoint
2. Publication: Democracy Studies Weekly (Website:
http://www.studiesweekly.com/thirdgrade_socialstudi
es.php)
3. Publication: World Community Studies Weekly
(Website:
http://www.studiesweekly.com/thirdgrade_socialstudi
es.php)
4. Website:
http://www.itv.scetv.org/guides/DetectiveBonz.pdf
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1. Students list on chart paper the
motives, activities, and
accomplishments of each group
2. Students are divided into groups.
Each group represents the
Spanish, French, or the English.
Students complete a project on
their specific group.
Page 22
SC Academic Standards
3-2.3
Describe the initial contact,
cooperation, and conflict between the
Native Americans and European
settlers in South Carolina.
3-2.4
Summarize the development of the
Carolina colony under the Lords
Proprietors and the royal colonial
government, including settlement by
and trade with the people of Barbados
and the influence of other immigrant
groups.
3-2.5
Explain the role of Africans in
developing the culture and economy of
South Carolina, including the growth of
the slave trade; slave contributions to
the plantation economy; the daily lives
of the enslaved people; the
development of the Gullah culture; and
their resistance to slavery.
Resources
1. Website: Nebraskastudies.org
2. PBS. New Perspectives of the West.
http://www.pbs.org/weta/thewest/program/
3. Map
4. Website:
http://www.itv.scetv.org/guides/DetectiveBonz.pdf
5. Website:
http://ourpluralhistory.stcc.edu/colonialperiod/cultures.h
tml
6. Map
1. Timeline
2. Website: http://www.city-data.com/states/SouthCarolina-History.html
1. Website: http://www.sciway.net/afam/slavery/life.html
2. Gullah visitor who can come in and tell a story in Gullah
3. Website: http://www.scseagrant.org/Content/?cid=300
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
3. Students will map Spanish
and French exploration routes in
South Carolina and America
4. Complete a persuasion map
on the reasons for exploration
1. Students are divided into two
groups. Each group must list
how they cooperated and what
conflicts they each had with the
other group.
Assessments
1. Map exercise
2. Oral discussion
3. Written editorial.
1. Students will list on chart paper
the reasons why trade occurs
and how historical patterns of
trade have contributed to global
interdependence
1. SS journals
2. Data Director
3. Performance Task
1. Field Trip to Beaufort to expose
students to Gullah Culture
2. Field Trip to Caw Caw
Interpretive Center (Charleston
County)
http://www.ccprc.com/index.asp
?nid=53
3. Field Trip to Beaufort Museum
(Beaufort County)
http://www.historicbeaufort.org/index.html
1. SS journals
2. Data Director
3. Performance Task
Page 23
SC Academic Standards
3-3
3-3.1
3-3.2
Resources
The student will demonstrate an
understanding of the American
Revolution and South Carolina’s
role in the development of the new
American nation.
1. Website:
http://www.sciway.net/hist/periods/revolwar.html
2. SC Revolutionary War Maps
Indicators
1. Revolutionary War Timeline
2. Website:
www.ushistory.org/declaration/revwartimeline.htm
Summarize the causes of the American
Revolution, including Britain’s passage of
the Stamp Act, the Tea Act, and the
Intolerable
Acts; the rebellion of the colonists; and
the writing of the Declaration of
Independence.
Compare the perspectives of South
Carolinians during the American
Revolution, including Patriots, Loyalists,
women, enslaved and free Africans, and
Native Americans.
3-3.3
Summarize the course of the American
Revolution in South Carolina, including
the role of William Jasper and Fort
Moultrie; the occupation of Charles Town
by the British; the partisan warfare of
Thomas Sumter, Andrew Pickens, and
Francis Marion; and the battles of
Cowpens, Kings Mountain, and Eutaw
Springs.
3-3.4
Summarize the effects of the American
Revolution, including the establishment
of state and national governments.
Best Practices
Assessments
1. Read the poem, see Song of
Marion’s Men,
2. Students will list on chart paper
the South Carolina’s role in the
development of the new
American nation
1. Students will create songs to
help remember each of the
different Acts
2. Students will list on chart paper
the reason for the
American Revolution
1. Books on various groups
2. Website: www.teachinghistory.org
1. Role Play (Different groups
during the American Revolution)
1. Timeline of Events
2. Chart of different battles
1. Students will do a report on each
of the different topics
1. SS journals
2. Data Director
3. Performance Task
1. Website: American Revolution - Kids Konnect
2. www.kidskonnect.com
1. Students will list the
characteristic s of each branch of
the government
1. SS journals
2. Data Director
3. Performance Task
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 24
SC Academic Standards
3-3.5
3-4
Outline the structure of state
government, including the branches of
government (legislative, executive, and
judicial), the representative bodies of
each branch (general assembly,
governor, and supreme court), and the
basic powers of each branch.
The student will demonstrate an
understanding of life in the
antebellum period, the causes and
effects of the Civil War, and the
impact of Reconstruction in South
Carolina.
Resources
1. Website: www.lessoncorner.com
2. Poster of the US Constitution
3. Local Politician visits class and discusses the
government of the community
4. http://kids.usa.gov/social-studies/maps/index.shtml
5. Website: www.icivics.org/curriculum
1. Website: http://www.totally3rdgrade.com/
2. Using this Website: http://www.totally3rdgrade.com/
(Students learn songs about Civil War)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Mock Election
2. Students create their own
campaign posters
3. Students create their own
campaign slogan
4. Students learn about the three
branches of government and
find out how the three
branches interact with each
another. Through the process of
creating a healthy school lunch
menu, students role-play each
branch’s responsibility in the
law-making process.
1.
2.
3.
4.
5.
6.
7.
8.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
9.
10.
11.
12.
13.
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
1. Students make up their own
lyrics about the Civil War
1.
2.
3.
4.
5.
6.
7.
8.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
9.
10.
11.
12.
13.
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
Page 25
SC Academic Standards
Indicators
3-4.1
Compare the economic conditions for
various classes of people in South
Carolina, including the elite, the middle
class, the lower class, the independent
farmers, and the enslaved and free
African Americans.
Resources
1. Charts listing Needs and Wants
2. Website: teachinghistory.org
Best Practices
Assessments
1. Students listen to a story about
children who produce and sell
lemonade to raise money for
their clubhouse. They produce a
product and classify the
resources used in production as
natural resources, capital
resources (goods), or human
resources. The extension
activities integrate mathematics
and language arts as students
graph the lemonade sales and
create an advertisement for
lemonade.
1.
2.
3.
4.
5.
6.
7.
8.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
9.
10.
11.
12.
13.
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
3-4.2
Summarize the development of slavery in
antebellum South Carolina, including the
invention of the cotton gin and the
subsequent expansion of and economic
dependence on slavery.
1. Website: teachinghistory.org
1. Students will do a report on a
famous African American during
this time period
1. SS journals
2. Data Director
3. Performance Task
3-4..3
Explain the reasons for South Carolina’s
secession from the Union, including the
abolitionist movement and the concept of
states’ rights.
Summarize the course of the Civil War in
South Carolina, including the Secession
Convention, the firing on Fort Sumter, the
Union blockade of Charleston, the
significance of the Hunley submarine; the
exploits of Robert Smalls; and General
William T. Sherman’s march through the
state.
1. Website: ProTeacher.com
2. Timeline of Events
1. Students will list on chart paper
the reason for South Carolina
seceding from the Union.
1. SS journals
2. Data Director
3. Performance Task
1. Website: teachinghistory.org
2. Textbook: Children’s Voices from the Civil War
1. Field trip to Fort Sumter
2. Comparing the textbook with
additional primary source
documents expands students'
knowledge, breathes life into the
text, and introduces the voices
of those left out of the text.
1. Handout: Children’s Voices from
the Civil War
(teachinghistory.org)
2. SS journals
3. Data Director
4. Performance Task
3-4.4
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 26
Best Practices
Assessments
3-4.5
SC Academic Standards
Explain how the destruction caused by
the Civil War affected the economy and
daily lives of South Carolinians, including
the scarcity of food, clothing, and living
essentials and the continuing racial
tensions.
1. Civil War On-Line Game-Website:
http://game.toolboxforteachers.com/QuizIntro.aspx?Q
uizID=35b1f48c-1902-4b75-9c3a-dee36c7ed234
Resources
1. Create a time line of events
starting from the start of Civil
War leading up to how the
economy and lives of people
were affected
1. SS journals
2. Data Director
3. Performance Task
4. Rubric
5. Checklist
6. Social studies projects
7. Data director
8. Learning chain
9. SS journals (response sheets)
10. CFAs
11. S.S. workbook
12. Performance task
13. Graphic organizers
3-4.6
Summarize the positive and negative
effects of Reconstruction in South
Carolina, including the development of
public education; the establishment of
sharecropping; racial advancements and
tensions; and the attempts to rebuild
towns, factories, and farms.
1. Website: www.teachinghistory.org
1. Students will list on chart paper
the positive and negative effects
of reconstruction in South
Carolina.
3-5
The student will demonstrate an
understanding of the major
developments in South Carolina in
the late nineteenth and the
twentieth century.
1. Website: www.encyclopedia.com
2. Website: http://www.apstudynotes.org/ushistory/topics/the-new-south/
1. Students will be divided up into
groups. In groups, students will
complete a project on one of the
major developments in South
Carolina in the late nineteenth
and twentieth century.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
Page 27
SC Academic Standards
3-5.1
Indicators
Summarize the social and economic
impact of developments in agriculture,
industry and technology, including the
creation of Jim Crow laws, the rise and
fall of textile markets, and the expansion
of the railroad.
Resources
1. The Rise and Fall of Jim Crow. Resources | PBS
2. www.pbs.org/wnet/jimcrow/resources.html
3. Texas Jim Crow, Jim Crow Laws: Texas Close Bringing History Home
4. www.bringinghistoryhome.org/.../3rd-grade/./3Texas
Jim Crow
6. Traveling Southern Style: A lesson on the Jim
Crow Laws
7.
www.teachingushistory.org/lessons/travelingsoutherns
tyle.html
8. Website:
http://thehistoryprofessor.us/bin/histprof/misc/railroa
ds.html
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1. Students will grow a plant
starting from a seed.
2. Students will do a report on the
final outcome.
3. Students will make their own
railroad car (train)
4. Students will compare travel on
a train, travel in a car, and horse
and buggy
Assessments
10. CFAs
11. S.S. workbook
12. Performance task
Graphic organizers
1. SS journals
2. Data Director
3. Performance Task
4. Rubric
5. Checklist
6. Social studies projects
7. Data director
8. Learning chain
9. SS journals (response sheets)
10. CFAs
11. S.S. workbook
12. Performance task
13. Graphic organizers
Page 28
SC Academic Standards
Resources
Best Practices
3-5.2
Explain the causes and impact of
emigration from South Carolina and
internal migration from rural areas to the
cities, including discrimination and
unemployment; poor sanitation and
transportation services; and the lack of
electricity and other modern conveniences
in rural locations.
1. Website: teachinghistory.org
1. Students will list on chart paper
the causes and impact of
emigration from South Carolina
3-5.3
Explain the effects of the Great
Depression on daily life in South Carolina,
including the widespread poverty and
unemployment and the efforts of the
federal government to create jobs
through a variety of New Deal programs.
1. Photographs/pictures to illustrate the great
Depression and Poverty
2. Website:
http://www.teachingushistory.org/lessons/greatdepre
ssioninsc.html
1. Students will work in small
groups. Inform students they
will analyze photographs to
begin learning about a period in
history known as The Great
Depression. Have groups gather
as much information they can
from the photo.
2. Students will create posters to
show how people lived during
The Great Depression.
3-5.4
Summarize the social and economic
impact of World War II and the Cold War
on South Carolina, including the end of
the Great Depression, improvements in
modern conveniences, increased
opportunities for women and African
Americans, and the significance of the
opening and eventual closing of military
bases.
1. Website: www.teachingushistory.org
2. Website: http://tivaor.info/
3. Website: http://www.u-shistory.com/pages/h1881.html
1. Field Trip to the Mighty Eighth
Air Force Museum
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
1.SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Page 29
SC Academic Standards
Resources
Best Practices
3-5.5
Summarize the development of economic,
political, and social opportunities of
African Americans in South Carolina,
including the end of Jim Crow laws; the
desegregation of schools (Briggs v. Elliott)
and other public facilities; and efforts of
African Americans to achieve the right to
vote.
1. Website: www.icivics.org
1. Students participate in a mock
protest for the Right to Vote
3-5.6
Describe the growth of tourism and its
impact on the economy of South Carolina,
including the development of historic
sites, state parks, and resorts and the
expanding transportation systems that
allow for greater access to our state.
1. Travel Guides from South Carolina
1. Visit several historical sites
around Estill
2. Field Trip to a South Carolina
State Park
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
12.
13.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Performance task
Graphic organizer
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
SS journals
Data Director
Performance Task
Rubric
Checklist
Social studies projects
Data director
Learning chain
SS journals (response sheets)
CFAs
S.S. workbook
Performance task
Graphic organizers
Page 30
CURRICULUM FRAMEWORK
Social Studies
(4th Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 31
Course Description
SOCIAL STUDIES
(4TH Grade)
The social studies standards in grades four and five are a comprehensive history of the United States. The first part of this story, which dates from
the exploration of the New World to the end of the Civil War, is the focus for grade four. Students learn about the contributions of Native
Americans, the exploration and settlement by the Europeans, the beginnings of the United States as a nation, the westward expansion and its
implications, and the problems that tore the nation apart and caused a civil war. Students also explore the documents, people, and events that
have made the United States what it is today.
Instruction should utilize the social studies literacy skills for the twenty-first century that are enunciated in chart format in the Appendix. These
statements represent a continuum of tools, strategies, and perspectives that are necessary for the student’s understanding of social studies
material that is taught at each grade level. Beginning at kindergarten and progressing to graduation, each statement is a developmentally
appropriate iteration of the same skill as it is being further honed at each grade band (K–3, 4–5, 6–8, and high school). While most of these skills
can be utilized in the teaching of every standard, the most appropriate skills for each standard are repeated in a bulleted list at the bottom of the
page for that particular standard.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 32
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SOCIAL STUDIES
4th Grade
INDICATOR
4-1
4-1.1
4-1.2
4-1.3
4-1.4
4-2
4-2.1
4-2.2
4-2.3
4-2.4
4-3
4-3.1
4-3.2
4-3.3
4-3.4
4-4
4-4.1
4-4.2
4-4.3
4-4.4
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF POLITICAL, ECONOMIC, AND GEOGRAPHIC REASONS FOR THE EXPLORATION OF THE NEW WORLD.
Summarize the spread of Native American populations using the Landbridge Theory.
Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including the Eastern Woodlands, the Plains, the Southwest, the Great
Basin, and the Pacific Northwest.
Explain the political, economic, and technological factors that led to the exploration of the new world by Spain, Portugal, France, the Netherlands, and England, including the
competition between nations, the expansion of international trade, and the technological advances in shipbuilding and navigation.
Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry
Hudson, John Cabot, and La Salle.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW THE SETTLEMENT OF NORTH AMERICA WAS INFLUENCED BY THE INTERACTIONS OF NATIVE
AMERICANS, EUROPEANS, AND AFRICANS.
Summarize the cause-and-effect relationships of the Columbian Exchange.
Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.
Explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America.
Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and Indian Wars, the slave revolts, and the conduct of trade.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CONFLICT BETWEEN THE AMERICAN COLONIES AND ENGLAND.
Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well
as American resistance to these acts through boycotts, petitions, and congresses.
Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence.
Summarize the importance of the key battles of the Revolutionary War and the reasons for American victories including Lexington and Concord, Bunker (Breed’s) Hill, Charleston,
Saratoga, Cowpens, and Yorktown.
Explain how the American Revolution affected attitudes toward and the future of slavery, women, and Native Americans.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE BEGINNINGS OF AMERICA AS A NATION AND THE ESTABLISHMENT OF THE NEW GOVERNMENT.
Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now shared between state and national government and how
individuals and states are represented in Congress.
Explain the structure and function of the legislative, executive, and judicial branches of the federal government.
Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of citizens in government and protected the rights of white male property
owners but not those of the slaves, women, and Native Americans.
Compare the roles and accomplishments of early leaders in the development of the new nation, including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John
Marshall, and James Madison.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 33
INDICATOR
4-4.5
4-5
4-5.1
4-5.2
4-5.3
4-5.4
4-5.5
4-6
4-6.1
4-6.2
4-6.3
4-6.4
4-6.5
STANDARD
Compare the social and economic policies of the two political parties that were formed in America in the 1790s.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF WESTWARD EXPANSION OF THE UNITED STATES AND ITS IMPACT ON THE INSTITUTION OF
SLAVERY.
Summarize the major expeditions that played a role in westward expansion including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.
Explain the motivations and methods of migrants and immigrants, who moved West, including economic opportunities, the availability of rich land, and the country’s belief in Manifest
Destiny.
Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon
Treaty, the annexation of Texas, and the Mexican Cession.
Summarize how territorial expansion, related land policies, and specific legislation affected Native Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act of
1830.
Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the
institution of slavery in the United States and its territories.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CAUSES, THE COURSE, AND THE EFFECTS OF THE AMERICAN CIVIL WAR.
Explain the significant economic and geographic differences between the North and South.
Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass,
Harriet Tubman, Harriet Beecher Stowe, and John Brown.
Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories, states’ rights, the presidential election of 1860, and secession.
Summarize significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African
Americans in the war, the surrender at Appomattox, and the assassination of President Lincoln.
Explain the social, economic, and political effects of the Civil War on the United States.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 34
Standards-in-Action Curriculum Map
SOCIAL STUDIES
4th Grade
1st Nine Weeks
Standard 4-1:
The student will demonstrate an
understanding of political, economic, and
geographic reasons for the exploration of the
New World.
Indicators
4-1.1
Summarize the spread of Native American
populations using the Landbridge Theory.
4-1.2
Compare the everyday life, physical
environment, and culture of the major Native
American cultural groupings, including the
Eastern Woodlands, the Plains, the Southwest,
the Great Basin, and the Pacific Northwest.
4-1.3
Explain the political, economic, and
technological factors that led to the
exploration of the new world by Spain,
Portugal, France, the Netherlands, and
England, including the competition between
nations, the expansion of international trade,
and the technological advances in shipbuilding
and navigation.
4-1.4
Summarize the accomplishments of the
Vikings and the Portuguese, Spanish,
English, and French explorers, including Leif
Eriksson, Columbus, Hernando de Soto,
Magellan, Henry Hudson, John Cabot, and
La Salle.
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Standard 4-3:
The student will demonstrate an understanding of
the conflict between the American colonies and
England.
Standard 4-5:
The student will demonstrate an understanding of
westward expansion of the United States and its
impact on the institution of slavery.
Standard 4-6:
The student will demonstrate an understanding of
the causes, the course, and the effects of the
American Civil War.
Indicators
4-3.1
Explain the major political and economic factors
leading to the American Revolution, including the
French and Indian War, the Stamp Act, the Tea
Act, and the Intolerable ect…….
4-3.2
Explain the significance of major ideas and
philosophies of government reflected in the
Declaration of Independence.
Indicators
4-5.1
Summarize the major expeditions that played a
role in westward expansion including those of
Daniel Boone, Lewis and Clark, and Zebulon Pike.
4-5.2
Explain the motivations and methods of migrants
and immigrants, who moved West, including
economic opportunities, the availability of rich
land, and the country’s belief in Manifest Destiny.
4-5.3
Explain the purpose, location, and impact of key
United States acquisitions in the first half of the
nineteenth century, including the Louisiana
Purchase, the Florida Purchase, the Oregon
Treaty, the annexation of Texas, and the Mexican
Cession.
4-5.4
Summarize how territorial expansion, related land
policies, and specific legislation affected Native
Americans, including the Northwest Ordinance of
1787 and the Indian Removal Act of 1830.
4-5.5
Explain how the Missouri Compromise, the
fugitive slave laws, the annexation of Texas,
the Compromise of 1850, the Kansas-Nebraska
Act, and the Dred Scott decision affected the
Indicators
4-6.1
Explain the significant economic and geographic
differences between the North and South.
4-6.2
Explain the contributions of abolitionists to the
mounting tensions between the North and South
over slavery, including William Lloyd Garrison,
Sojourner Truth, Frederick Douglass, Harriet
Tubman, Harriet Beecher Stowe, and John Brown.
4-6.3
Explain the specific events and issues that led to
the Civil War, including sectionalism, slavery in
the territories, states’ rights, the presidential
election of 1860, and secession.
4-6.4
Summarize significant battles, strategies, and
turning points of the Civil War, including the
battles of Fort Sumter and Gettysburg, the
Emancipation Proclamation, the role of African
Americans in the war, the surrender at
Appomattox, and the assassination of President
Lincoln.
4-3.3
Summarize the importance of the key battles of
the Revolutionary War and the reasons for
American victories i
4-3.4
Explain how the American Revolution affected
attitudes toward and the future of slavery,
women, and Native Americans.
Standard 4-4:
The student will demonstrate an understanding of
the beginnings of America as a nation and the
establishment of the new government.
Indicators
4-4.1 Compare the ideas in the Articles of
Confederation with those in the United States
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 35
1st Nine Weeks
Standard 4-2:
The student will demonstrate an
understanding of how the settlement of North
America was influenced by the interactions of
Native Americans, Europeans, and Africans.
Indicators
4-2.1
Summarize the cause-and-effect relationships
of the Columbian Exchange.
4-2.2
Compare the various European settlements in
North America in terms of economic activities,
religious emphasis, government, and lifestyles.
4-2.3
Explain the impact of the triangular trade,
indentured servitude, and the enslaved and
free Africans on the developing culture and
economy of North America.
4-2.4
Summarize the relationships among the
Native Americans, Europeans, and Africans,
including the French and Indian Wars, the
slave revolts, and the conduct of trade.
2nd Nine Weeks
Constitution, including how powers are now
shared between state and national government
and how individuals and states are represented in
Congress.
4-4.2
Explain the structure and function of the
legislative, executive, and judicial branches of the
federal government.
4-4.3
Explain how the United States Constitution and the
Bill of Rights placed importance on the active
involvement of citizens in government and
protected the rights of white male property owners
but not those of the slaves, women, and Native
Americans.
4-4.4
Compare the roles and accomplishments of early
leaders in the development of the new nation,
including George Washington, John Adams,
Jefferson, Alexander Hamilton etc…...
4-4.5
Compare the social and economic policies of the
two political parties that were formed in America
in the 1790s.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
3rd Nine Weeks
institution of slavery in the United States and its
territories.
4th Nine Weeks
4-6.5
Explain the social, economic, and political effects
of the Civil War on the United States.
Page 36
FOUNDATION DOCUMENT
Social Studies
4th Grade
SC Academic Standards
4-1
4-1.1
The student will
demonstrate an
understanding of political,
economic, and geographic
reasons for the exploration
of the New World.
Indicators
Summarize the spread of Native
American populations using the
Land Bridge Theory.
Resources
1) Scott Foresman
i) Social Studies: Building a Nation
ii) 128-129, 133-139, 141-151,
iii) 156-158, 166
2) The Smithsonian –
http://www.mnh.si.edu/vikings/learning
3) The Mariners Museum www.mariner.org/educationalad/ageofex
4) United Streaming Video –
http://www.unitedstreaming.com
5) Exploring The World: Christopher Columbus and the
New World
6) Exploring The World: Spanish Explorers of North
America
7) South Carolina Department of Education Support
Document
8) South Carolina geography alliance (fold a
map)www.cas.sc.edu/cege
9) Use the following link to find resources to use for land
bridge
http://www.ckcolorado.org/units/3rd_grade/3_theland.
PDF
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Critical thinking
Collaboration
Thinking Maps
Use of Media and Technology
Assessments
1.
2.
3.
4.
5.
6.
7.
Rubrics
Teacher Observation
Teacher Created Assessments
Learning Chains
Data Director (Benchmark)
Journal entry
Common Formative Assessment
a. (CFA)
(Sample Assessments:)
Multiple Choice
1) The term “Land Bridge Theory” refers to
the route _______.
a) Native Americans traveled for vacation.
b) Native Americans migrated from Asia.
2) Native Americans traveled for the
purpose of trading
Page 37
SC Academic Standard
4-1.2
Compare the everyday life,
physical environment, and
culture of the major Native
American cultural groupings,
including the Eastern
Woodlands, the Plains, the
Southwest, the Great Basin, and
the Pacific Northwest.
Resources
1. Text:Scott Foresman Social Studies: Building a
Nation
a. 74-80, 82-85, 94-97, 98, 120-121
2. Other Resources:
3. Dream Catcher
4. The Return of the Buffaloes
5. Earth Always Endures: Native American Poems
6. Cities in the Sand: The Ancient Civilizations of the
Southwest
7. So Far from Home: Diary of Mary Driscoll, an Irish
Mill Girl
8. Video experiences: Social Studies Native American
Voices.
9. Web Sites:
10. United Streaming Video –
http://www.unitedstreaming.com
11. Native Americans: American Heritage Series
12. Map of Native American Nations –
http://www.ri.net/schools/Glocester/WGES/Rsrcpgs
/NA/Images?map5.jpg
13. http://www.mce.k12tn.net/Indians/museum/native
_american_museum.htm
14. Web Sites:
15. United Streaming Video –
http://www.unitedstreaming.com
16. Native Americans: American Heritage Series
17. Map of Native American Nations –
http://www.ri.net/schools/Glocester/WGES/Rsrcpgs
/NA/Images?map5.jpg
18. Native American Museum – A web site by 5th and
6th grade students with facts about various Native
American cultures.
19. http://www.mce.k12tn.net/Indians/museum/native
_american_museum.htm
20. S3 Curriculum Link
21. http://scde.mrooms.org/index.php?page=14481
22. Toolboxforteachers.com
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Cooperative learning
2. Collaboration
3. Critical Thinking
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Sample Assessments:
Multiple Choice
In what way(s) did the lives of Native
Americans change after their encounter with
Europeans?
A.
B.
C.
D.
many were killed
land was taken
cultural freedom was
interrupted
all of the above
Constructed Response
Choose one Native American culture that
interested you and tell how it changed once the
Europeans arrived.
Page 38
SC Academic Standards
Resources
Best Practices
Assessments
23. http://www.toolboxforteachers.com/
24. ETV Streamline SC
25. http://www.scetv.org/education/streamlinesc/
26.
27.
28.
29.
30.
4-1.3
Explain the political, economic,
and technological factors that
led to the exploration of the new
world by Spain, Portugal, France,
the Netherlands, and England,
including the competition
between nations, the expansion
of international trade, and the
technological advances in
shipbuilding and navigation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Study Island
www.studyisland.com
Enrichment:
Using teacher approved web sites and a variety of
print and non-print resources, students generate
information for
a PowerPoint presentation comparing two or more
Native American groups. Quadrant D
Text: Scott Foresman Social Studies: Building a
Nation
a. 128-129, 133-139, 141-151, 156-158, 166
Scott Foresman Social Studies Plus! A Hands on
Approach
Community Resources:
Other Resources:
Web Sites:
The Smithsonian –
http://www.mnh.si.edu/vikings/learning
The Mariners Museum www.mariner.org/educationalad/ageofex
United Streaming Video –
http://www.unitedstreaming.com
Exploring The World: Christopher Columbus and
the New World
Exploring The World: Spanish Explorers of North
America
Enrichment:
Create a simulation describing events, happenings,
etc. that would cause people to leave earth and
travel to the “New World” in outer space.
Compare/contrast this to the actual reasons for the
development of North America.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1. Critical Thinking
2. Cooperative Learning
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Multiple Choice
What navigational instrument was used by the
Chinese and European sailors as early as the
1100s?
A.
B.
C.
D.
compass
astrolabe
North Star
barometer
Constructed Response
What major economic factors set the stage for
European exploration?
Page 39
SC Academic Standards
4-1.4
Summarize the accomplishments
of the Vikings and the
Portuguese, Spanish, English,
and French explorers, including
Leif Eriksson, Columbus,
Hernando de Soto, Magellan,
Henry Hudson, John Cabot, and
La Salle.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation
a. 110-111, 113-117, 126-129, 131, 134-139,
141-150, 164-167, 196, 242-243, 248
b. 125h
2. Community Resources:
3. Other Resources:
4. Cheyenne Again
5. The Amazing Thinking Machine
6. The Discoverers of Americas
7. So Far From Home: The Diary of Mary Driscoll, an
Irish Mill Girl
8. Web Sites:
9. Lief Eriksson – www.mnc.net/norway/Leif.htm
10. Explorers of the Millennium –
www.library.thinkquest.org/4034
11. United Streaming Video –
http://www.unitedstreaming.com
a. Exploring The World: The Viking Explorers
b. Exploring The World: Ferdinand Magellan
and the First voyage Around the World
c. The New World Encountered
12. Enrichment:
13. Create a “Can a Character” for one of the following
explorers (Leif Eriksson, Christopher Columbus,
Hernando de Soto, Ferdinand Magellan, Henry
Hudson, John Cabot or Robert LaSalle). Students
make a can containing 5 student created artifacts
that represent his or her explorers. Quadrant D
14. Students pretend to be an explorer returning from
his travels to the New World. They generate a
speech to an audience of fellow citizens using this
quote from a Chinese proverb, ”A journey of a
thousand miles must begin with a single step.”
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Thinking Maps
2. Collaboration
3. Cooperative Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Rubrics
Teacher Observation
Teacher Created Assessments
Learning Chains
Turn and Talk
Data Director (Benchmark)
Performance
Task (Project)
Foldable
(Reflection)
Sample Assessments:
Multiple Choice
Which explorer sailed up a wide river, hoping it
would be the Northwest Passage?
a.
b.
c.
d.
Leif Eriksson
Henry Hudson
John Cabot
Christopher Columbus
Constructed Response
Which motivation was shared for the voyages of
both Christopher Columbus and John Cabot?
Page 40
SC Academic Standards
4-2
4-2.1
The student will
demonstrate an
understanding of how the
settlement of North America
was influenced by the
interactions of Native
Americans, Europeans, and
Africans.
Indicators
Summarize the cause-and-effect
relationships of the Columbian
Exchange.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation
a. 136, 149, 190, 206-207, 234, 238-239
2. Other Resources:
3. Three Young Pilgrims
4. Blue Feather’s Vision: The Dawn of Colonial
America
5. My Name Is York
6. Web Sites:
7. United Streaming Video –
http://www.unitedstreaming.com
a. The New World Colonized
8. Enrichment:
9. Students generate a T-chart to compare and
contrast the positive and negative impacts of New
World exploration. The facts determined on the Tchart are used to write a scenario or simulation for
a debate.
Best Practices
Assessments
1. Thinking Maps
2. Collaboration
3. Cooperative Learning
1.
2.
3.
4.
5.
Teacher Observation
Teacher Created Assessments
Learning Chains
Turn and Talk
Data Director (Benchmark)
Sample Assessments:
Multiple Choice
Which of the following was brought to the New
World by the Europeans?
A.
B.
C.
D.
wooly mammoth
bears
elephants
horses
Constructed Response
What was the effect of Europeans bringing such
diseases as diphtheria and measles to the
New World?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 41
SC Academic Standard
4-2.2
Compare the various European
settlements in North America in
terms of economic activities,
religious emphasis, government,
and lifestyles.
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Text:Scott ForesmanSocial Studies:
Building a Nation156-173, 176-185,
232-234, 236, 238, 243
E2-3Scott Foresman: Social Studies Plus! Hands-On
Approach
Web Sites:
Smithsonian Institute - “Starting the System” http://www.si.edu/harcourt/socialstudies
The Time Page – www.timepage.org/spl/13colony.html
United Streaming Video –
http://www.unitedstreaming.com
Early Settlers: The Era of Colonization
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 42-45
Best Practices
Assessments
1. Critical Thinking
2. Collaboration
3. Use of Media and Technology
1.
2.
3.
4.
5.
6.
7.
8.
Teacher
Observation
Teacher Created
Assessments
Learning Chains
Turn and Talk
Data Director (Benchmark)
Sample Assessments:
Multiple Choice
What was the most important building in most
New England towns?
A.
B.
C.
D.
Market
General Store
Meetinghouse
Blacksmith’s shop
Constructed Response
Compare the life-styles in the 3 colonial regions
(New England, Middle, and Sotuhern).
4-2.3
Explain the impact of the
triangular trade, indentured
servitude, and the enslaved and
free Africans on the developing
culture and economy of North
America.
1. Resources:
2. Text: Scott Foresman Social Studies: Building a
Nation 146-150, 161, 165, 205-207, 213, 225-226
3. Scott Foresman Social Studies Plus! A Hands-On
Approach, pages 30-31
4. Nystrom – Atlas pg. 18-21, 30-31
5. Scott Foresman Social Studies Plus! A Hands-On
Approach, pages 30-31
6. Nystrom – Atlas pg. 18-21, 30-31
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1.
2.
3.
4.
Collaboration
Critical Thinking
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
Page 42
SC Academic Standard
Resources
Other Resources:
1. Squanto, Friend of the Pilgrims
2. I Thought My Soul Would Rise and Fly: The Diary
of Patsy, a Freed Girl
3. Now Let Me Fly: The Story of a Slave Family
4. Addy Learns a Lesson: A School Story. American
Girls Collection Series
5. Where Bugles Call. Between Two Flags Series
6. I Have Heard of a Land
7. Web Sites:
8. Digital History –
www.digitalhistory.ug.edu/learninghistory/servitude_slavery/ss_teacher.cfm
9. United Streaming Video –
http://www.unitedstreaming.com
a. Upstate Visit to Walnut Grove Plantation
10. Enrichment:
11. Using primary sources obtained from the Beaufort
county Tourist Bureau, the Martin Luther King
Museum, various print and non-print resources
plus teacher approved web sites the students
research the Gullah culture of South Carolina.
Students are given a choice of presentation topics
and use technology to publish essays, create
PowerPoint presentations, generate streaming
video, role play or write a creative drama.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
CFA
PASS Coach
PACT Coach
Assessment
Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Sample Assessments:
Multiple Choice
Why did life for Africans in North America
change during the colonial times?
A.
shortage of workers
B.
terrible conditions
C.
lack of plantations
D.
increased wages
Constructed Response
What contributions did African slaves bring to
our knowledge of farming techniques?
Page 43
SC Academic Standards
4-2.4
4-3
4-3.1
Summarize the relationships
among the Native Americans,
Europeans, and Africans,
including the French and Indian
Wars, the slave revolts, and the
conduct of trade.
The student will
demonstrate an
understanding of the conflict
between the American
colonies and England.
Indicators
Explain the major political and
economic factors leading to the
American Revolution, including
the French and Indian War, the
Stamp Act, the Tea Act, and the
Intolerable Acts as well as
American resistance to these
acts through boycotts, petitions,
and congresses.
Resources
Best Practices
Assessments
1. Text: Scott ForesmanSocial Studies: Building a
Nation 165, 180, 213, 224-227, 234-236, 241,
2. 246-251
3. Web Sites:
4. United Streaming Video –
5. http://www.unitedstreaming.com
6. S3 Curriculum Link
7. http://scde.mrooms.org/index.php?page=14481
8. Toolboxforteachers.com
9. http://www.toolboxforteachers.com/
10. ETV Streamline SC
11. http://www.scetv.org/education/streamlinesc/
12. PASS Coach Pg. 58-63
1. Cooperative Learning
2. Collaboration
3. Critical Thinking
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1. Text: Scott Foresman Social Studies:
a. Building a Nation247-251, 265, 267-280
b. Scott Foresman: Social Studies Plus! A
Hands-On Approach, pages 92-933
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Web Sites:
d. History Central –
www.historycentral.com/revolt/
United Streaming Video –
http://www.unitedstreaming.com
Explorers Discover America
Events Leading Up to War: The Revolutionary War
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Collaboration
Critical Thinking
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
Page 44
SC Academic Standards
4-3.2
Explain the significance of major
ideas and philosophies of
government reflected in the
Declaration of Independence.
4-3.3
Summarize the importance of
the key battles of the
Revolutionary War and the
reasons for American victories
including Lexington and
Concord, Bunker (Breed’s) Hill,
Charleston, Saratoga, Cowpens,
and Yorktown.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation 298-300R26-29
2. TR32
3. Web Sites:
4. Social Studies for Kids –
www.socialstudiesforkids.com/articles/ushistory/th
edeclarationtext.htm
5. Kids Domain –
www.kidsdomain.com/holiday/july4/decl.html
6. Ben’s Guide – www.bensguide.gpo.gov
7. United Streaming Video –
http://www.unitedstreaming.com
8. America At Its Best: The American Government
9. S3 Curriculum Link
10. http://scde.mrooms.org/index.php?page=14481
11. Toolboxforteachers.com
12. http://www.toolboxforteachers.com/
13. ETV Streamline SC
14. http://www.scetv.org/education/streamlinesc/
15. PASS Coach Pg. 76-79
1. Text: Scott Foresman Social Studies:
2. Building a Nation286-291, 296-299, 302-308, 310,
312-319, 321
3. Web Sites:
4. “Washington at War” on the Timeline at the
National Museum of American Historyhttp://www.si.edu/harcourt/socialstudies
5. Kid Info –
www.kidinfo.com/American_History/American
Revolution.html
6. American Revolution –
www.americanrevolution.com
7. United Streaming Video –
http://www.unitedstreaming.com
8. Events Leading Up to the War
9. Countdown to Independence
10. S3 Curriculum Link
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Critical Thinking
2. Collaboration
3. Use of Media and Technology
1.
2.
3.
4.
5.
6.
7.
CFA
PASS Coach
PACT Coach
Assessment
Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Critical Thinking
Collaboration
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships
Page 45
SC Academic Standards
4-3.4
Explain how the American
Revolution affected attitudes
toward and the future of slavery,
women, and Native Americans.
4-4
The student will
demonstrate an
understanding of the
beginnings of America as a
nation and the
establishment of the new
government.
Explain the structure and
function of the legislative,
executive, and judicial branches
4-4.2
Resources
11. http://scde.mrooms.org/index.php?page=14481
12. Toolboxforteachers.com
http://www.toolboxforteachers.com/
13. ETV Streamline SC
14. http://www.scetv.org/education/streamlinesc/
15. Study Island
16. www.studyisland.com
17. PASS Coach Pg. 80-85
1. Text: Scott Foresman Social Studies:
2. Building a Nation 306, 309-301, 342, 347, 367
3. Web Sites:
4. “Washington at War” on the Timeline at the
National Museum of American History
http://www.si.edu/harcourt/socialstudies
5. Historical Documents –
www.historicaldocuments.com/NorthwestOrdinanc
e.htm
6. United Streaming Video –
http://www.unitedstreaming.com
7. Living History: Living on a Slave Plantation
8. S3 Curriculum Link
9. http://scde.mrooms.org/index.php?page=14481
10. Toolboxforteachers.com
11. http://www.toolboxforteachers.com/
12. ETV Streamline SC
13. http://www.scetv.org/education/streamlinesc/
14. PASS Coach Pg.94-97
1. Text: Scott Foresman Social Studies: Building a
Nation 348-350,E14-15,R28-52
2. Web Sites:
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Cooperative Learning
Collaboration
Thinking Maps
Use of Media and Technology
1. Critical Thinking
2. Collaboration
3. Use of Media and Technology
Assessments
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1. CFA
2. PASS Coach
3. PACT Coach
Page 46
SC Academic Standards
of the federal government.
4-4.3
Explain how the United States
Constitution and the Bill of
Rights placed importance on the
active involvement of citizens in
government and protected the
rights of white male property
owners but not those of the
slaves, women, and Native
Americans.
4-4.4
Compare the roles and
accomplishments of early leaders
in the development of the new
nation, including George
Washington, John Adams,
Thomas Jefferson, Alexander
Hamilton, John Marshall, and
James Madison.
Resources
4. The Constitution of the United States –
5. http://www.nara.gov/exhall/charters/constitution/c
ommain.html
6. Ben’s Guide to the Government
7. www.bensguide.gpo.gov
S3 Curriculum Link
8. http://scde.mrooms.org/index.php?page=14481
9. Toolboxforteachers.com
10. http://www.toolboxforteachers.com/
11. ETV Streamline SC
12. http://www.scetv.org/education/streamlinesc/
Study Island
13. www.studyisland.com
14. PASS Coach pg. 106-109
1. Text: Scott Foresman Social Studies:
2. Building a Nation 354
3. Scott Foresman:
4. Social Studies Plus! A Hands-On Approach
5. Web Sites:
6. A Roadmap to the US Constitution –
www.library.thinkquest.org/11572
7. Ben’s Guide to the White House –
www.bensguide.gpo.gov
8. United Streaming Video –
http://www.unitedstreaming.com
9. Our Constitution: The Document That Gave Birth
to a Nation
1. Text: Scott Foresman Social Studies: Building a
Nation 362-373, 380-384, 405
2. Social Studies Plus !A Hands-On Approach
3. Web Sites:
4. The Founding Fathers –
www.archives.gov/nations-archivesexperience/charters/constitution_founding_fathers.
html
5. United Streaming Video –
http://www.unitedstreaming.com
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
4. Assessment Book (Scott Foresman)
5. Data Director (Benchmark)
Journal entry
1.
2.
3.
4.
Collaboration
Critical Thinking
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1.
2.
3.
4.
Cooperative learning
Collaboration
Use of Media and Technology
Critical Thinking
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 47
SC Academic Standards
4-4.5
Compare the social and
economic policies of the two
political parties that were formed
in America in the 1790s.
4-5
The student will
demonstrate an
understanding of westward
expansion of the United
States and its impact on the
institution of slavery.
Resources
6. American Heroes and Heroines: George
Washington
7. Heroes of American History
8. S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
9. Toolboxforteachers.com
10. http://www.toolboxforteachers.com/
11. ETV Streamline SC
12. http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 114-117
1. Text: Scott Foresman Social Studies: Building a
Nation 362-373, 380-384, 405
2. Social Studies Plus !A Hands-On Approach
3. Web Sites:
4. The Founding Fathers –
www.archives.gov/nations-archivesexperience/charters/constitution_founding_fathers.
html
5. United Streaming Video –
http://www.unitedstreaming.com
6. American Heroes and Heroines: George
Washington
7. Heroes of American History
8. S3 Curriculum Link
9. http://scde.mrooms.org/index.php?page=14481
10. Toolboxforteachers.com
11. http://www.toolboxforteachers.com/
12. ETV Streamline SC
13. http://www.scetv.org/education/streamlinesc/
14. PASS Coach Pg. 114-117
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
5.
Critical Thinking
Cooperative Learning
Use of media and technolog
Thinking Maps
Collaboration
Assessments
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 48
SC Academic Standards
4-5.1
Indicators
Summarize the major
expeditions that played a role in
westward expansion including
those of Daniel Boone, Lewis
and Clark, and Zebulon Pike.
4-5.2
Explain the motivations and
methods of migrants and
immigrants, who moved West,
including economic
opportunities, the availability of
rich land, and the country’s
belief in Manifest Destiny.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation370-377
2. Web Sites:
3. Discover the Big Sky with Lewis and Clark –
www.library.thinkquest.org/5140
4. National Geographic www.nationalgeographic.com/lewisandclark/
5. United Streaming Video –
http://www.unitedstreaming.com
6. Expedition of Lewis and Clark
7. S3 Curriculum Link
8. http://scde.mrooms.org/index.php?page=14481
9. Toolboxforteachers.com
10. http://www.toolboxforteachers.com/
11. ETV Streamline SC
12. http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 134-137
1. Text: Scott Foresman Social Studies: Building a
Nation370-377, 394-395, 399, 411-415, 432-433,
438-445
2. Web Sites:
3. USA: Index to source material http://odur.let.rug.nl/~usa/D/index.htm
4. Experience Gold Rush –
www.useumca.org/goldruch/shack.html
5. Gold Rush –www.calgodrush.com
6. US Mint –
www.usmint.gov/kids/timemachine/E4/erastory.ht
ml
7. United Streaming Video –
http://www.unitedstreaming.com
8. The Frontier
9. The Oregon Trail
10. Westward Expansion
11. S3 Curriculum Link
12. http://scde.mrooms.org/index.php?page=14481
13. Toolboxforteachers.com
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1.
2.
3.
4.
Collaboration
Critical Thinking
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1.
2.
3.
4.
Critical Thinking
Collaboration
Use of Media and Technology
Cooperative Learning
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 49
SC Academic Standards
4-5.3
Explain the purpose, location,
and impact of key United States
acquisitions in the first half of
the nineteenth century, including
the Louisiana Purchase, the
Florida Purchase, the Oregon
Treaty, the annexation of Texas,
and the Mexican Cession.
4-5.4
Summarize how territorial
expansion, related land policies,
and specific legislation affected
Native Americans, including the
Northwest Ordinance of 1787
and the Indian Removal Act of
1830.
Resources
14. http://www.toolboxforteachers.com/
15. ETV Streamline SC
16. http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 138-140
1. Text: Scott Foresman Social Studies: Building a
Nation342, 373-375, 399, 432-436
2. Web Sites:
3. United Streaming Video –
http://www.unitedstreaming.com
4. Westward Strategy: The Louisiana Purchase and
the Lewis and Clark Expedition
5. S3 Curriculum Link
6. http://scde.mrooms.org/index.php?page=14481
7. Toolboxforteachers.com
8. http://www.toolboxforteachers.com/
9. ETV Streamline SC
10. http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 142-145
1. Text: Scott Foresman Social Studies: Building a
Nation 403, 405-406, 431
2. Web Sites:
3. National Park Service – www.nps.gov/trte/
4. United Streaming Video –
http://www.unitedstreaming.com
5. Native Americans: The First Peoples
6. United States Expansionism
7. S3 Curriculum Link
8. http://scde.mrooms.org/index.php?page=14481
9. Toolboxforteachers.com
10. http://www.toolboxforteachers.com/
11. ETV Streamline SC
12. http://www.scetv.org/education/streamlinesc/
13. PASS Coach Pg. 146-151
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1.
2.
3.
4.
Collaboration
Critical Thinking
Use of Media and Technology
Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book(Scott Foresman)
Data Director (Benchmark)
Journal entry
1.
2.
3.
4.
Critical Thinking
Collaboration
Use of media and technology
Cooperative Learning
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 50
SC Academic Standards
4-5.5
Explain how the Missouri
Compromise, the fugitive slave
laws, the annexation of Texas,
the Compromise of 1850, the
Kansas-Nebraska Act, and the
Dred Scott decision affected the
institution of slavery in the
United States and its territories.
4-6
The student will
demonstrate an
understanding of the causes,
the course, and the effects
of the American Civil War.
Indicators
4-6.1
Explain the significant economic
and geographic differences
between the North and South.
Resources
Best Practices
Assessments
1. Text:Scott Foresman Social Studies: Building a
Nation405-406, 418, 422-425, 478-480
2. Web Sites:
3. United Streaming Video –
http://www.unitedstreaming.com
4. America’s Era of Expansion and Reform: The
Monroe Doctrine and The Missouri Compromise
5. S3 Curriculum Link
6. http://scde.mrooms.org/index.php?page=14481
7. Toolboxforteachers.com
8. http://www.toolboxforteachers.com/
9. ETV Streamline SC
10. http://www.scetv.org/education/streamlinesc/
11. PASS Coach Pg. 158-163
1. Use texts, photographs, and documents
to observe and interpret social studies
trends and relationships.
2. Cooperative Learning
3. Collaboration
4. Critical Thinking
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
1. Text: Scott Foresman Social Studies: Building a
Nation 464-169
2. Web Sites:
3. A Nation Divided –
www.library.thinkquest.org/3915
4. United Streaming Video –
http://www.unitedstreaming.com
5. Civil War
6. S3 Curriculum Link
7. http://scde.mrooms.org/index.php?page=14481
8. Toolboxforteachers.com
9. http://www.toolboxforteachers.com/
10. ETV Streamline SC
11. http://www.scetv.org/education/streamlinesc/
12. PASS Coach Pg. 168-171
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book (Scott Foresman)
Data Director (Benchmark)
Journal entry
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Critical Thinking
Use of Media and Technology
Cooperative Learning
Collaboration
Page 51
SC Academic Standards
4-6.2
Explain the contributions of
abolitionists to the mounting
tensions between the North and
South over slavery, including
William Lloyd Garrison,
Sojourner Truth, Frederick
Douglass, Harriet Tubman,
Harriet Beecher Stowe, and John
Brown.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation470-475, 477-483
2. Web Sites:
3. www.historybuff.com/library/refcivil.html
4. United Streaming Video –
http://www.unitedstreaming.com
5. Underground Railroad: The Escape From Slavery
6. American History: Abolishing Slavery in America
7. S3 Curriculum Link
8. http://scde.mrooms.org/index.php?page=14481
9. Toolboxforteachers.com
10. http://www.toolboxforteachers.com/
11. ETV Streamline SC
12. http://www.scetv.org/education/streamlinesc/
13. PASS Coach Pg. 172-175
14. www.flocabulary.comWinter Break
o Write a letter to a friend or relative living in a
northern state. Explain why you as a person
living in South Carolina, believed in seceding
from the Union.
o Divide the class into small groups. Each
student writes a brief script for a cause or an
event that led to the Civil War, practices the
script and presents the play to another class.
o Students will write an essay about Lincoln’s
main concern – preserving the Union – and
how they think a war would achieve that goal.
15. Text: Scott Foresman Social Studies: Building a
Nation 477-485
16. Web Sites:
17. www.historybuff.com/library/refcivil.html
18. United Streaming Video –
http://www.unitedstreaming.com
19. American Civil War: The Causes of War Causes of
the Civil War
20. S3 Curriculum Link
21. http://scde.mrooms.org/index.php?page=14481
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1. Research
2. Critical Thinking
3. Collaborative Learning
Assessments
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book(Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 52
SC Academic Standards
4-6.3
4-6.4
Explain the specific events and
issues that led to the Civil War,
including sectionalism, slavery in
the territories, states’ rights, the
presidential election of 1860,
and secession.
Summarize significant battles,
strategies, and turning points of
the Civil War, including the
battles of Fort Sumter and
Gettysburg, the Emancipation
Proclamation, the role of African
Americans in the war, the
surrender at Appomattox, and
the assassination of President
Lincoln.
Resources
22.
23.
24.
25.
26.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
PASS Coach Pg. 176-179
www.flocabulary.com
Text: Scott Foresman Social Studies: Building a
Nation 516-521, 524-525
Websites:
United Streaming Video –
http://www.unitedstreaming.com
Civil War
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
PASS Coach pg. 188-191
1. Text: Scott Foresman Social Studies: Building a
Nation 486-487, 492-503, 506-511
2. Web Sites:
3. United Streaming Video –
http://www.unitedstreaming.com
4. Just a Few Words: Mr. Lincoln: The Story of the
Gettysburg Address
5. Civil War
6. S3 Curriculum Link
7. http://scde.mrooms.org/index.php?page=14481
8. Toolboxforteachers.com
9. http://www.toolboxforteachers.com/
10. ETV Streamline SC
11. http://www.scetv.org/education/streamlinesc/
12. PASS Coach pg. 180-183
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Use of media and technology
2. Collaborative learning
3. Students research
Homeland Security/war on terrorism and
compare how things have changed in
America since 9/11.
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book(Scott Foresman)
Data Director (Benchmark)
Journal Entry
1. Distinguish between past, present, an
future time.
2. Use of media and technology
3. Collaborative learning
4. Critical Thinking
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book(Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 53
SC Academic Standards
4-6.5
Explain the social, economic, and
political effects of the Civil War
on the United States.
Resources
1. Text: Scott Foresman Social Studies: Building a
Nation 516-521, 524-525
2. Websites:
3. United Streaming Video –
http://www.unitedstreaming.com
4. Civil War
5. S3 Curriculum Link
6. http://scde.mrooms.org/index.php?page=14481
7. Toolboxforteachers.com
8. http://www.toolboxforteachers.com/
9. ETV Streamline SC
10. http://www.scetv.org/education/streamlinesc/
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
CFA
PASS Coach
PACT Coach
Assessment Book(Scott Foresman)
Data Director (Benchmark)
Journal entry
Page 54
CURRICULUM FRAMEWORK
Social Studies
(5th Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 55
Course Description
SOCIAL STUDIES
(5TH Grade)
Students continue their study of the history of the United States in grade five, beginning with Reconstruction and continuing through the present
day. They learn about the renewal of the country after the Civil War; the continued westward expansion; the rise of the United States as a world
power; the nation’s involvement in world affairs in the twentieth century; and nation’s leadership role after World War II, during and after the
Cold War, and into the twenty-first century. They also learn about the growing pains of the country as its citizens dealt with industrialization, the
issues of women’s suffrage and civil rights for all Americans, economic depression and recovery, and challenges in foreign diplomacy.
Instruction should utilize the social studies literacy skills for the twenty-first century that are enunciated in chart format in the Appendix. These
statements represent a continuum of tools, strategies, and perspectives that are necessary for the student’s understanding of social studies
material that is taught at each grade level. Beginning at kindergarten and progressing to graduation, each statement is a developmentally
appropriate iteration of the same skill as it is being further honed at each grade band (K–3, 4–5, 6–8, and high school). While most of these skills
can be utilized in the teaching of every standard, the most appropriate skills for each standard are repeated in a bulleted list at the bottom of the
page for that particular standard.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 56
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SOCIAL STUDIES
5th Grade
INDICATOR
5-1
5-1.1
5-1.2
5-1.3
5-1.4
5-2
5-2.1
5-2.2
5-2.3
5-2.4
5-3
5-3.1
5-3.2
5-3.3
5-3.4
5-3.5
5-3.6
5-4
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF RECONSTRUCTION AND ITS IMPACT ON THE UNITED STATES.
Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination, Southern resistance to the rights of freedmen, and the agenda of the
Radical Republicans.
Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth amendments; the actions of the Freedmen’s Bureau; and the move from a
plantation system to sharecropping.
Explain the purpose and motivations of subversive groups during Reconstruction and their rise to power after the withdrawal of federal troops from the South.
Compare the political, economic, and social effects of Reconstruction on different populations in the South and in other regions of the United States.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CONTINUED WESTWARD EXPANSION OF THE UNITED STATES.
Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement, including physical features of the
land; the climate and natural resources; and land ownership and other economic opportunities.
Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the Homestead Act), and access to natural
resources affected the development of the West.
Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys, Mexican and African Americans, and
European and Asian immigrants.
Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native American displacement, the impact of the
railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF MAJOR DOMESTIC AND FOREIGN DEVELOPMENTS THAT CONTRIBUTED TO THE UNITED STATES
BECOMING A WORLD POWER.
Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light
bulb, the telegraph, and the telephone.
Explain the practice of discrimination and the passage of discriminatory laws in the United States and their impact on the rights of African Americans, including the Jim Crow laws and
the ruling in Plessy v. Ferguson.
Summarize the significance of large-scale immigration to America, including the countries from which the people came, the opportunities and resistance they faced when they arrived,
and the cultural and economic contributions they made to the United States.
Summarize the impact of industrialization, urbanization, and the rise of big business, including the development of monopolies; long hours, low wages, and unsafe working conditions
on men, women, and children laborers; and resulting reform movements.
Summarize the reasons for the United States control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw
materials and new markets and competition with other world powers.
Summarize the factors that led to the involvement of the United States in World War I and the role of the United States in fighting the war.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF AMERICAN ECONOMIC CHALLENGES IN THE 1920S AND 1930S AND WORLD CONFLICT IN THE
1940S.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 57
INDICATOR
5-4.1
5-4.2
5-4.3
5-4.4
5-4.5
5-4.6
5-4.7
5-5
5-5.1
5-5.2
5-5.3
5-5.4
5-6
5-6.1
5-6.2
5-6.3
5-6.4
5-6.5
5-6.6
STANDARD
Summarize daily life in the post–World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth
Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict.
Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting
unemployment, failed economic institutions; and the effects of the Dust Bowl.
Explain the American government’s response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal
Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act.
Explain the principal events related to the involvement of the United States in World War II, including campaigns in North Africa and the Mediterranean; major battles of the European
theater such as the Battle of Britain, the invasion of the Soviet Union, and the Normandy invasion; and events in the Pacific theater such as Pearl Harbor, the strategy of islandhopping, and the bombing of Hiroshima and Nagasaki.
Analyze the role of key figures during World War II, including Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolph Hitler.
Summarize key developments in technology, aviation, weaponry, and communication and their effects on World War II and the United States economy.
Summarize the social and political impact of World War II on the American home front and the world, including opportunities for women and African Americans in the work place, the
internment of the Japanese Americans, and the changes in national boundaries and governments.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE SOCIAL, ECONOMIC AND POLITICAL EVENTS THAT INFLUENCED THE UNITED STATES DURING
THE COLD WAR ERA.
Explain the causes and the course of the Cold War between the Union of Soviet Socialist Republics (USSR) and the United States, including McCarthyism, the spread of communism,
the Korean Conflict, Sputnik, the Berlin Wall, the Cuban Missile Crisis, and the Vietnam War.
Summarize the social, cultural, and economic developments that took place in the United States during the Cold War, including consumerism, mass media, the growth of suburbs,
expanding educational opportunities, new technologies, the expanding job market and service industries, and changing opportunities for women in the workforce.
Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther
King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.
Explain the international political alliances that impacted the United States in the latter part of the twentieth century, including the United Nations, the North Atlantic Treaty
Organization (NATO), and the Organization of Petroleum Exporting Countries (OPEC).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE POLITICAL, SOCIAL, ECONOMIC, AND ENVIRONMENTAL CHALLENGES FACED BY THE UNITED
STATES DURING THE PERIOD FROM THE COLLAPSE OF THE SOVIET UNION TO THE PRESENT.
Summarize the changes in world politics that followed the collapse of the Soviet Union and the end of Soviet domination of eastern Europe.
Identify places in the world where the United States is involved in humanitarian and economic efforts, including the Middle East, the Balkans, Central America, Africa, and Asia.
Explain the impact of the September 11, 2001, terrorist attacks on the United States, including the wars in Iraq and Afghanistan and the home-front responses to terrorism.
Explain how technological innovations have changed daily life in the United States, including the changes brought about by computers, satellites, and mass communication systems.
Identify examples of cultural exchanges, including those in food, fashion, and entertainment, that illustrate the growing global interdependence between the United States and other
countries.
Identify issues related to the use of natural resources by the United States, including recycling, climate change, environmental hazards, and depletion that requires our reliance on
foreign resources.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 58
Standards-in-Action Curriculum Map
SOCIAL STUDIES
5th Grade
1st Nine Weeks
Standard 5-1:
The student will demonstrate an
understanding of Reconstruction and its
impact on the United States.
Indicators
5-1.1
Summarize the aims and course of
Reconstruction, including the effects of
Abraham Lincoln’s assassination, Southern
resistance to the rights of freedmen, and the
agenda of the Radical Republicans.
5-1.2
Explain the effects of Reconstruction, including
new rights under the thirteenth, fourteenth,
and fifteenth amendments; the actions of the
Freedmen’s Bureau; and the move from a
plantation system to sharecropping.
5-1.3
Explain the purpose and motivations of
subversive groups during Reconstruction and
their rise to power after the withdrawal of
federal troops from the South.
5-1.4
Compare the political, economic, and social
effects of Reconstruction on different
populations in the South and in other regions
of the United States.
Standard 5-2:
The student will demonstrate an
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Standard 5-3:
The student will demonstrate an
understanding of major domestic and foreign
developments that contributed to the United
States becoming a world power.
Standard 5-4: (continued)
The student will demonstrate an understanding of
American economic challenges in the 1920s and
1930s and world conflict in the 1940s.
Indicators
5-3.1
Explain how the Industrial Revolution was
furthered by new inventions and technologies,
including new methods of mass production
and transportation and the invention of the
light bulb, the telegraph, and the telephone.
5-3.2
Explain the practice of discrimination and
the passage of discriminatory laws in the
United States and their impact on the rights of
African Americans, including the Jim Crow
laws and the ruling in Plessy v. Ferguson.
5-3.3
Summarize the significance of large-scale
immigration to America, including the
countries from which the people came, the
opportunities and resistance they faced when
they arrived, and the cultural and economic
contributions they made to the United States.
5-3.4
Summarize the impact of industrialization,
urbanization, and the rise of big business,
including the development of monopolies; long
hours, low wages, and unsafe working
conditions on men, women, and children
Indicators
5-4.4
Explain the principal events related to the
involvement of the United States in World War II,
including campaigns in North Africa and the
Mediterranean; major battles of the European
theater such as the Battle of Britain, the invasion
of the Soviet Union, and the Normandy invasion;
and events in the Pacific theater such as Pearl
Harbor, the strategy of island-hopping, and the
bombing of Hiroshima and Nagasaki.
5-4.5
Analyze the role of key figures during World War
II, including Winston Churchill, Franklin D.
Roosevelt, Joseph Stalin, Benito Mussolini, and
Adolph Hitler.
5-4.6
Summarize key developments in technology,
aviation, weaponry, and communication and their
effects on World War II and the United States
economy.
5-4.7
Summarize the social and political impact of World
War II on the American home front and
Standard 5-6:
The student will demonstrate an understanding of the
political, social, economic, and environmental
challenges faced by the United States during the
period from the collapse of the Soviet Union to the
present.
Indicators
5-6.1
Summarize the changes in world politics that followed
the collapse of the Soviet Union and the end of Soviet
domination of eastern Europe.
5-6.2
Identify places in the world where the United States is
involved in humanitarian and economic efforts,
including the Middle East, the Balkans, Central
America, Africa, and Asia.
5-6.3
Explain the impact of the September 11, 2001,
terrorist attacks on the United States, including the
wars in Iraq and Afghanistan and the home-front
responses to terrorism.
5-6.4
Explain how technological innovations have changed
daily life in the United States, including the changes
brought about by
computers, satellites, and mass communication
systems.
5-6.5
Identify examples of cultural exchanges, including
those in food, fashion, and entertainment, that
illustrate the growing global interdependence between
the United States and other countries.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 59
1st Nine Weeks
understanding of the continued westward
expansion of the United States
Indicators
5-2.1
Analyze the geographic and economic factors
that influenced westward expansion and the
ways that these factors affected travel and
settlement, including physical features of
the land; the climate and natural resources;
and land ownership and other economic
opportunities.
5-2.2
Summarize how technologies (such as
railroads, the steel plow and barbed wire),
federal policies (such as subsidies for the
railroads and the Homestead Act), and access
to natural resources affected the development
of the West.
5-2.3
Identify examples of conflict and cooperation
between occupational and ethnic groups in
the West, including miners, farmers, ranchers,
cowboys, Mexican and African Americans, and
European and Asian immigrants.
5-2.4
Explain the social and economic effects of
westward expansion on Native Americans;
including opposing views on land ownership,
Native American displacement, the impact of
the railroad on the culture of the Plains
Indians, armed conflict, and changes in federal
policy.
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
laborers; and resulting reform movements.
5-3.5
Summarize the reasons for the United States
control of new territories as a result of the
Spanish American War and the building of the
Panama Canal, including the need for raw
materials and new markets and competition
with other world powers.
5-3.6
Summarize the factors that led to the
involvement of the United States in World War
I and the role of the United States in fighting
the war.
Standard 5-4:
The student will demonstrate an
understanding of American economic
challenges in the 1920s and 1930s and world
conflict in the 1940s.
Indicators
5-4.1
Summarize daily life in the post–World War I
period of the 1920s, including improvements
in the standard of living, transportation, and
entertainment; the impact of the Nineteenth
Amendment, the Great Migration, the Harlem
Renaissance, and Prohibition; and racial and
ethnic conflict.
5-4.2
Summarize the causes of the Great
Depression, including overproduction and
declining purchasing power, the bursting of
the stock market bubble in 1929, and the
resulting unemployment, failed economic
institutions; and the effects of the Dust Bowl.
the world, including opportunities for women and
African Americans in the work place, the
internment of the Japanese Americans, and the
changes in national boundaries and governments.
Standard 5-5:
The student will demonstrate an understanding of
the social, economic and political events that
influenced the United States during the Cold War
era.
Indicators
5-5.1
Explain the causes and the course of the Cold
War between the Union of Soviet Socialist
Republics (USSR) and the United States, including
McCarthyism, the spread of communism, the
Korean Conflict, Sputnik, the Berlin Wall, the
Cuban Missile Crisis, and the Vietnam War.
5-5.2
Summarize the social, cultural, and economic
developments that took place in the United States
during the Cold War, including consumerism,
mass media, the growth of suburbs, expanding
educational opportunities, new technologies, the
expanding job market and service industries, and
changing opportunities for women in the
workforce.
5-5.3
Explain the advancement of the modern Civil
Rights Movement; including the desegregation of
the armed forces, Brown v. Board of Education,
the roles of Rosa Parks, Martin Luther King Jr.,
Malcolm X, the Civil Rights acts, and the Voting
Rights Act.
5-5.4
Explain the international political alliances that
5-6.6
Identify issues related to the use of natural resources
by the United States, including recycling, climate
change, environmental hazards, and depletion that
requires our reliance on foreign resources.
5-4.3
Explain the American government’s response
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 60
1st Nine Weeks
2nd Nine Weeks
to the Great Depression in the New Deal
policies of President Franklin Roosevelt,
including the Civilian Conservation Corps, the
Federal Deposit Insurance Corporation, the
Securities and Exchange Commission, and the
Social Security Act.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
3rd Nine Weeks
4th Nine Weeks
impacted the United States in the latter part of
the twentieth century, including the United
Nations, the North Atlantic Treaty Organization
(NATO), and the Organization of Petroleum
Exporting Countries (OPEC).
Page 61
FOUNDATION DOCUMENT
Social Studies
5th Grade
SC Academic Standards
Unit of
Study
United States Studies: 1865 to
the Present
5-1
The student will demonstrate
an understanding of
Reconstruction and its impact
on the United States.
Indicators
Summarize the aims and course of
Reconstruction, including the
effects of Abraham Lincoln’s
assassination, Southern resistance
to the rights of freedmen, and the
agenda of the Radical Republicans.
5-1.1
Resources
1.
2.
3.
4.
5.
Text:Scott Foresman Social Studies: Growth of a Nation pg. 51, 107-111
Workbook:Scott Foresman Social Studies: Growth of a Nation26, 27
Web Sites:
Harcourt Brace – http://www.hbschool.com
Smithsonian Institute –
http://www.smithsonianeducation.org/students/explore_by_topic/history_cult
ure.html
6. Learning Network – http://www.teachervision.com
7. American Museum of Natural History – http://www.amnh.org
8. Library of Congress – http://www.loc.gov
9. http://www.questia.com
10. Social Studies Help Center - How did the assassination of Abraham Lincoln
affect Reconstruction?
11. http://www.socialstudieshelp.com/Lesson_36_Notes.htm
12. United Streaming videos
13. http://www.unitedstreaming.com
14. American Civil War, The Reconstruction:
15. The Lessons of Reconstruction
16. The Impeachment of Andrew Johnson
17. Lincoln Assassinated, Johnson Becomes President
18. The End of Reconstruction
19. President Lincoln’s Plan for Reconstruction
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Critical thinking
Cooperation Learning
Thinking Maps
Collaboration
Assessments
1. Rubric
2. Teacher
Observation
3. Teacher
Created
Assessments
4. Learning Chains
5. Data Director
(Benchmark)
6. Journal entry
Page 62
SC Academic Standards
5-1.2
Explain the effects of
Reconstruction, including new rights
under the thirteenth, fourteenth,
and fifteenth amendments; the
actions of the Freedmen’s Bureau;
and the move from a plantation
system to sharecropping.
Resources
1. Text:Scott Foresman Social Studies: Growth of a Nation pg. 51, 107-111
2. Workbook:Scott Foresman Social Studies: Growth of a Nation26, 27
a. Web Sites:
3. The Thirteenth Amendment - Gives background for The Thirteenth
Amendment. -http://www.greatamericanhistory.net/amendment.htm
4. The Fourteenth Amendment - Explains ratification of 14th amendment. http://www.thenagain.info/WebChron/USA/14Ammend.html
5. The Fifteenth Amendment – Explains the Fifteenth Amendment. http://en.wikipedia.org/wiki/Fifteenth_Amendment_to_the_United_States_Co
nstitution
6. United Streaming video –
7. http://www.unitedstreaming.com
8. American Civil War, The Reconstruction:
9. The Lessons of Reconstruction
10. The Thirteenth Amendment
11. The Fifteenth Amendment
12. The Thirteenth and Fourteenth Amendments
13. The End of Reconstruction
14. S3 Curriculum Link
15. http://scde.mrooms.org/index.php?page=14481
16. Toolboxforteachers.com
17. http://www.toolboxforteachers.com/
18. ETV Streamline SC
19. http://www.scetv.org/education/streamlinesc/
20. Study Island
21. www.studyisland.com
22. Step Away from the Textbook: Home Court Publishing
23. PASS Coach Pg. 16-23
24. Challenge the PACT pg. 7-15
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
Assessments
1. Rubrics
2. Teacher
Observation
3. Teacher Created
Assessments
4. Learning Chains
5. Turn and Talk
6. Data Director
(Benchmark)
7. Performance Task
(Project)
8. Foldable
(Reflection)
Page 63
SC Academic Standards
5-1.3
Explain the purpose and motivations
of subversive groups during
Reconstruction and their rise to
power after the withdrawal of federal
troops from the South.
5-1.4
Compare the political, economic, and
social effects of Reconstruction on
different populations in the South
and in other regions of the United
States.
Resources
1. Scott Foresman Social Studies: Growth of a Nation pg. 232-238
2. Workbook: Scott Foresman Social Studies: Growth of a Nation26, 27
a. Web Sites:
3. Harcourt Brace – http://www.hbschool.com
4. Smithsonian Institute –
http://www.smithsonianeducation.org/students/explore_by_topic/history_cult
ure.html
5. Learning Network – http://www.teachervision.com
6. American Museum of Natural History – http://www.amnh.org
7. Library of Congress – http://www.loc.gov
8. Marco Polo Search http://www.MarcoPolosearch.org
9. Social Studies Help Center - Includes examples of Black Codes.
http://www.socialstudieshelp.com/Lesson_38_Notes.htm
10. Social Studies Help Center - Describes laws that were specifically designed to
take away the political power of Blacks by taking away their right to vote
granted in the 15th amendment. http://www.socialstudieshelp.com/Lesson_39_Notes.htm
11. United Streaming Video – http://www.unitedstreaming.com
12. American Civil War, The Reconstruction:
13. The Black Codes
1. Text:
Scott Foresman Social Studies: Growth of a Nation pg. 51, 110, 145,
182, 213, 232-239
2. Workbook: Scott Foresman Social Studies: Growth of a Nation26, 27
a. Web Sites:
3. Harcourt Brace – http://www.hbschool.com
4. Smithsonian Institute –
http://www.smithsonianeducation.org/students/explore_by_topic/history_cultur
e.html
5. Learning Network – http://www.teachervision.com
6. American Museum of Natural History – http://www.amnh.org
7. Social Studies Help Center - Explains economic and social problems of
freedmen. - http://www.socialstudieshelp.com/Lesson_37_Notes.htm
8. Encyclopedia.com - Explains sharecropping http://www.encyclopedia.com/html/s1/sharecro.asp
9. United Streaming Video – http://www.unitedstreaming.com
10. American Civil War, The Reconstruction:
11. The Lessons of Reconstruction
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
1. Rubrics
2. Teacher Observation
3. Teacher Created
Assessments
4. Learning Chains
5. Turn and Talk
6. Data Director
(Benchmark)
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
1. Create a foldable
2. Observation
3. Teacher Created
Assessments
4. Performance Task
Page 64
SC Academic Standards
Resources
Best Practices
Assessments
12. The End of Reconstruction
13. Step Away from the Textbook: Home Court Publishing
14. PASS Coach Pg. 20-27, Challenge the PACT pg. 14-18
5-2
5-2.1
The student will demonstrate
an understanding of the
continued westward expansion
of the United States.
Indicators
Analyze the geographic and
economic factors that influenced
westward expansion and the ways
that these factors affected travel
and settlement, including physical
features of the land; the climate and
natural resources; and land
ownership and other economic
opportunities.
5-2.2
Summarize how technologies (such
as railroads, the steel plow and
barbed wire), federal policies (such
as subsidiesfor the railroads and the
Homestead Act), and access to
natural resources affected the
development of the West.
1. Scott Foresman Social Studies: Growth of a Nation pg. 120-121,129,136
140,142-143
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 29-35
a. Web Sites:
3. Oregon Trail - http://www.ofcn.org/cyber.serv/academy/ace/soc/elem.html
4. Oregon Trail- http://www.isu.edu/~trinmich/Studyguide.html
5. Westward Expansion - Great source of research/informational sites, online
activities, and online lesson plans for Westward Movement standards. http://edtech.kennesaw.edu/web/westward.html
6. United Streaming Videos – http://www.unitedstreaming.com
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
1. Teacher Observation
2. Students write
letters home
regarding their
experiences on the
Oregon Trail.
3. Students keep a
journal of their daily
life and compare it
to life on the Oregon
Trail.
1. Scott Foresman Social Studies: Growth of a Nation pg. 120-121,129,136140,142-143
2. Workbook: Scott Foresman Social Studies: Growth of a Nation29-35
a. Web Sites:
3. OFCN’s Academy Curricular Exchange - #6 mini-lesson on pioneers and
Oregon Trail - http://www.ofcn.org/cyber.serv/academy/ace/soc/elem.html
4. Oregon Trail- http://www.isu.edu/~trinmich/Studyguide.html
5. Westward Expansion - Great source of research/informational sites, online
activities, and online lesson plans for Westward Movement standards. http://edtech.kennesaw.edu/web/westward.html
6. United Streaming Videos – http://www.unitedstreaming.com
7. Opening of the American West, The:
8. The Route Westward: Wagon Trains and Treachery
9. Entering Mountainous Country: Independence Rock
10. The Journey Westward
11. Life on the Oregon Trail
12. Westward Expansion: The Pioneer Challenge
13. Wagon Trains
14. Routes Westward
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
1. Teacher Observation
2. Teacher Created
Assessments
3. Learning Chains
4. Turn and Talk
5. Data Director
(Benchmark)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 65
SC Academic Standards
5-2.3
Identify examples of conflict and
cooperation between occupational
and ethnicgroups in the West,
including miners, farmers, ranchers,
cowboys, Mexican and African
Americans, and European and Asian
immigrants.
Resources
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
5-2.4
Explain the social and economic
effects of westward expansion on
Native Americans; including
opposing views on land ownership,
Native American displacement, the
impact of the railroad on the
cultureof the Plains Indians, armed
conflict, and changes in federal
policy.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Pioneer Spirit: Wagon Trails and the Oregon Trail
Wagon Trails
PASS Coach Pg. 32-41
Challenge the PACT 25-30
Scott Foresman Social Studies: Growth of a Nation pg.131-133,148-161
Workbook:Scott Foresman Social Studies: Growth of a Nation36-38
a. Web Sites:
Join a Cattle Drive-http://hbschool.com/activity/cattledrive/cattledrive.html
Virtual tour of San Francisco’s Chinatown –
http://hbschool.com/activity/chinatown/intro.html
Western Expansion –
http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm
Central Pacific Railroad Photographic History Museum - Chinese American
Contribution to Transcontinental Railroad http://cprr.org/Museum/Chinese.html
Chinatown - Virtual tour of San Francisco’s Chinatown http://www.hbschool.com/activity/chinatown/pages/c06.html
The Gold Rush - All about the Gold Rush – Includes fun facts and teacher
resources. - http://www.isu.edu/~trinmich/home.html
PASS Coach Pg. 42-45
Challenge the PACT pg. 43-46 & 49-52
Scott Foresman Social Studies: Growth of a Nation pg.131-133, 148-161
Workbook:Scott Foresman Social Studies: Growth of a Nation36-38
a. Web Sites:
Join a Cattle Drive- http://hbschool.com/activity/cattledrive/cattledrive.html
Virtual tour of San Francisco’s Chinatown –
http://hbschool.com/activity/chinatown/intro.html
Western Expansion –
http://daphne.palomar.edu//llewis/AIS101/101Lectures/M6/Lec61.htm
Central Pacific Railroad Photographic History Museum - Chinese American
Contribution to Transcontinental Railroad http://cprr.org/Museum/Chinese.html
Oregon Trail- http://www.isu.edu/~trinmich/home.html
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Best Practices
Assessments
1.
2.
3.
4.
Cooperative Learning
Critical Thinking
Thinking Maps
Collaboration
1. Teacher
Observation
2. Teacher Created
Assessments
3. Learning Chains
4. Turn and Talk
1.
2.
3.
4.
Collaboration
Critical Thinking
Cooperative Learning
Use of media and
technology
1. Teacher
Observation
2. Teacher Created
Assessments
3. Performance Task
4. Learning Chains
5. Turn and Talk
6. Data Director
(Benchmark)
Page 66
SC Academic Standards
5-3
Resources
Best Practices
Assessments
The student will demonstrate
an understanding of major
domestic and foreign
developments that contributed
to the United States becoming a
world power.
Indicators
5-3.1
Explain how the Industrial
Revolution was furthered by new
inventions and technologies,
including new methods of mass
production and transportation and
the invention of the light bulb, the
telegraph, and the telephone.
5-3.2
Explain the practice of
discriminationand the passage of
discriminatory laws in the United
States and their impact on the rights
of African Americans, including the
Jim Crowlawsand the ruling in
Plessy v. Ferguson.
1. Scott Foresman Social Studies: Growth of a Nation pg. 34,166-173, 206, 219221
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 39-41
a. Web Sites:
3. Light Bulb History - Fascinating facts about the invention of the light bulb by
Thomas Edison. - http://www.ideafinder.com/history/inventions/story074.htm
4. Samuel F.B. Morse Papers Home Page - Invention of the telegraph- includes
primary sources. http://memory.loc.gov/ammem/sfbmhtml/sfbmhighlights01.html
5. Telephone History - Fascinating facts about the invention of the
telephonebyAlexander Graham Bell in 1876. http://www.ideafinder.com/history/inventions/story078.htm
6. PASS Coach Pg. 56-59
7. Challenge the PACT pg. 59-67
1. Scott Foresman Social Studies: Growth of a Nation pg. 232-238
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 39-41
a. Web Sites:
3. Harcourt Brace – http://www.hbschool.com
4. Smithsonian Institute –
http://www.smithsonianeducation.org/students/explore_by_topic/history_cult
ure.html
5. Learning Network – http://www.teachervision.com
6. American Museum of Natural History – http://www.amnh.org
7. Library of Congress – http://www.loc.gov
8. Marco Polo Search Engine- http://www.MarcoPolosearch.org
9. Social Studies Help Center - Includes examples of Black Codes. http://www.socialstudieshelp.com/Lesson_38_Notes.htm
10. Social Studies Help Center - Describes laws that were specifically designed to
take away the political power of Blacks by taking away their right to vote
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1.
2.
3.
4.
Cooperative learning
Critical Thinking
Collaboration
Use of media and
technology
5. Use of texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
1. Performance Task
2. Formative
Assessment
3. Rubrics
1. Critical Thinking
2. Collaboration
3. Use of media and
technology
1. Performance Task
2. Formative
Assessment
3. Rubrics
Page 67
SC Academic Standards
5-3.3
Summarize the significance of largescale immigration to America,
including the countries from which
the people came, the opportunities
and resistance they faced when they
arrived, and the cultural and
economic contributions they made
to the United States.
Resources
granted in the 15th amendment. http://www.socialstudieshelp.com/Lesson_39_Notes.htm
11. United Streaming Video – http://www.unitedstreaming.com
12. American Civil War, The Reconstruction:
13. The Black Codes
14.
1. Scott Foresman Social Studies: Growth of a Nation pg. 182, 184-191, 216-221
2. Workbook:Scott Foresman Social Studies: Growth of a Nation
a. 42-44
b. Web Sites:
3. Tenement Museum - Click on the rooms of the tenement building of the early
1900s and see a dramatization based upon actual immigrant tenants. http://www.thirteen.org/tenement/logcabin.html
4. United Streaming Video – http://www.unitedstreaming.com
5. Immigration to the United States: American Heritage Series
6. Immigration to the United States: American Heritage Series
7. American Industrial Revolution, The
8. The Urban Transformation
9. Living History: Living During the Industrial Revolution
10. Factories and the Growth of Industrial Cities
11. PASS Coach Pg. 64-67
12. Challenge the PACT pg. 73-78
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1. Collaboration
2. Critical thinking
3. Use of media and
technology.
4. Use texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
Assessments
1. Performance Task
2. Formative
Assessment
3. Thinking Map
Page 68
SC Academic Standards
5-3.4
Summarize the impact of
industrialization, urbanization, and
the rise of big business, including
the development of monopolies;
long hours, low wages, and unsafe
working conditions on men, women,
and children laborers; and resulting
reform movements.
Resources
1. Scott Foresman Social Studies: Growth of a Nation pg.192-199,222-229, 262267, 270-271,311
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 42-44
a. Web Sites:
3. John D. Rockefeller Biography- http://www.biography.com/people/john-drockefeller-9461341
4. John D. Rockefeller ETV Biographyhttp://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.html
5. John D. Rockefeller Biography- http://www.u-s-history.com/pages/h957.html
6. Andrew Carnegie Video- http://www.biography.com/people/andrew-carnegie9238756
7. Andrew Carnegie ETV Biography- http://www.pbs.org/wgbh/amex/carnegie/
8. Carnegie Corporation of New York Website- http://carnegie.org/aboutus/foundation-history/about-andrew-carnegie/
a. Videos:
9. http://www.unitedstreaming.com
10. American Industrial Revolution, The
11. The Price of Progress
12. American History: Urban Growth in America
13. Politics and Progressives
14. America in the 20th-Century: The Progressive Era
15. Theodore Roosevelt
16. History in Focus: 1900-1909
17. President Theodore Roosevelt
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Cooperative learning
Critical Thinking
Thinking Maps
Collaboration
Assessments
1. Performance Task
2. Formative
Assessment
3. Thinking Maps
4. Exit slips
5. Rubrics
Page 69
SC Academic Standards
5-3.5
Summarize the reasons for the
United States control of new
territories as a result of the Spanish
American War and the building of
the Panama Canal, including the
need for raw materials and new
markets and competition with other
world powers.
5-3.6
Summarize the factors that led to
the involvement of the United States
in World War I and the role of the
United States in fighting the war.
Resources
1. Scott Foresman Social Studies: Growth of a Nation pg. 248-261, 272-281,
284-285
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 45-47
a. Web Sites:
3. Panama Canalhttp://education.yahoo.com/reference/encyclopedia/entry?id=35824
4. Live Cameras Panama Canal Authority - Cool site that has live cameras that
show operations in the canal! - http://www.pancanal.com/eng/photo/camerajava.html
5. Spanish-American War Timelinehttp://www.sparknotes.com/history/american/spanishamerican/timeline.html
6. Spanish American War for Kidshttp://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm
7. United Streaming Video – http://www.unitedstreaming.com
8. America in the 20th-Century: America Becomes a World Power
9. The War Ends: The Treaty of Paris
10. Jose Marti and the Cuban Revolution Against Spanish Rule
11. Purchasing Alaska
12. America Begins the Twentieth Century
13. ETV Streamline SC
14. http://www.scetv.org/education/streamlinesc/
15. PASS Coach Pg. 72-77
16. Challenge the PACT pg. 85-89
1. Scott Foresman Social Studies: Growth of a Nation pg. 248-261, 272-281,
284-285
2. Workbook:Scott Foresman Social Studies: Growth of a Nation 56,57
a. Web Sites:
3. World War I Timeline- http://www.easyfunschool.com/article1823.html
4. WWI BBC for Kids- http://www.bbc.co.uk/schools/worldwarone/
5. Cyber Sleuth Kids- http://www.cybersleuthkids.com/sleuth/History/Wars/World_War_I/index.htm
6. Encyclopedia Britannica Kids- http://kids.britannica.com/comptons/article9277797/World-War-I
7. United Streaming Video – http://www.unitedstreaming.com
8. America in the 20th-Century: America Becomes a World Power
9. The War Ends: The Treaty of Paris
10. America Begins the Twentieth Century
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
Cooperative learning
Critical Thinking
Thinking Maps
Collaboration
1. Participation in interactive
and cooperative classroom
study processes that bring
together students of all
ability level
2. Critical thinking
3. Use of media and
technology.
Assessments
1. Performance Task
2. Formative
Assessment
3. Reflection
4. Rubrics
5. Exit Slips
1. Rubrics
2. Teacher
Observation
3. Teacher Created
Assessments
4. Turn and Talk
5. Reflection
Page 70
SC Academic Standards
Resources
Best Practices
Assessments
1. Critical Thinking
2. Use of media and
technology.
3. Cooperative Learning
4. Thinking Maps
5. Collaboration
1. Rubrics
2. Teacher
Observation
3. Teacher Created
Assessments
4. Learning Chains
5. Turn and Talk
11. United States Expansionism
12. The United States and World War
5-4
5-4.1
The student will demonstrate
an understanding of American
economic challenges in the
1920s and 1930s and world
conflict in the 1940s.
Indicators
Summarize daily life in the post–
World War I period of the 1920s,
including improvements in the
standard of living, transportation,
and entertainment; the impact of
the Nineteenth Amendment, the
Great Migration, the Harlem
Renaissance, and Prohibition; and
racial and ethnicconflict.
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 298-305, 308317
2. Workbook:Scott Foresman Social Studies: Growth of a Nation 64-69
a. Web Sites:
3. National Museum of American History for Kids http://americanhistory.si.edu/kids/index.cfm
4. The History Channel - www.thehistorychannel.com
5. Harlem Renaissance PBS Kidshttp://pbskids.org/bigapplehistory/arts/topic9.html
6. Harlem Renaissance Power Point Presentationshttp://americanhistory.pppst.com/harlem-renaissance.html
7. The Roaring Twenties - Includes highlights of the 1920s. http://www.mce.k12tn.net/1920/roaring_twenties.htm
8. The Great Migration - Through a series of paintings, in The Great Migration,
Jacob Lawrence illustrates the mass exodus of African-Americans who moved
to the North in search for a better life. http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migratio
n.html
9. Automobiles in the Progressive Era - Lists the effects automobiles had on
society and includes primary sources. http://rs6.loc.gov/learn/features/timeline/progress/autos/autos.html
10. Suffrage Movement Primary Sourceshttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/womenssuffrage/
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 71
SC Academic Standards
5-4.2
Summarize the causes of the Great
Depression, including
overproduction and declining
purchasing power, the bursting of
the stock market bubble in 1929,
and the resulting unemployment,
failed economic institutions; and the
effects of the Dust Bowl.
5-4.3
Explain the American government’s
response to the Great Depression in
the New Deal policies of President
Franklin Roosevelt, including the
Civilian Conservation Corps, the
Federal Deposit Insurance
Corporation, the Securities and
Exchange Commission, and the
Social Security Act.
Resources
1. Scott Foresman Social Studies: Growth of a Nation pg. 320-336
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 64-69
a. Web Sites:
3. Stock Market – www.stock-market-crash.net/1929.htm
4. Stock Market Crash PBS Kidshttp://pbskids.org/bigapplehistory/business/topic19.html
5. Stock Market Crash Think Questhttp://library.thinkquest.org/J001569/st.html
6. A Photo Essay on the Great Depression - Includes super photos and
descriptions! - http://www.english.uiuc.edu/maps/depression/photoessay.htm
7. Photographs of the Great Depression - Topics of photographs include: Dust
Storms, Farms For Sale, Relocating: On the Road, Migrant Workers, Women
and Children, Life During the Depression, Unemployment, and Breadline and
Soup Kitchens. http://history1900s.about.com/library/photos/blyindexdepression.htm
8. The Great Depression - Many good lesson plans and WebQuests dealing with
the Great Depression. http://webtech.kennesaw.edu/jcheek3/depression.htm
9. The Great Depression Academic Kidshttp://www.academickids.com/encyclopedia/index.php/Great_Depression
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 328-335
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 70-72
3. Web Sites:
4. Federal Deposit Insurance Corp. –
www.fdic.gov/about/learn/symbol/index.html
5. New Deal Agencies – A partial list of New Deal “alphabet agencies” and their
primary function (relief, recovery, or reform). –
http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htm
6. The New Deal Network- http://newdeal.feri.org/
7. United Streaming Video – http://www.unitedstreaming.com
8. America in the 20th-Century: The Great Depression
9. The New Deal
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1. Collaboration
2. Critical Thinking
3. Use of media and
technology.
4. Use texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
5. Thinking Maps
1. Collaboration
2. Critical Thinking
3. Use of media and
technology.
4. Cooperative Learning
5. Thinking Maps
Assessments
1. Rubrics
2. Teacher
Observation
3. Teacher Created
Assessments
4. Learning Chains
1. Performance Task
2. Formative
Assessment
3. Rubrics
4. Journal Entry
Page 72
SC Academic Standards
Resources
Best Practices
Assessments
5-4.4
Explain the principal events related
to the involvement of the United
States in World War II, including
campaigns in North Africa and the
Mediterranean; major battles of the
European theater such as the Battle
of Britain, the invasion of the Soviet
Union, and the Normandy invasion;
and events in the Pacific theater
such as Pearl Harbor, the strategy of
island-hopping, and the bombing of
Hiroshima and Nagasaki.
1. Scott Foresman Social Studies: Growth of a Nation pg. 338-365
2. Workbook:Scott Foresman Social Studies: Growth of a Nation 70-72
a. Web Sites:
3. Pro Teacher – http://www.proteacher.com/090075.shtml
4. Normandy- www.historyguy.com/normandy_links.html
5. Scholastic - Scholastic's "My Story: Pearl Harbor" introduces your students to
the momentous event of Japan's attack on Pearl Harbor on December 7,
1941. Through this learning adventure, students will come to know about the
events that led to the bombing, read the account of Pearl Harbor
eyewitnesses, and relive the day Pearl Harbor was bombed through an
interactive hour-by-hour account. http://teacher.scholastic.com/pearl/index.htm
6. Scholastic - Our America: World War II. Activities include reading diaries of a
Pearl Harbor witness and of a Japanese American who spent time in an
internment camp. http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm
1. Collaboration
2. Critical Thinking
3. Use of media and
technology.
4. Cooperative Learning
1. Performance Task
2. Formative
Assessment
3. Journal Entry
5-4.5
Analyze the role of key figures
during World War II, including
Winston Churchill, Franklin D.
Roosevelt, Joseph Stalin, Benito
Mussolini, and Adolph Hitler.
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 350-353, 381,
384-391, 396-403, 407
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 73-80
a. Web Sites:
3. Winston Churchill- http://www.historylearningsite.co.uk/winston_churchill.htm
4. Benito Mussolini- http://www.britannica.com/EBchecked/topic/399484/BenitoMussolini/5091/Role-in-World-War-II
5. Adolf Hitler- http://www.2worldwar2.com/adolf-hitler.htm
6. Joseph Stalin- http://www.historylearningsite.co.uk/joseph_stalin.htm
7. Franklin D. Roosevelt- http://worldwar2.org.uk/franklin-d-roosevelt
8. United Streaming Video – http://www.unitedstreaming.com
9. American History: World War II: Causes and Consequences
10. Women and World War II
11. America in the 20th-Century: World War II: The World at War
12. Nisei: Japanese-Americans During Wartime
1. Use texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
2. Critical Thinking
3. Collaboration
4. Cooperative Learning
1. Performance Task
2. Formative
Assessment
3. Performance Task
4. Exit Slips
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 73
SC Academic Standards
5-4.6
5-4.7
Summarize key developments in
technology, aviation, weaponry, and
communication and their effects on
World War II and the United States
economy.
Summarize the social and political
impact of World War II on the
American home front and the world,
including opportunities for women
and African Americans in the work
place, the internment of the
Japanese Americans, and the
changes in national
boundaries and governments.
Resources
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 350-353, 381,
384-391, 396-403, 407-409
2. Workbook: Scott Foresman Social Studies: Growth of a Nation pgs. 73-80
a. Web Sites:
3. Science and Technology During WWIIhttp://www.learnnc.org/lp/editions/nchist-worldwar/6002
4. Really neat WWII Technology Website- http://www.ww2sci-tech.org/
a. United Streaming Video – http://www.unitedstreaming.com
5. Technology During WWII
6. American Dreams by Lisa Banim
7. So Far From the Sea by Eve Bunting
8. Love You, Soldier by Amy Hest
9. Pearl Harbor Is Burning: A Story of World War II by Kathleen V. Kudlinski
10. Nim and the War Effort by Milly Lee
11. Baseball Saved Us by Ken Mochizuki
12. Under the Blood-Red Sun by Graham Salisbury
13. The Bracelet by Yoshiko Uchida
14. Mercedes and the Chocolate Pilot by Margot T. Raven
15. Surviving Hitler by Andrea Warren
1. Scott Foresman Social Studies: Growth of a Nation pg. 350-353, 381, 384391, 396-403, 407-409
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 73-80
a. Web Sites:
3. Pro Teacher – www.proteacher.com
4. Read about a Japanese American who experienced living in an internment
camp. - http://teacher.scholastic.com/activities/wwii/ahf/mineta/index.htm
5. Women and the Home Front During WWIIhttp://www.teacheroz.com/WWIIHomefront.htm
6. Rosie the Riveter- http://www.nps.gov/pwro/collection/website/rosie.htm
7. Pictures of African Americans during WWIIhttp://www.archives.gov/research/african-americans/ww2-pictures/
8. United Streaming Video – http://www.unitedstreaming.com
9. American History: World War II: Causes and Consequences
10. Women and World War II
11. America in the 20th-Century: World War II: The World at War
12. Nisei: Japanese-Americans During Wartime
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Distinguish between past,
present, and future time.
2. Use texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
3. Consider multiple
perspectives of documents
and stories.
4. Thinking Maps
1. Performance Task
2. Formative
Assessment
3. Journal writing
1. Use of media and
technology
2. Cooperative Learning
3. Thinking Maps
4. Collaboration
1. Make and record
observations about
the physical and
human
characteristics of
places.
2. Teacher
Observation
Page 74
SC Academic Standards
5-5
5-5.1
The student will demonstrate
an understanding of the social,
economic and political events
that influenced the United
States during the Cold War era.
Indicators
Explain the causes and the course of
the Cold Warbetween the Union of
Soviet Socialist Republics (USSR)
and the United States, including
McCarthyism, the spread of
communism, the Korean Conflict,
Sputnik, the Berlin Wall, the Cuban
Missile Crisis, and the Vietnam War.
Resources
1. Scott Foresman Social Studies: Growth of a Nation pg. 406-413, 428-435
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 81-84
a. Web Sites:
3. Vietnam –
http://kids.nationalgeographic.com/kids/places/find/vietnam/http://www.acad
emickids.com/encyclopedia/index.php/Vietnam_War
4. Space Race – http://www.pbs.org/wgbh/amex/moon/timeline/index.html
5. Cuban Missile Crisis - www.hpol.org/jfk/cuban;
http://www.history.com/topics/cuban-missile-crisis
6. Cold War – http://www.neok12.com/Cold-War.htm ;
http://www.surfnetkids.com/coldwar.htm
7. Communism Spread – http://kids.britannica.com/comptons/article9273756/communism
8. McCarthyism – http://history.howstuffworks.com/americanhistory/mccarthyism.htm;
http://www.academickids.com/encyclopedia/index.php/McCarthyism
9. Korean War – http://www.surfnetkids.com/go/194/about-the-korean-war/;
http://kids.britannica.com/elementary/article-353347/Korean-War
10. Berlin Wall -http://www.dailysoft.com/berlinwall/history/berlinwalltimeline.htm; http://berlin-wall.org/b_muren.html
11. Cuban Missile Crisis Interactive Storyboard - Click on “example storyboard” to
see/edit storyboard about Cuban Missile Crisis. http://www.schoolhistory.co.uk/storyboards/working.html
12. Korean War Map - Interactive map of Korean War (1950-1953) http://users.erols.com/mwhite28/korea.htm
a. United Streaming Video – http://www.unitedstreaming.com
13. Cold War Into Guerrilla War
14. Democracy vs. Communism: The Korean War
15. Space Exploration: The Rockets
16. The Gemini Program: Perils of Space Travel
17. The Apollo Program: Journey to the Moon
18. The Beginnings of the Race Into Space/Humans In Space
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
1.
2.
3.
4.
5.
Research
Critical Thinking
Collaboration
Cooperative Learning
Use of media and
technology
Assessments
1. Performance Task
2. Journal entry
3. Concept map
(thinking map)
4. Formative
Assessment
Page 75
SC Academic Standards
5-5.2
Summarize the social, cultural, and
economic developments that took
place in the United States during the
Cold War, including consumerism,
mass media, the growth of suburbs,
expanding educational
opportunities, new technologies, the
expanding job market and service
industries, and changing
opportunities for women in the
workforce.
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
5-5.3
Explain the advancement of the
modern Civil Rights Movement;
including the desegregation of the
armed forces, Brown v. Board of
Education, the roles of Rosa Parks,
Martin Luther King Jr., Malcolm X,
the Civil Rights acts, and the Voting
Rights Act.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Scott Foresman Social Studies: Growth of a Nation pg. 394-403
Workbook: Scott Foresman Social Studies: Growth of a Nation 85-87
Web Sites:
Post WWII Economyhttp://economics.about.com/od/useconomichistory/a/post_war.htm
Wikipedia- http://en.wikipedia.org/wiki/PostWorld_War_II_economic_expansion
A woman’s narriative of living in the 50s- http://legendsofamerica.com/66nostalgic50s.html
Kid’s Newsroomhttp://www.kidsnewsroom.org/elmer/infoCentral/frameset/decade/1950.htm
The People’s History- http://www.thepeoplehistory.com/1950s.html
Growth of Suburbs- http://ushistory1950.weebly.com/the-growth-ofsuburbs.html
Mass Media Timelinehttp://library.thinkquest.org/27629/themes/media/mdtimeline.html
Scott Foresman Social Studies: Growth of A Nation pg. 418-427
Workbook: Scott Foresman Social Studies: Growth of a Nation91
a. Web Sites:
Desegregationhttp://www.academickids.com/encyclopedia/index.php/Desegregation,
http://pbskids.org/wayback/civilrights/features_school.htmlhttp://www.socials
tudiesforkids.com/articles/ushistory/brownvboard.htm
Malcolm X – www.brothermalcolm.net/mxcontent.html,
http://kids.britannica.com/comptons/article-9275635/Malcolm-X
Martin Luther King– http://www.britannica.com/blackhistory/article-9045504,
http://fun.familyeducation.com/martin-luther-king-jr/activities/32832.html
Brown vs. Board of Educationhttp://www.britannica.com/blackhistory/article-9016710,
http://library.thinkquest.org/J0112391/brown_v__board_of_education.htm
Rosa Parks- http://www.britannica.com/blackhistory/article-9001689
Civil Rights – http://www.britannica.com/blackhistory/article-9082763
Separate Is Not Equal: Brown v. Board of Education - Excellent lesson plan
with photographs of white schools and black schools. http://americanhistory.si.edu/Brown/resources/two.html
Best Practices
Assessments
1.
2.
3.
4.
5.
Research
Critical Thinking
Collaboration
Cooperative Learning
Use of media and
technology
1. Performance Task
2. Journal Entry
3. Concept Map
(thinking map)
4. Formative
Assessment
1.
2.
3.
4.
5.
Research
Critical Thinking
Collaboration
Cooperative Learning
Use of media and
technology
1. Performance Task
2. Journal Entry
3. Concept Map
(thinking map)
4. Formative
Assessment
Page 76
SC Academic Standards
5-5.4
Explain the international political
alliances that impacted the United
States in the latter part of the
twentieth century, including the
United Nations, the North Atlantic
Treaty Organization (NATO), and
the Organization of Petroleum
Exporting Countries (OPEC).
5-6
The student will demonstrate
an understanding of the
political, social, economic, and
environmental challenges faced
by the United States during the
period from the collapse of the
Soviet Union to the present.
Indicators
5-6.1
Summarize the changes in world
politics that followed the collapse of
the Soviet Union and the end of
Soviet domination of eastern
Europe.
Resources
Best Practices
Assessments
1. Scott Foresman Social Studies: Growth of a Nation pg. 387, 447, 449-451
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 93
a. Web Sites:
3. United Nations – www.un.org/aboutun/history.html
4. http://www.wonderrotunda.com/UnitedNations.php
5. http://academickids.com/encyclopedia/index.php/United_Nations
6. OPEC – www.opec.org
7. http://www.life123.com/career-money/taxes/self-employment/what-isopec.shtml
8. http://academickids.com/encyclopedia/index.php/OPEC
9. NATO Official Homepage - Click on “What is NATO?” under “Shortcuts” for
slide show. - http://www.nato.int/#
10. http://academickids.com/encyclopedia/index.php/NATO
11. United Streaming Video – http://www.unitedstreaming.com
12. America in the 20th-Century: World War II: The World at War
13. The Birth of the United Nations and Post-War Recovery
1. Use of media and
technology
2. Collaboration
3. Cooperative Learning
4. Critical Thinking
5. Use of media and
technology
1. Performance Task
2. Journal Entry
3. Formative
Assessment
4. Exit Slip
5. Rubrics
1. Scott Foresman Social Studies: Growth of a Nation pg. 448, 453, 506-508
2. Workbook: Scott Foresman Social Studies: Growth of a Nation 94
a. Web Sites:
3. Cold War History- http://www.historyking.com/World-War/coldwar/Summary-Of-The-Cold-War.html
4. Foreign Policy- http://www.foreignaffairs.com/articles/24389/george-fkennan/after-the-cold-war
5. Blank and Outline Mapshttp://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm
a. Other Resources:
6. Scholastic Weekly News
7. Time Magazine for Kids
8. Almanac
9. Encyclopedia (including Encarta Encyclopedia or Grolier Online)
1. Construct maps, graphs,
tables, and diagrams to
display social studies
information
2. Critical Thinking
3. Use of media and
technology
1. Performance Task
2. Journal Entry
3. Concept Map
(thinking map)
4. Formative
Assessment
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 77
SC Academic Standards
5-6.2
Identify places in the world where
the United States is involved in
humanitarian and economic efforts,
including the Middle East, the
Balkans, Central America, Africa,
and Asia.
5-6.3
Explain the impact of the September
11, 2001, terrorist attacks on the
United States, including the wars in
Iraq and Afghanistan and the homefront responses to terrorism.
Resources
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 448, 453, 506508
a. Other Resources:
2. Scholastic Weekly News
3. Time Magazine for Kids
4. Almanac
5. Encyclopedia (including Encarta Encyclopedia or Grolier Online)
a. Web Sites:
6. http://www.mapsofworld.com/
7. Atlas: Middle East - Map of Middle East – Click on country to zoom in. http://www.infoplease.com/atlas/middleeast.html
8. Blank and Outline Mapshttp://geography.about.com/od/blankmaps/Blank_and_Outline_Maps.htm
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-494, 503511, 513-515
2. Scott Foresman Social Studies: Growth of a Nation pg. 490-491, 515, 520521
a. Web Sites:
3. Terrorismhttp://www.aboutourkids.org/articles/talking_kids_about_terrorism_or_acts_
war
4. http://kids.britannica.com/comptons/article-9277307/terrorism
5. September 11th Interactive Timelinehttp://timeline.national911memorial.org/
6. 9/11- http://www.classbrain.com/artfree/publish/cat_index_17.shtml
7. Time - a remarkable collection of photographs by award-winning
photojournalist James Nachtwey http://www.time.com/time/photoessays/shattered/1.html
8. United Streaming Video – http://www.unitedstreaming.com
9. American History: Modern-Day America
10. Challenges for Our Century
11. Cost of Freedom, The: Civil Liberties, Security, and the USA
12. Fighting Terrorism: The Immediate Legislative Impact of 9/11
13. The Antiterrorism Act of 1996
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Assessments
1. Use of media and
technology
2. Cooperative Learning
3. Collaboration
4. Critical Thinking
1. Performance Task
2. Rubrics
3. Concept Map
(thinking map)
4. Formative
Assessment
1. Use of media and
technology
2. Cooperative Learning
3. Collaboration
4. Students research
Homeland Security/war on
terrorism and compare
how things have changed
in America since 9/11.
1. Performance Task
2. Journal Entry
3. Concept map
(thinking map)
4. Formative
Assessment
5. Rubrics
Page 78
SC Academic Standards
Resources
Best Practices
Assessments
5-6.4
Explain how technological
innovations have changed daily life
in the United States, including the
changes brought about by
computers, satellites, and mass
communication systems.
1. Text: Scott Foresman Social Studies: Growth of a Nation pg. 490-491, 494495, 515, 520-521
a. Web Sites:
2. Satellites – http://chrishonors.tripod.com/satel.html
3. National Inventor’s Hall of Fame - www.invent.org
4. U.S. Patent and Trademark Office - www.uspto.gov/go/kids
5. United Streaming Video – http://www.unitedstreaming.com
6. History in the Making: 1982
7. Society and Culture
1. Distinguish between past,
present, and future time
2. Use of media and
technology
3. Cooperative Learning
4. Collaboration
5. Critical Thinking
1. Students create a
classroom mural to
depict changes in
communication,
transportation,
agriculture, and
manufacturing over
time.
2. Students write
about life today if
an invention of their
choice had not been
invented.
5-6.5
Identify examples of cultural
exchanges, including those in food,
fashion, and entertainment, that
illustrate the growing global
interdependence between the
United States and other countries.
1. Student Textbook Scott Foresman Social Studies: Growth of a Nation pg. 490494, 503-511, 513-515, 520-521
a. Web Sites:
2. American Popular Culturehttp://www.americanpopularculture.com/home.htm
3. http://www.ithaca.edu/faculty/mtrotti/popculture.html
4. United Streaming Video – http://www.unitedstreaming.com
5. American History: Modern-Day America
6. Challenges for Our Century
7. Cost of Freedom, The: Civil Liberties, Security, and the USA
1. Use texts, photographs,
and documents to observe
and interpret social studies
trends and relationships.
2. Cooperative Learning
3. Collaboration
4. Critical Thinking
1. Pass Coach
2. Performance Task
3. Formative
Assessments
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 79
APPENDICES
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 80
HAMPTON COUNTY SCHOOL DISTRICT 2
Assessments
High School Assessment Program (HSAP)
(2013 -2014 Assessment/Testing Schedule)
Testing Window
Fall 2013 Schedule: 10/22/13-11/01/13
Spring 2014 Schedule: 4/01/14 - 4/18/14
Summer 2014 Schedule: 7/15/14 - 7/17/14
End of Course Examination Program (EOCEP)
PLAN (10th grade)
PSAT
ACT
Fall/Winter: 12/03/2013 – 1/27/2014
Spring: 5/01/2014 – 6/10/2014
Summer: 7/01/2014 – 6/31/2014
10/10/2013
10/16/2013, 10/19/2013
1st Semester Dates:
9/21/2013, 10/26/2013, 12/14/2013
2nd Semester Dates:
2/8/2014, 4/12/2014, 6/14/2014
1st Semester Dates:
10/5/2013, 11/2/2013, 12/7/2013
2nd Semester Dates:
1/25/2014, 3/8/2014, 5/3/2014, 6/7/2014
11/2013; 2/2014
10/10/2013
SAT
ASVAB
EXPLORE (8th grade)
SC-ALT
Measures of Academic Progress (MAP)
Cognitive Abilities Test (Cog-AT)
Iowa Test of Basic Skills (ITBS)
English Language Development Assessment (ELDA)
Palmetto Assessment of State Standards (PASS) March
Palmetto Assessment of State Standards (PASS) May
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Actual Testing Dates
ELA (Session 1) - 10/22/2013
ELA (Session 2) - 10/23/2013
Mathematics – 10/24/2013
Make-Up Testing – 10/25 – 11/01/2014
ELA (Session 1) – 4/01/2014
ELA (Session 2) – 4/02/2014
Mathematics – 4/03/2014
Make-Up Testing – 4/04 – 04/18/2014
ELA (Session 1) – 7/15/2014
ELA (Session 2) – 7/16/2014
Mathematics – 7/17/2014
3/3/2014 – 4/25/2014
Fall: 8/26/2013 – 9/16/2013
Winter: 11/25/2013 – 12/19/2013
Spring: 3/24/2014 – 4/14/2014
10/23/2013 – 11/14/2013
10/23/2013 – 11/14/2013
2/17/2014 – 4/11/2014
3/18/2014-3/25/2014
5/6/2014 – 5/15/2014
Page 81
Teaching and Learning Expectations for Classroom Teacher
Curriculum (APS 1, 2)
A system for managing and facilitating student achievement and learning based upon consensus –driven content and performance standards.
 Create and revise curriculum maps for each content area.
 Weekly formative assessments in PASS format with coded
 Aligns standards, instruction, and
 Create Unit Plans of instruction
standards & indicators (clusters)
assessments systematically within and
 Create weekly learning plans with documented differentiated
 Weekly teacher data reflection
across all lessons and units.
instructional strategies implemented.
 Correct implementation of the instructional framework for
 Assessment for learning strategies
planning and delivery of instruction.
implemented
 Class profiles employed as documentation of students
 Student portfolio implemented consistently
meeting standards
documenting work that meets and/or
exceeds standards.
 Conference log utilized.
Assessment (APS 3, 7)
The collecting and analyzing of student performance data to identify
instructional interventions.
 Unit and lesson plans demonstrate the implementation of a variety
of ongoing assessment
 Pre-assessment of student learning
 Engaging students in the creation of assessments
 Weekly assessment of learning coding the standards and elements
with teacher commentary.
 Link formative assessment to summative assessment as
documented via student achievement profiles, class profiles,
student portfolio
 Evidence, creation and implementation of a wide variety of
performance assessment and learning tasks.
 Use assessment data to plan for strategic intervention as
documented through a pyramid of intervention per student,
conference log and SST. (RTI)
patterns of achievement and underachievement in order to design and implement appropriate






Use assessment data to adjust and differentiated
instruction as documented through lesson and unit
planning.
Collect data on students’ interest (student survey, reading
inventory, learning inventory)
Maintaining student achievement profiles
Implementing activating strategies as a tool to preassessment
Involve students in self- assessment of goals, work
Develops classroom-based assessments with students in
order to prepare them to meet and ensure that they have
met standards as document through classroom profiles
and students portfolio.







Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Disaggregated Data by teacher, team, gender,
ethnicity, students with disabilities, content
area, school data (discipline)
Create and implement classroom profiles to
document and monitor students’ mastery of
standards.
Conduct frequent formative assessment from
the beginning of a unit to the end to monitor
student achievement.
Help students to understand their own
achievement data both formative and
summative.
Utilize “anchor” paper as sample of student
work that exemplifies a specific level of
performance.
Create, implement and assess common
assessments in all content areas.
Recognize that the teacher does “whatever it
takes” to ensure students succeed.
Page 82
Instruction (APS 4, 5, 6)
Designing and implementing teaching – learning – assessment tasks and activities to ensure that all students achieve (accomplish,
significant, relatable) to the South Carolina performance standards)
 Daily lesson planning is aligned with instructional framework
 Implements and expects high order thinking strategies

 Teacher documents and implement research best practices
and students produces products that reflect highest levels
approaches for instruction and learning
of Bloom’s Taxonomy (synthesis, evaluation).

 Promotes a culturally responsive classroom
 Promotes the effective use of graphic organizers for
 Engage students in setting and adjusting learning goals each
student learning
at the beginning of each nine weeks as document via student
 Producing products that reflect highest levels of Bloom’s

data notebook
Taxonomy (synthesis, evaluation).
 Organize student work through the use of portfolio for each
 Create atmosphere for student leadership
content area demonstrating mastery of standards.
 Design lessons and/or units that enable students to

 Teachers collect and utilize “anchor” papers as a source to
incorporate technology.
help students understand what exemplary work looks like.
 Create, implement and assess student performance tasks.


attain) proficiency relevant (applicable,
Student work sample with commentary and
posted standards.
Differentiated instruction based on student
readiness as documented via lesson plans and
student work.
Using ongoing assessment for flexible grouping
to meet student learning needs documented
through lesson planning and conference log.
Create environment that promotes effective
rituals and routines documented by posted
classroom procedures for various classroom
management opportunities.
Involve student in the assessment process
Teachers and students articulate the instructional
framework. Documented through observations
and conversation with teacher and students.
Professionalism (APS 8, 9, 10)





 Consists of the norms, values, standards, and practices associated with the school as a professional learning community in which all stakeholder groups are committed
to ensuring student achievement and organizational productivity.
 The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure
that students maximize learning.
The teacher establishes classroom rules, practices, and procedures that support a
 The teacher takes responsibility for professional growth in order to support high levels
positive, productive learning environment.
of learning for all students.
The teacher maximizes instructional time.
 The teacher grows professionally through job-embedded learning.
The teacher fosters a sense of community and belonging by acknowledging diversity,
 The teacher enhances content knowledge and pedagogical skill through a variety of
achievements, and accomplishments of all students in the classroom.
research-based and current professional learning opportunities.
The teacher helps students take responsibility for their own behavior and learning.
 The teacher shares in the responsibility for the continuous improvement of the school.
The teacher strives to establish respectful and productive relationships and cooperative
 The teacher actively and participate in the development and revision of the School
partnerships with families and the community in order to support student learning and
Renewal Plan, grade level improvement plan, and Palmetto Priority School Improvement
well-being.
Plan.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 83
HAMPTON COUNTY SCHOOL DISTRICT 2
GRADING & ASSESSMENT FRAMEWORK
CLASSROOM ASSESSMENTS & GRADING
Assessments are design for the purpose of helping teachers to diagnose, differentiate and intervene for students’ learning needs and teaching to those learning
needs. Teachers will implement the following strategies to help create classrooms where learning is the number one focus:
1.
2.
3.
4.
5.
6.
Involve students in setting and using criteria for rubrics or checklist
Assist students in setting learning goals
Engage students in self – assessments
Increase the sources of specific, descriptive feedback on student work
Have students collect evidence of learning
Have student present evidence of learning
Students respond more positively to the opportunity for success than to the threat of failure. Therefore, through learner standards and its instructional program,
the district seeks to make the evaluation of student performance both recognizable and positive.
Hampton County School District 2 will issue report cards each nine weeks on the days noted on the district calendar.
Interim notification (progress report) is required to be sent to parents/legal guardians of all 1 st-12th grade students mid-way in the grading period. Kindergarten
students will receive a standards-based report card each nine weeks.
Teachers are required to contact parents anytime a student’s grade drops a letter grade or more. Teachers are expected to send a parent report
home when the student drops a letter grade or move from meeting/exceeding performance expectations to not meeting performance expectations.
Student grades are to be placed in Power Teacher grade book weekly. Each grade will be supported by artifacts of student work and/or rubrics
or checklists. It is imperative that grades represent mastery of the standards and are imported on time. Parents will be able to check students’ grades
online via PowerSchool. During any stage of grade verification, teachers who are non-compliant with weekly updating of students grades will receive a written
reprimand.
The district’s grading scale for grades 1 – 12 includes the following:
A 100-93
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
B 92-85
C 84-77
D 76-70
F 69-below
Page 84
Report cards will be distributed each nine weeks to students in grades 1-12. Students in grades 1-5 will receive a numerical grade in English Language
Arts/Reading, English Language Arts/Writing, Mathematics, Science and Social Studies. Related Arts classes such as Physical Education/Health, Music and Art will
receive academic performance-level grades as outlined below:
4=Exemplary
3=Proficient
2=Meets
1=Does Not Meet
NE=Not Evaluated
Students in grades 6-12 will receive a numerical grade in English Language Arts, Mathematics, Science, Social Studies and Related Art classes such as, but not
limited to, Physical Education/Health, Music and Art.
Each subject area will receive teacher commentary concerning students’ academic and behavioral
performances.
Percent scores shall be rounded to the nearest whole number. Any score below .5 rounds down, and any score above .5 and rounds up.
 Example:
o 89.49% rounds to 89%
o 89.50% rounds to 90%
Listed below are the due dates for Interim Progress Reports, Report Cards and Grade Verifications.
Quarter
Dates
1st Quarter (Interim)
1 Quarter (Report Card)
Grade Verification
Due Date
9/19/2013
*10/28/2013
9/13/2013
10/23/2013
2nd Quarter (Interim)
2nd Quarter (Report Card)
11/25/2013
*01/21/2014
11/19/2013
1/15/2014
3rd Quarter (Interim)
3rd Quarter (Report Card)
2/20/2014
*3/31/2014
2/14/2013
3/26/2014
st
4th Quarter (Interim)
5/1/2014
4/28/2014
4 Quarter (Report Card)
**6/10/2014
6/4/2014
*Parent Conference/Report Cards Distribution
**Dates may change for Senior Class Members of 2014
th
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 85
Grading Format/Computation of Nine Week Grades
The following is the standard grading format used in Hampton County School District 2. Any deviation from this format must be approved by the principal, validated by
research/ best practices in classroom assessment and grading, and explained in writing to students and parents/guardians prior to the beginning of a grading period
via course syllabi.
Factors
Classwork
Exams
Examples
Grade
Percentage
This includes work completed in the classroom setting. Classwork may include, but is not limited to: learning tasks, response to
literature, independent practice of skills & concepts, labs, hands-on activities, rubrics, checklists, DO NOWs, group work, problem of
the week, writing performance task, math performance task, constructed responses, other formative assessment strategies,
comprehension and vocabulary assignments and learning center activities
25%
Note: Graded assignments must reflect at least one of the above topics
This includes end –of- nine weeks, mid-term and final exams
15%
Homework/Participation This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class
10%
Quiz/Projects
20%
Test
(materials, supplies, etc.) Assignments may include, but are not limited to: Daily math practice, reading logs, spelling assignments,
convention assignments, science/social studies content reading and responses.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of progress
monitoring student learning. Assessments may include but are not limited to: weekly formative assessments, content area unit
projects or research and teacher observation.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of assessing
student learning with the goal of mastery. Assessments may include but are not limited to: summative assessments such as unit
tests and benchmarks.
Cumulative Grade:
30%
100%
Please note that core academic assessments are not to be administered on the same day
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 86
HOMEWORK
It is the practice of Hampton County School District 2 that homework is suitable in difficulty and length of time required for completion. Homework should not
encompass new material and should grow naturally out of classroom learning and activity. It should be preceded by sufficient instruction to allow the child to
complete it by him/herself.
It is also the practice of Hampton County School District 2 that by working together, parents and teachers can provide step-by-step training in the development of
self-disciplined and responsible students.
The purpose of homework is to:
 Reinforce knowledge and skills within the capabilities of the intended students;
 Support students’ academic achievement by providing timely feedback;
 Be relevant and appropriate, never punitive;
 Increase depth of students’ learning experiences;
 Promote student academic maturity, work ethic, and responsibility;
 Support collaboration among students, teachers, and parents;
 Give students an opportunity to reflect on concepts and skills;
 Promote growth in self-responsibility and self-direction in learning;
 Direct students toward good work habits;
 Enrich, enhance and extend school experiences;
 Bring students into contact with out-of-school learning resources; and
 Help students learn to budget time.
The nature, amount, and duration of homework will vary by grade. “Homework is an expectation at Hampton County School District 2.” Each student is
expected to complete the assigned homework on a daily basis. Time spent on homework will depend on a student’s learning style and time needed to
complete the task. Daily homework, Monday through Thursday, for all students includes reading every night, completing a reader’s response log, and
mathematics. Homework must be ready to be presented and displayed for the student at the beginning of the class for which it is required. Teachers are to
ensure that daily homework is printed into the student’s agenda for elementary students. Under certain circumstances, the teacher may conduct homework
recovery sessions during a student’s assigned lunch time. Students will receive a violation for not turning in homework the assigned day; responsibility starts with
YOU! No tests or homework should be assigned on Family Engagement Night activities or during state-mandated testing.
Assigning collaborative or group projects for homework can be problematic for students. Teachers who assign collaborative or group projects for homework shall
do so with discretion and knowledge of the inherent obstacles that such homework can present for students and families. Teachers shall adjust their expectations
accordingly to reflect the best interests of all students involved.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 87
Homework Framework
Grade
Number of
Minutes
K-2
0 – 30 minutes
cumulative
Recommended Homework Assignments
ELA



Reading Log
Handwriting
Convention Practice
Math

Science
Math Computational Practice
(no more than 5 problems per

Math Facts Practice
First In Math

night)




3-5
0 - 60 minutes
cumulative


Reading Log
Convention Practice

Math Practice (no more than 5

Math Facts Practice
problems per night)




6-8
9-12


0-90 minutes
cumulative
0-120 minutes
cumulative




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5 to


Math projects
Classworks




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5 to


Math projects
A+nyTime Learning
10 problems per night)
10 problems per night)


Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation
Social Studies









Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation
Please note that formative or summative assessments are not approved homework assignments. Assessments are to be taken at school and not at home.
When homework is turned in, it is graded and descriptive feedback is provided by the teacher.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 88
MISSED WORK




At the elementary level, teachers will work with students upon their return from an absence to address missed assignments.
At the middle and high school level, it is the individual student’s responsibility to request missed assignments upon returning to school.
For an extended student absence of three or more school days, teachers should contact parents to examine the reason for the student absence and to offer
suggestions for missed work.
Students shall have the number of days equal to the number of days absent to turn in completed make-up work, unless a greater extension is granted by the
teacher.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 89
Hampton County School District 2
Promotion and Retention Requirements
Elementary School Standards
Grade Level
Kindergarten
(APPROVED to PILOT 2013-14)
Promotion and Retention Requirements
Kindergarten students are expected to learn the Common Core State Standards in English/ Language Arts and Mathematics and the South Carolina Academic
Standards in Science and Social Studies.
Kindergarten student shall be promoted to the next grade level if the student achieves the following:
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Meets compliance with district attendance policy.
 Receives teacher recommendation for promotion.
Limit of retention: No student shall be retained more than one time unless approved by the superintendent or his/her designee.
Students who spend a second year in Kindergarten will be provided additional instruction.
1st – 2nd
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
First and second grade students are expected to learn the Common Core State Standards in English Language Arts and Mathematics and the South Carolina
Academic Standards in Science and Social Studies.
First through second grade student shall be promoted to the next grade level if the student obtain a minimum of 13 points out of 18 on the Promotion
Retention rubric. The following criteria will be used:
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Earns a combined ELA and reading final yearly minimum average of 70 in English/ Language Arts and a final yearly minimum average of 70 in
mathematics, science and social studies.
 Meets compliance with district attendance policy.
Limit of retention: No student shall be retained more than one time between grades 1 – 2 unless approved by the superintendent or his/her designee.
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 90
3rd – 5th
Third through fifth grade students are expected to learn the South Carolina Academic Standards in English Language Arts, Mathematics, Science and Social
Studies. Beginning the 2013 – 2014 school year, 3rd - 5th grade students will learn the Common Core State Standards in English Language Arts and Mathematics
and the South Carolina Academic Standards in Science and Social Studies.
Third through fifth grade student shall be promoted to the next grade level if the student obtain a minimum of 13 points out of 18 on the Promotion Retention
rubric. The following criteria will be used:
 Meets or exceeds academic standards in both English Language Arts and mathematics as measured by PASS.
o Students’ who did not meet the minimum local promotion criteria will be promoted or retained pending arrival of spring PASS scores.
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Earns a combined ELA and reading final yearly minimum average of 70 in English/ Language Arts and a final yearly minimum average of 70 in
mathematics, science and social studies.
 Meets compliance with district attendance policy.
Limit of retention: No student shall be retained more than one time between grades 3 - 5 unless approved by the superintendent or his/her designee.
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
Academic Plan
A response to intervention plan must be developed for each student who does not achieve grade level performance in grades K - 5 on two out of three assessment measures to
include MAP, DIBELS, and classroom grades as outlined on report card. The RTI plan will specify goal(s) and specific strategies to address the areas of deficiencies.
Parent conferences and written notification will be completed after each interim for students who are failing or in danger of failing any core subject. The parent/legal guardian
will be formally informed and a conference will be held at the end of the first nine weeks with the parent/legal guardian if a student is failing a core subject. At the end of the
second nine weeks, the parent/legal guardian will be formally notified if a student appears to be in danger of being retained. A follow up conference will be scheduled at the end
of the third nine weeks.
When a parent/legal guardian wishes to retain his/her child even though the child is likely to satisfactorily meet the district's promotion requirements, the request will be made in
writing to the school’s principal prior to May 1. The principal, after consultation with the child’s teacher(s), guidance counselor and parent/legal guardian, will approve or
disapprove the request by May 15.
Final determination of promotion or retention rests with the agreement between the principal and the parent/legal guardian.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 91
Promotion and Retention Rubric for Grades 3 - 5
Student Name:
Homeroom Teacher:
Grade:
School Year:
Use this form to assist with your review of students’ performance in grades 3 – 5 for the consideration of promotion, placement or retention. Information recorded on this rubric is solely based on
student academic performance & teacher recommendation at the grade level noted above. Four areas of student academic performance will be considered: (1) Palmetto Assessment of State
Standards OR Students meeting or exceeding target RIT growth of MAP (2) Report Card Performance (3) Student Attendance (4) classroom teacher recommendation.
ELA/Reading
Math
Report Card Performance
Attendanc
Teacher
PASS OR
PASS OR MAP
e
Recommendati
MAP
on
4 points
Exemplar
y
4 points
Exemplar
y
3 points
Met
3 points
Met
1 point
Not Met
1 point
Not Met
4
points
Exceed
s RIT
growth
3
points
Meets
RIT
growth
1
point
DNM
RIT
growth
4
points
Exceeds
RIT
growth
3
points
Meets
RIT
growth
1 point
DNM
RIT
growth
4 points
4 out 4 subjects
4 points
2 points
ELA, Math, Science, Social Studies
No absences
Promoted
3 points
3 out of 4 subjects
3 points
1 point
Missed less
than 10 days
Retained
ELA and Math, Science or Social
Studies
2 points
2 out of 4
ELA and Math
1 point
Missed 10 or
more days
1 point
1 out of 4 subjects
O point
No Subject Passed
Points
Earne
d
Promoted
Retained
Student met the local promotion criteria of 13 – 18 points.
Promoted to grade : 1 2 3 4
5 6
Please circle
Student did not meet the minimum points for promotion.
Retained in grade:
4 5
K 1 2 3
Please circle
Total Points:
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Has student been retained before?
Yes
If YES, in what grade was he/she retained?
Programs Participated: Check all that apply
Tier 2 Intervention _____ Reading _____ Math
Special Education
Resource
Special Education
Collaborative
No
K
1st
2nd
3rd
4th
5th
Tier 3 SST _____ Reading
_____ Math
Special Education
Speech/Language
Parent Communication (Required for all students
considered for RETENTION)
Date of Initial Meeting (Jan.):
Follow-up meeting (March):
Follow-up meeting (May):
Note: Committee must consist of the following individuals Parent/Guardian, Grade level Teacher(s), Administrator, and Guidance Counselor. The school can
include but is not limited to the following additional personnel participating on the committee; Curriculum Coordinator(s), Special Education teacher, school
psychologist, etc.
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Meeting 1 - January
Parent/Guardian Signature:
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Parent/Guardian Signature:
Meeting 2 - March
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Parent/Guardian Signature:
Meeting 3 - May
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
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HAMPTON COUNTY SCHOOL DISTRICT 2
NON-NEGOTIABLE AGREEMENT
“A Commitment to Results, No Excuses”
I make this statement of agreement in order to support the vision, mission, beliefs and values of Hampton County School District 2, and to perform the duties, roles and
responsibilities of nonnegotiable practices in service to students, the professional learning community, parents, administration and other stakeholders.
In consideration of these expectations, I hereby agree to the following:
CURRICULUM, ASSESSMENT, AND INSTRUCTION
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I will teach the South Carolina Academic and/or Common Core State Standards with fidelity by:
 Designing lessons aligned to the South Carolina Academic Standards and HCSD 2 Curriculum Framework
 Identifying key concepts in the language of the standards
 Using essential questions to connect instruction to the standard
 Asking students to explain the standards in their own words
I will monitor the progress of my students while working collaboratively using the PLC framework by:
 Developing common formative /summative assessments that are explicitly aligned to standards
 Collecting, charting, and analyzing data to include student work on a regular basis
 Identifying students who are not meeting standards, meeting standards or exceeding standards
 Adjusting instruction based on assessment results
 Using teacher-written commentaries to provide feedback to student in regards to what they have and have not mastered
 Using a variety of instructional strategies (best practices) to address students’ learning needs/style
I will ensure that all teaching and learning activities reflect a shared understanding of what students should know, do, and understand and will be built upon a
common framework for instruction that consists of:
 Opening Meeting - Activating strategies centered on the standard, indicator(s)/cluster(s) and essential question
o Mini-lesson-Modeling while referencing standards and key vocabulary
o Using exemplars (examples of student work that meets or exceeds the standard)
 Work Time -Engaging students using performance tasks
o Using higher-order thinking questions to probe student understanding
o Differentiating Instruction to include flexible grouping
 Closing Meeting - Summarizing strategies to assess student understanding
I will ensure that my classroom environment is built on:
 Strong student-teacher relationships based on the school district’s vision, mission and core values
 The social-emotional needs of our students
 Established rituals and routines
 Displayed South Carolina Academic and/or Common Core State Standard, essential questions, and key vocabulary
 Evidence of the common framework for instruction
 Evidence of students’ work that reflects the standards
 Clean, safe and conducive and student – centered learning environment
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ORGANIZATION

My communication with parents will be:
 Frequent, clear and consistent
 Focused on building a partnership with parents for improving student performance
I will attend and be an active participant of the school’s Parent Teacher Organization (PTO).

I will attend and be an active participant of the school’s School Improvement Council (SIC).

I will provide tutoring services for my struggling students once per week and communicate the need to parents using all forms of communication media.

I will commit to and actively participate in all professional learning activities related to teaching and learning.

I will commit and contribute to ensuring continuous school improvement that promotes common language, understanding and implementation of school-wide policies, procedures and
expectations.

___________________________________
Teacher’s Signature
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
___________________
Date
Page 96
HAMPTON COUNTY SCHOOL DISTRICT 2
DISTRICT INITIATIVES
Strategic Goal
Goal 1: Increase Student
Achievement
Goal 2: Safety 1st
Initiatives
 Implement Common Core State Standards
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Goal 3: Cultivate Engagement
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Goal 4: Improve Human Capital
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Goal 5: Improve Fiscal
Management and
Accountability
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o K – 2 (2012 – 2013 SY)
o 3- 8 (2013 – 2014 SY)
o 9 – 12 (2014 – 2015 SY)
Develop a K – 12 Curriculum Framework for teaching and learning.
Develop systemic and systematic assessment and data analysis processes.
Implement a K – 12 Instructional Framework for teaching and learning.
Implement standards – based classroom instructional design.
Rollout strategies for teachers and students to work collaboratively to use educational technology hardware and software.
Enhance internal and external communications.
Support research-based practices that promote positive behavior and safe environment.
Create an engaging and welcoming school and district level culture where our diverse students, staff, parents and
community members feel valued, respected and included.
Ensure secure, safe, and well-maintained facilities and learning environment.
Implement a visitor management system.
Build family/school partnerships to support student learning through rewards & recognition.
Build community/school partnerships that address local needs.
Develop partnerships with businesses and higher education communities to support the development and growth of
Science/Technology/Engineering/Mathematics (STEM) and Career And Technical Education (CATE) programs.
Strengthen teacher and leader recruitment, selection, and staffing policies to attract and retain highly qualified, highly
engaged and highly effective educators.
Strengthen the capacity of school level leaders and teacher effectiveness.
Implement PD360 and Observation 360
Prioritize the allocation and expenditure of funds to support district goals and align them to student learning goals.
Provide comprehensive management and budgeting training.
Host an annual “State of the District” event.
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Teaching and Learning Practices
Strategic Goal #1:
Increase Student Achievement
Curriculum
 Deconstructing Standards
Assessment
 Assessment for Learning
 Common Formative Assessment
Instruction
 Standards-based Instruction
 Instructional Rigor (Webb’s Depth of Knowledge)
 Literacy Strategies
 Numeracy Strategies
 Reading/Writing in Content Area
 Reader’s/Writer’s Workshop
 6 + 1 Writing Traits
 Complexity of Text
 Interactive technology (SMARTboard, Student Response System, Document Camera, Virtual Learning)
 Response to Intervention (Classworks, A+nywhere Learning)
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Common Core State Standards
The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were
adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The
standards will be fully implemented in school year 2014-15 as outlined in the following table:
School Year Implementation Plan
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2011-12
2012-13
2013-14
2014-15
Transition Year
Transition Year
Bridge Year (CCSS will be used for instructional purposes during this school year.)
Full Implementation
To support and enhance professional learning in the Common Core State Standards, resources are
available on the CCSS Support Site. (NOTE: CCSS Support Site is in transition. Contact Ruth Nodine at
[email protected] for assistance.)
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
LEARNING TARGET(S)
STUDENT-FRIENDLY TRANSLATION
COMMON CORE STATE STANDARD
ESSENTIAL QUESTION(S)
KNOWLEDGE
What should students understand
(know)? Include academic vocabulary
SKILLS
(Depth of Knowledge Levels)
What should students be able to do?
Does this lesson reflect one of the “shifts”? If so, please describe which shift is addressed
and how?
As you plan for student learning, which mathematical practice will be used to promote
mathematical thinking?
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
OPENING MEETING
WORK SESSION
Releasing students to do work
Learning/Performance Tasks
CLOSING MEETING
Helping students make sense of their
learning
FORMATIVE ASSESSMENT
How will you & your students know if they
have successfully met the learning
target(s)?
Friday
Thursday
Wednesday
Tuesday
Monday
Getting students ready to learn
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Modifications/Accommodations:
What curriculum modifications and/or classroom accommodations will you make for
Students with Disabilities in your class? Be as specific as possible.
Resources/Materials:
What texts, digital resources, & materials will be used in this lesson?
Instructional Practices:
What instructional practices will you employ to ensure that all students have access to
and are able to engage appropriately in this lesson? Consider all aspects of student
diversity.)
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Previous Week’s Learning Reflection
1. Did all learners master the learning target? If not specifically indicate the percentage
of learners who did not and describe your next steps to ensure mastery for all.
2. How did this lesson cognitively engage students?
3. How did this lesson engage students in collaborative learning and enhance their
collaborative learning skills?
4. How did this lesson support 21st Century Skills?
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HAMPTON COUNTY SCHOOL DISTRICT 2
Webb’s Depth of Knowledge
DOK Level
Description of Level
1
Recall & Reproduction
2
Skills & Concepts
3
Strategic Thinking & Reasoning
4
Extended Thinking
Level 1 Activities

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Recall elements and details of story
structure, such as sequence of events,
character, plot and setting.
Conduct basic mathematical calculations.
Label locations on a map.
Represent in words or diagrams a scientific
concept or relationship.
Perform routine procedures like measuring
length or using punctuation marks correctly.
Describe the features of a place or people.
Level 2 Activities
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Identify and summarize the major events
in a narrative.
Use context cues to identify the meaning
of unfamiliar words.
Solve routine multiple-step problems.
Describe the cause/effect of a particular
event.
Identify patterns in events or behavior.
Formulate a routine problem given data
and conditions.
Organize, represent and interpret data.
Level 3 Activities
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Support ideas with details and examples.
Use voice appropriate to the purpose and
audience.
Identify research questions and design
investigations for a scientific problem.
Develop a scientific model for a complex
situation.
Determine the author’s purpose and
describe how it affects the interpretation
of a reading selection.
Apply a concept in other contexts.
Level 4 Activities
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Conduct a project that requires
specifying a problem, designing
and conducting an experiment,
analyzing its data, and reporting
results/solutions.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize
information from multiple
sources.
Describe and illustrate how
common themes are found
across texts from different
cultures.
Design a mathematical model to
inform and solve a practical or
abstract situation.
Page 104
DOK Level
Description
Verbs
1. Recall &
Reproduction
Focus is on students to work with specific facts,
definitions. Items only require students to have a
shallow understanding of text.
Arrange, Calculate, Define, Draw, Identify, Illustrate,
Label, List, Match, Measure, Memorize, Name, Quote,
Recall, Recite, Recognize, Repeat, Report, State,
Tabulate, Tell, Use, Who, What, When, Where, Why
2. Skills &
Concepts
Students are required to apply skills and concepts.
They must comprehend and process portions of a
text; main ideas are stressed.
Categorize, Cause/Effect, Classify, Collect and
Display, Compare, Construct, Distinguish, Estimate,
Graph, Identify, Patterns, Infer, Interpret, Make
Observations, Modify, Organize, Predict, Relate,
Separate, Show, Summarize, Use Context Cues
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Questions
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What is …?
Where is …?
How did ... happen?
Why did …?
When did …?
How would you show …?
Who were the main …?
Which one …?
How is …?
When did ... happen?
How would you explain …?
How would you describe ...?
What would you select …?
Who was …?
How would you classify the type of …?
How would you compare …? contrast …?
Will you state in your own words …?
How would you rephrase the meaning …?
What facts or ideas show …?
What is the main idea of …?
Which statements support …?
What is happening …? Why?
What is meant by …?
What can you say about …?
How would you summarize …?
What is the theme …?
What inference can you make …?
What conclusions can you draw …?
What is the distinguishing factor(s)?
What is the function of …?
What data was used to make the conclusion…?
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DOK
Level
3. Strategic
Thinking &
Reasoning
Description
Students are required to use complex and abstract
thinking. They are encouraged to go beyond the
text—to explain, generalize and connect ideas.
Verbs
Apprise, Assess, Cite Evidence, Compare, Critique,
Develop a Logical Argument, Differentiate, Draw
Conclusions, Explain Phenomena in Terms of
Concepts, Formulate, Hypothesize, Investigate,
Revise, Use Concepts to Solve Non-Routine Problems
Questions
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Using what you’ve learned, how would you
solve …?
What approach would you use to …?
What facts would you select to show …?
What questions would you ask in an
interview with …?
How would you classify...? categorize...?
What evidence can you find …?
What is the relationship between …?
What is your opinion of …?
How would you prove …? Disprove…?
How would you assess the value or
importance of …
What would you recommend…?
How would you rate the …?
How would you prioritize …?
What judgment would you make about …?
Based on what you know, how would you explain
…?
How would you justify …?
How would you change (modify) the plan …?
What would a theory for … look like?
What is your predicted outcome given …?
How would you estimate the results for …?
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Description
DOK Level
4. Extended
Thinking
Students are required to use higher order thinking.
They are asked take material from one content area
and apply it to another.
Verbs
Analyze, Apply Concepts, Connect, Create, Critique,
Design, Prove, Synthesize
Questions
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What changes would you make to solve …?
How would you improve …?
What would happen if …?
How would you adapt ... to create a different…?
What could be done to minimize (maximize)…?
What way would you design …?
What could be combined to improve (change) …?
Suppose you could ... what would you do …?
How would you test (experiment,
investigate) …?
How would you construct a model that would
change …?
What would be your own original way to …?
How would you reformulate your hypothesis
based on results?
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.
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BLOOM’S TAXONOMY
A
“Power Word” Definitions
Acquire: To obtain or gain, especially through personal effort.
Action: The state or process of acting or doing.
Act out: To perform in or as if in a play; represent dramatically.
Adapt: To make suitable to or fit for a specific use or situation often by modification; to become adapted.
Adopt: To take up and practice or use.
Alter: To make different without changing into something else.
Analyze: To break down into parts for detailed study.
Appraise: To judge the quality or worth of.
Appreciate: To recognize the quality, significance, or magnitude of.
Approximate: To come close to; be nearly the same as.
Apply: To put to use especially for some practical purpose.
Articulate: To express clearly in logically connected verbal form; give words to.
Arrange: to put in the correct, proper, or suitable order; to sort systematically; classify.
Assemble: To fit together the parts of; construct.
Assess: To determine the value, significance, or extent of; appraise.
Associate: To connect or bring into relation, as thought, feeling, memory, etc.
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B
Blend: to mix or fuse thoroughly, so that the parts merge and are no longer distinct.
C
Calculate: To make an estimate of; evaluate; to ascertain by computation.
Carry out: To put into motion; execute.
Catalog: To list or classify.
Categorize: To put into a category or categories; classify.
Clarify: To make clear or easier to understand.
Classify: To arrange according to a system of categories.
Compile: To put together or compose from materials gathered from several sources.
Compare: To examine in order to note the similarities or differences of.
Compose: To make or create by putting together parts or elements.
Conduct: The act, manner, or process of carrying on: The way to conduct the experiment; a mode or standard of personal behavior.
Comprehend: To take in the meaning, nature, or importance of; grasp; understand.
Compute: To determine, especially by mathematical means.
Conclude: To arrive at (a logical conclusion or end) by the process of reasoning; infer on the basis of convincing evidence.
Concoct: To create, using skill and intelligence.
Construct: To create (an argument or a sentence, for example) by systematically arranging ideas or terms.
Contrast: To show differences when compared.
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Coordinate: To bring together in a common action or effort.
Correlate: To discover or establish a relationship.
Criticize: To judge the merits and faults of; analyze and evaluate.
Critique: The art of criticism; find faults with.
Cultivate: To develop or improve by education or training; train; refine.
D
Debate: To argue or discuss (a question, issue, or the like), as in a legislative or public assembly: They debated the matter of the third
amendment.
Decode: To recognize and interpret; to discover the underlying meaning.
Deduce: To conclude or infer by reasoning.
Delineate: To depict or describe in detail with drawing or words.
Demonstrate: To show clearly and deliberately through the use of evidence and proof.
Determine: To reach a conclusion after study and consideration.
Devise: To work out or create (something) by thinking; contrive; plan; invent.
Develop: To grow or evolve: to advance to a higher state.
Dictate: To prescribe with authority; impose.
Differentiate: To recognize a difference; to display a difference.
Discriminate: To make a clear distinction; distinguish: discriminate among the options available.
Discuss: To talk or write about.
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Dispute: To question the truth or validity of; doubt.
Dissect: To separate into parts; to examine closely.
Distinguish: To perceive as being different or distinct.
Document: A written record of information or evidence.
Dramatize: To present events in an exaggerated fashion.
E
Edit: To modify or adapt so as to make suitable or acceptable; to prepare (written material) for publication or presentation, as by
correcting, revising, or adapting.
Elaborate: To work out with care and detail; develop thoroughly; to produce by effort; create.
Employ: To engage the services of; to use.
Establish: To order, ordain, or enact.
Estimate: To calculate approximately.
Evaluate: To determine or fix the value or worth of.
Exhibit: To show or display.
Express: To set forth in words; state.
Extend: To enlarge the area, scope, or range of; broaden.
Extrapolate: to arrive at (conclusions or results) by hypothesizing from known facts or observations.
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F
Factor: one of the elements contributing to a particular result or situation; to take into account.
Focus: To adjust to produce a clear image.
Form: To develop in the mind; conceive: form an opinion.
Format: To plan or arrange in a specified form.
Formulate: To devise or develop, as a method, system, etc.
Frame: To put into words; formulate.
G
Generalize: To draw inferences or a general conclusion from given data.
Generate: To bring into existence; cause to be; produce.
Grade: To determine the quality of.
Graph: A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. (Also called chart)
H
Hypothesis: A proposed explanation for an observable phenomenon (circumstance).
I
Illustrate: To clarify or explain by example.
Incorporate: To bring together into a single whole; merge.
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Infer: To presume or conclude from available evidence.
Influence: to move or impel or pressure (a person) to some action: Outside factors influenced him to play football.
Integrate: To make into a whole by bringing all parts together; unify.
Interact: To act upon one another.
Interpret: To explain the meaning of; explain.
Inquire: To investigate or ask about.
Inspect: To examine carefully or critically.
Inventory: A detailed, itemized list, report, or record of things in one's possession, especially a periodic survey of all goods and materials
in stock; an evaluation or a survey, as of abilities, assets, or resources.
J
Judge: To form an opinion or estimation of after careful consideration.
Justify: To demonstrate or prove to be just, right, or valid.
M
Manipulate: To manage or utilize skillfully; to control or shape; to persuade or alter by devious means.
Model: an example for imitation.
Modify: To change or alter.
Monitor: To oversee or regulate.
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O
Operate: To perform a function; work.
Organize: To put together into an orderly, functional, structured whole.
P
Parse: To examine in detail by separating into components.
Paraphrase: A restatement of a text or passage in another form or other words, often to clarify meaning.
Perceive: To gain awareness or understanding of.
Perform: To carry out an action or pattern of behavior; to act on and complete; to function.
Portray: To represent or describe in words.
Prioritize: To arrange or deal with in order of importance.
Proofread: To review for errors.
Produce: To compose, create, or bring out by intellectual or physical effort.
Prove: To establish the truth or validity of by presentation of argument or evidence.
R
Rate: To calculate the value of; appraise.
Reason: To think through logically; to conclude or infer; to convince, persuade, etc., by reasoning; to support with reasons.
Recite: To relate in detail; describe.
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Recommend: To present as worthy of confidence, acceptance, use, etc.; commend; mention favorably.
Record: To set down in writing; give evidence of.
Refine: To improve.
Relate: To establish or demonstrate a connection between.
Report: An account presented usually in detail.
Reorganize: To organize again.
Represent: to be a sign or symbol for; stand for; symbolize.
Restate: To state again or in a new form.
Retell: To relate or tell again or in a different form.
Retrieve: To recall to mind; remember; to bring back again; revive or restore.
Review: To reconsider or restudy; to survey mentally; take a survey of: to review the situation.
Revise: To reconsider and change or modify.
S
Segment: To cut or separate into parts.
Sequence: To place into order.
Sketch: A brief description.
State: to set forth formally in speech or writing.
Solve: To work out a correct solution or answer.
Sort: To arrange by kind, size, etc.
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Summarize: to make a summary of; state briefly.
Survey: To look at carefully; to scrutinize.
Synthesize: To form by bringing together separate parts.
T
Trace: To follow the course or trail of; to locate or discover by searching or researching evidence.
Transform: To change the form or appearance of; to change the nature or character of; to be or become changed.
Translate: To put into simpler terms; explain or interpret; to express in different words; paraphrase.
V
Value: To determine or estimate the worth or value of; appraise.
Verify: To prove to be true using facts and evidence.
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Bloom’s Taxonomy Verbs
(Note that the terms in parenthesis are the terms for the revised version of Bloom’s Taxonomy.
Additionally, the last two items are reversed in order in the revised version.)
Knowledge
(Remembering)
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name,
Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
(Understanding)
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate,
Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Application
(Applying)
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce,
Role-play, Select, Show, Transfer, Use
Analysis
(Analyzing)
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,
Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate,
Research, Separate,
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Synthesis
(Creating)
Evaluation
(Evaluating)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make,
Organize, Perform, Plan, Produce, Propose, Rewrite
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge,
Justify, Predict, Prioritize, Prove, Rank, Rate, Select,
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TEST-TAKING STRATEGIES
Preparing for Tests
(FOR STUDENTS)
• Maintain good study habits: Do your class work.
o Have a clear understanding of homework assignments before leaving class.
o Keep a record of assignments received and completed.
o Make a study schedule and follow it.
o Tell your parents about schoolwork and homework.
o Turn in homework on time.
o Get make-up assignments when returning from an absence.
o See teachers for additional help.
• Seek and use past homework assignments, class notes, and available review materials.
• Follow directions.
• Find out when tests will be given out.
• Get a good night's rest and eat a normal breakfast before testing.
During Tests
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Read and pay careful attention to all directions.
Read each passage and accompanying questions.
Read every possible answer--the best one could be last.
Read and respond to items one at a time rather than thinking about the whole test.
Reread, when necessary, the parts of a passage needed for selecting the correct answer.
Don't expect to find a pattern in the positions of the correct answers.
Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers.
Decide exactly what the question is asking; one response is clearly best.
Don't spend too much time on any one question.
Skip difficult questions until all other questions have been answered. On scrap paper, keep a record of the unanswered items to return to, if time permits.
Make sure to record the answer in the correct place on the answer sheet.
Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers.
Work as rapidly as possible with accuracy.
After completion of the test, use any remaining time to check your answers.
• Keep a good attitude. Think positively!
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After Tests
•
•
•
•
Examine your test scores; ask the teacher to explain your test scores if needed.
Congratulate yourself on identified areas of strength.
Identify areas of weakness which you will want to improve for a better performance next time.
Ask your teacher to suggest areas of study that will help you perform better on the next test.
Test Anxiety
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Student Strategies for Reducing Test Anxiety
•
•
•
•
•
Share your feelings of anxiety with parents and teachers.
Think of the test as an opportunity to show what you know.
Review homework and materials which pertain to the test topics.
Relax, breathe deeply and stay focused on the test.
Remember the test is only one way your academic performance is measured.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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TEST-TAKING STRATEGIES
(FOR PARENTS)
Preparing for Testing
•
•
•
•
•
•
•
•
•
•
Note test dates on your home calendar; schedule appointments on non-testing days.
Encourage your child to take responsibility for homework and class study.
Help you child learn how to find information independently.
Praise your child for work done well.
Encourage your child to ask questions at home and in class.
Get to know your child's teachers.
Attend parent-teacher conferences.
Confer with teachers on a regular basis for progress reports.
Gather available test preparation materials.
Assure your child knows that you value a good education.
Testing Day
•
•
•
•
•
See that your child is rested and eats breakfast.
See that your child arrives at school on time and is relaxed.
Encourage your child to do the best work possible.
Do not send your child to school if illness is apparent.
Do not remove your child from school on test days for appointments.
After Testing
•
•
•
•
Examine all test reports sent home.
Determine areas of strengths and weaknesses.
Praise your child's testing strengths and make a plan to address identified weaknesses.
See your child's principal, counselor or teacher if additional information is required.
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TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Parent Strategies for Reducing Test Anxiety
•
•
•
•
Discuss the test openly and in a positive way.
Have realistic expectations of your child's performance while encouraging his/her best efforts.
Emphasize that the test is only one measure of academic performance.
Emphasize that test scores do not determine a person's worth.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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TEST-TAKING STRATEGIES
(FOR TEACHERS AND ADMINISTRATORS)
Before Test Administration
•
•
•
•
•
•
•
•
•
Notify students of the test dates in advance.
Explain the purposes for testing.
Create an uncluttered testing environment.
Use a variety of test formats during the school year.
Become familiar with the materials and procedures to be used with the tests.
Identify which students may need and/or be eligible for test accommodations.
Read the Test Administration Manual carefully for instructions and information.
When pre-coding student-specific data on the answer documents, be sure to read and follow coding instructions completely and carefully.
Encourage all students to be present on test dates.
During Test Administration
•
•
•
•
•
•
•
Adhere to time limits specified for tests.
Read carefully the directions to the students.
Expect every student to read all test content material without assistance unless otherwise noted in the Test Administration Manual.
Do not read the test, unless specially instructed to do so in State manuals or for student test accommodations.
Monitor to ensure that students begin marking answers in the proper area of the answer sheet.
Anticipate and eliminate test disruptions.
Make sure students work independently.
After Test Administration
•
•
•
•
•
•
Collect and account for all test materials.
Assure student demographic information on the answer documents is marked accurately.
Document any absent students and arranged for them to make-up tests, if possible.
Adhere to all test return instructions.
Analyze test reports for instructional strengths and weaknesses.
Develop a plan to modify instructional strategies to address any identified test weaknesses.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Teacher Strategies for Reducing Test Anxiety
•
•
•
•
Discuss the purpose of the test and how it can help students progress academically.
Have realistic expectations of students' performance while encouraging students to do their best.
Allow students to express their anxiety verbally or in writing.
Be careful not to over emphasize the importance of the test.
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EXTENDED RESPONSE SCORING RUBRIC
Grades 3-8
SCORE
4

CONTENT/
DEVELOPMENT



ORGANIZATION

3
Presents a clear central idea
about the topic
Fully develops the central idea
with specific, relevant details
Sustains focus on central idea
throughout the writing

Has an effective introduction,
body, and conclusion
Provides a smooth progression of
ideas by using transitional
devices throughout the writing





VOICE




CONVENTIONS
BLANK
OFF TOPIC
INSUFFICIENT
B
OT
I
NOT ORIGINAL
NO
UNREADABLE
Provides evidence of a consistent
and strong command of gradelevel conventions (grammar,
capitalization, punctuation, and
spelling)

Presents a central idea about
the topic
Develops the central idea but
details are general, or the
elaboration may be uneven
Focus may shift slightly, but is
generally sustained
Has an introduction, body, and
conclusion
Provides a logical progression
of ideas throughout the writing
Uses precise and/or vivid
vocabulary appropriate for the
topic
Phrasing is effective, not
predictable or obvious
Varies sentence structure to
promote rhythmic reading
Shows strong awareness of
audience and task; tone is
consistent and appropriate
Provides evidence of an
adequate command of gradelevel conventions (grammar,
capitalization, punctuation, and
spelling)
2










1
Central idea may be unclear
Details need elaboration to
clarify the central idea
Focus may shift or be lost
causing confusion for the reader


Attempts an introduction, body,
and conclusion; however, one or
more of these components could
be weak or ineffective
Provides a simplistic, repetitious,
or somewhat random
progression of ideas throughout
the writing
Uses both general and precise
vocabulary
Phrasing may not be effective,
and may be predictable or
obvious
Some sentence variety results in
reading that is somewhat
rhythmic; may be mechanical
Shows awareness of audience
and task; tone is appropriate
Provides evidence of a limited
command of grade-level
conventions (grammar,
capitalization, punctuation, and
spelling)








There is no clear central idea
Details are sparse and/or
confusing
There is no sense of focus
Attempts an introduction,
body, and conclusion;
however, one or more of these
components could be absent or
confusing
Presents information in a
random or illogical order
throughout the writing
Uses simple vocabulary
Phrasing is repetitive or
confusing
Shows little or no sentence
variety; reading is monotonous
Shows little or no awareness of
audience and task; tone may
be inappropriate
Provides little or no evidence of
having a command of gradelevel conventions (grammar,
capitalization, punctuation, and
spelling)
UR
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Palmetto Assessment of State Standards (PASS)
Social Studies Test Blueprint for Grades 3-8
Students taking the PASS social studies tests from spring 2013 forward will be assessed on the 2011 South Carolina Social Studies
Academic Standards.
There are five to seven broad standards at each grade level. Each standard is followed by detailed indicators. The test items are aligned to
the broad standards, guided by the scope of the detailed indicators for each standard.
All test items are 1-point, four-option, multiple-choice questions. The third grade test has 45 questions; tests for the remaining grades
increase in length corresponding to the number of standards.
The items are distributed approximately evenly across the standards according to the table:
Grade
3
4
5
6
7
8
Number of
Standards
5
6
6
6
6
7
Number of
Items
45
50
50
55
60
60
Items per
Standard
8-12
8-12
8-12
8-12
8-12
8-12
NOTE: Because of embedded field test items, the tests may contain 6-12 more items than specified in the blueprint. These items are for test development only and will NOT be
included in the calculation of student scores.
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SOCIAL STUDIES VOCABULARY
absolutism
antebellum
anti-natal
authoritarian
balkanization
black codes
business cycles
capitalism
checks and balances
Cold War
Columbian Exchange
communism
confederal
concurrent
conservative
constitutions
containment
crusades
A form of government in which all power is held by a single ruler.
Existing before the outbreak of war—especially used in reference to the American Civil War.
A system or policy concerned with limiting population growth.
The structure of government in which power is concentrated in an individual or small group and is built upon the demand of absolute
obedience by citizens to this authority.
The process of decentralizing political power; breaking up of a region into smaller independent states.
The unofficial laws passed by southern governments during Reconstruction in an attempt to continue to control their former slaves.
These laws were nullified by the fourteenth and fifteenth amendments to the Constitution.
Repetitive periods of economic activity including growth, recession, and recovery.
An economic system characterized by private ownership and investment in the means of production (i.e., capital); a system in which
economic decisions are based on supply and demand, competition, and price in a free market.
An application of limited government in which each branch and/or level of government has the ability to “check” (i.e., restrict) the
functions and exercise of power by other branches/levels of government.
The period from the end of World War II to the fall of the Berlin Wall (1945–89) during which the political, economic, social, and
military objectives of the United States and its democratic allies directly rivaled those of the Soviet Union and its communist satellites.
The name coined by the environmental historian Alfred W. Crosby to describe the widespread exchange of plants, animals, human
populations, diseases, and technology that began in 1492 with the first voyage of Christopher Columbus and spread throughout
Europe, Asia, Africa, and the Americas.
A political system in which all property and wealth is, in theory, owned by all the citizens in a classless society that is controlled by
their government.
Confederal system. An alliance of independent states manifesting a degree of national unity through a central government of united
powers (e.g., Articles of Confederation, Confederate States of America).
Concurrent powers. The application of federalism in which a function or authority is possessed by both the national and state
governments at the same time.
Tending or disposed to maintaining traditional or existing views, conditions, or institutions. (The specific policies supported by
conservatives have changed over the course of history.)
The plans—written or unwritten—of individual governments that outline the structures and functions of those particular bodies and
serve as a social contract between them and the people under their authority.
The policy of restricting the expansion of communism during the post–World War II period.
A series of wars fought between the Muslims and Christians over control of the Holy Land in the eleventh through the thirteenth
centuries.
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culture/cultures
demand
democracy
demographic patterns
depression
discrimination
economic disparity
Enlightenment
entrepreneurs/
enumerated
ethnic/ethnicity
free enterprise
globalization
humanism
imperialism
isolationism
Jim Crow laws
liberal
limited government
market economy
mental maps
The learned behavior of people, which includes their belief systems and languages, their social relationships, their institutions and
organizations, and their material goods (e.g., food, clothing, buildings, tools, machines).
The desire and ability of individuals to purchase economic goods or services at the market price. Along with supply, one of the two
key determinants of price.
A form of government in which political authority rests with the people and is exercised by all the people, either directly or
indirectly through their elected representatives.
Changes shown in population size, composition, rates of growth, density, fertility, mortality rate, and/or migration.
A prolonged and severe decline in the level of economic activity in a state or nation.
The practice of denying people rights or treating people unfairly on the basis of categorical or prejudicial thinking.
A discernable difference in the economic well-being of defined segments of the population—males and females, for example, or
African Americans and whites.
The Age of Reason—the eighteenth-century movement in which philosophers used reason and scientific methodology to explain
how the universe worked.
Individuals who assume the risk in producing a product for a profit—their role and enterprise.
Enumerated powers. Authoritative capacities delegated to the federal government by the U.S. Constitution.
A classification of large groups of people according to common racial, national, tribal, religious, linguistic, or cultural origin or
background.
An economic system in which private businesses compete for profit without government involvement beyond those regulations
necessary to protect public interest and to keep the nation’s economy in balance.
The process of the increasing interconnectedness of the world through trade, migration, technology, and culture diffusion.
The way of thinking and learning that stresses the importance of individual human worth, ability, and dignity.
The policy and process of creating an empire through the acquisition of colonies and/or the establishment of economic spheres of
interest.
The policy of staying out of the business of other nations by abstention from alliances and other international political relations.
Laws passed in the late nineteenth and twentieth centuries in order to control the population of African Americans by means of
segregation.
Tending or disposed to espousing unconventional, nontraditional views, conditions, or institutions; open to change. (The policies
supported by liberals have changed over the course of history.)
A political principle or structure in which minimal authority and power is granted to the government and is restricted to only that
which is necessary for the government to perform its function.
An economic system in which prices are determined by the free exchange of goods and services with minimum government
interference.
The mental images that a person has of particular areas, including his or her knowledge of features and spatial relationships.
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mercantilism
monarchy
nation-states
opportunity cost
political machines
popular sovereignty
population density
population distribution
pro-natal
recession
republican/ republicanism
reserved
rule of law
sectionalism
separation of powers
socialism
suffrage
supply
totalitarian
unitary
An economic policy under which nations seek to increase their wealth and power by obtaining large amounts of gold and silver and
by selling more goods than they buy.
The form of government in which political power is exercised by a single person, usually under the claim of divine or hereditary
right.
Political units that claim sovereignty over defined territories inhabited by groups of people who share traditions, beliefs, and
language.
The value of any alternative that one must give up when he or she makes a choice.
Organizations whose main goal is the money, influence, and prestige of getting and keeping political power rather than the
fostering of any particular political ideology.
The political concept that government is created and given authority through the consent of the people and that the people thereby
retain the right to “alter or abolish” that government.
The number of people occupying a specific unit of land measurement.
The makeup of the human population in a particular area in terms of variables such as age, race, or sex.
A system or policy concerned with supporting population growth.
A period of two consecutive yearly quarters with negative economic growth.
A form of government that functions through the use of representatives elected by the citizens; republican government is often
referred to as “representative” government.
Reserved powers. An application of federalism in which any function or authority that is not delegated to the federal government or
prohibited to state governments is reserved to the states or the people.
The principle that every member of a society, even a ruler, must follow the law.
The placing of the interests of one’s own region ahead of those of the nation’s as a whole.
A principle of American government that requires constitutional authority to be shared by the legislative, judicial, and executive
branches of government.
An economic and political system in which the government owns or regulates the production and distribution of goods.
The right to vote.
The quantities of a good or service that a firm is willing and able to make available for sale at varying prices (economic concept of
supply and demand).
The twentieth-century governmental structure or principle in which the state exercises centralized, absolute control of all aspects of
life for individual citizens.
Unitary system. A government in which all authority is vested in a central authority from which regional and local governments
derive their powers.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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GRAPHIC ORGANIZERS
www.cheney268.com/learning/organizers/graphicorganizers.htm
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BRAINSTORMING
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Cause And Effect
Cause
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Effect
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KWL Chart
What We Know
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
What We Want to
Find Out
What We Learned
Page 133
CHARACTER MAP
Character
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Compare and Contrast Diagram
Concept 1
Concept 2
HOW ALIKE?
HOW DIFFERENT?
With Regard To
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Conflict Dissection
Character, Setting, Problem, Solution
Characters
Setting
(who?)
(time?, place?, where?)
Problem / Conflict
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Solution / Resolution
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What
Happened?
Where did it
happen?
When did it
happen?
EVENT MAP
Who was
involved in the
event?
How did it
happen?
Why did it
happen?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Attribute Diagram
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
________________________________________________________________
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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CHARACTER MAP
(ADVANCED)
TITLE
MAIN CHARACTER(S)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
STRENGTHS
WEAKNESSES
OUTCOME
Page 139
Scientific Method Outline
1. Choose a problem.
2. Ask a question about the problem.
Research the problem.
 Look in books.
 Get advice.
 Conference with teacher.
 Make observations.
3. Develop a hypothesis.
 Form a hypothesis from a simple question.
 In a hypothesis, use the words if and then.
4. Design the experiment.
 Write procedures.
 List in order each thing that will be done.
 Control variables.
 List the materials needed.
5. Test the hypothesis.
 Follow procedures.
 Make observations.
 Collect data in a notebook.
6. Organize the data.
 Make a chart, graph, or table of the procedures or results.
 Use pictures or photographs to show the procedures or results.
 Write a summary of what happened in the experiment.
7. State conclusions
 Share what has been learned
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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OPTIONS
What can I do?
Your Options
PRO
RESULTS
What will happen?
CON
THINK ABOUT THE
PRO AND CONS
CHOICE
Is this a good thing to do?
Why?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Building An
Interdisciplinary Planning Matrix
Content Area
LANGUAGE ARTS
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
MATH
SCIENCE
SOCIAL STUDIES
EXPLORATORY
P.E.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Person Pyramid
Person’s
Name
and Title
Notes about
Person’s
Physical
Appearance
Notes about Person’s
Family/Growing UP Years
Notes about Person’s Education/Work
Experiences
Notes about Person’s Problems/Challenges
Notes about Person’s Accomplishments
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Readers’ Theater Presentation Rubric
Name _____________________________
Excellent
Oral Delivery
(Volume)
Good
Needs works
Consistently speaks
loudly enough for
audience to hear
Usually speaks loudly
enough for audience
to hear
Speaks too soft or loud
to hear.
4-7 pts.
0-3 pts.
Words are
pronounced correctly
and easily understood
Most words are
pronounced correctly
and easily understood
Many words
pronounced
incorrectly, to fast or
slow, mumbles
Consistently reads
with appropriate
expression
Usually reads with
appropriate
expression.
Takes turns
accurately on a
consistent basis.
Takes turns accurately Takes turns rarely on a
on a somewhat
consistent basis
consistent basis
8-10 pts.
4-7 pts.
0-3 pts.
Consistently works
well with others
Sometimes work well
with others.
Difficulty in working
with others.
8-10 pts.
4-7 pts.
0-3 pts.
8-10 pts.
Oral Deliver
(Clarity)
8-10 pts.
Oral Delivery
(Reads with
expression)
8-10 pts.
Oral Delivery
(Reads in turn)
Cooperation
with group
Total Possible Points
50
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
4-7 pts.
0-3 pts.
Reads with little or no
expression.
0-3 pts.
4-7 pts.
Points Earned
Date ___________
____
Percentage_____%
Page 144
Facts Chart
Subject:
Body Paragraph 1
Body Paragraph 2
Body Paragraph 3
Main Idea
Main Idea
Main Idea
Supporting Facts
Supporting Facts
Supporting Facts
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Sequencing
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Story Map
Characters – Who
Setting – When & Where
Problem
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Story Map
contd.
Event
Event
Event
Solution
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Hampton County School District 2
State Adopted Textbooks
Kindergarten – Grade 5
(2013-2014)
GRADE
LEVEL
TITLE OF BOOK
PUBLISHING COMPANY
Pre-K
K-2
K-5
N/A
South Carolina Consumable Workbooks
Everyday Math Consumable Workbooks
N/A
N/A
1st
1st
Journeys
All Together
Houghton Mifflin/Harcourt
Scott Foresman
X
2nd
2nd
2nd
Journeys
2 Grade Science (SC)
People and Places
Houghton Mifflin/Harcourt
Macmillian/McGraw-Hill
Scott Foresman
X
3rd
3rd
3rd
3rd
Journeys
enVision MATH
3rd Grade Science (SC)
3rd Grade Social Studies
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
4th
4th
4th
4th
Journeys
enVision MATH
4th Grade Science (SC)
Building a Nation
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
5th
5th
5th
5th
Journeys
enVision MATH
5th Grade Science (SC)
Growth of a Nation
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
nd
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
ELA
MATH
SOCIAL
SCIENCE STUDIES
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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MISCELLANEOUS
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Curriculum Frameworks Annual Update
(2013-2014)
Framework
Page
Number
Edits
Teacher’s Signature________________________________
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