APPENDIX 7
CSCE STANDARDS ALIGNED CURRICULUM MAP
CSCE’s Draft Version 1.1 - Adapted with permission from Journey School 2010
FIRST GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Reading
Learning to read well is the cornerstone of creating equitable outcomes for the
children served by CSCE. Listening, speaking, reading, and writing are
incorporated into every aspect of the curriculum. CSCE will develop students’
literacy skills through an integration of the three core Reading program
components – Getting Ready to Read, Responding to Reading, and Language Arts
(grammar) and core Waldorf practices – main lesson, the main lesson book, and
practice periods.
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading.
Concepts About Print
1.1 Match oral words to printed words.
1.2 Identify the title and author of a reading selection.
1.3 Identify letters, words, and sentences.
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g.,
bit/bite).
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to
an).
1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ =
flat).
1.9 Segment single syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ =
splat; /r/ i/ ch/ = rich).
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant
blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into
recognizable words.
1.0 As stated, and in addition
Sounds and letters of the alphabet are systematically reviewed through focused
exercises in oral and written language development (poetry, drama, storytelling)
and Open court/Imagine It! materials, including the sound/spelling cards. Students
will create letter cards, word banks, and participate in the construction of word
walls. Daily word study will emphasize phonics, syllabication, and word parts.
Students are expected to achieve a fluency rate of 60 words per minute by the end
st
of 1 grade.
1.1-1.2-1.3 As stated, and in addition
Students recognize and name all uppercase and lowercase letters of the alphabet.
Follow words from left to right and from top to bottom on the printed page.
Understand that printed materials provide information.
Recognize that sentences in print consist of separate words.
Distinguish letters from words.
1.4-1.9 As stated
1.10-1.16 As stated, and in addition
Match all 44 phonemes to appropriate letters and letter combinations.
Read compound words and contractions as they appear in the reading of Open
court/Imagine It! texts including the anthology, and leveled texts. Students will
REMARKS
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).
1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read
words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).
1.15 Read common word families (e.g., -ite, -ate).
1.16 Read aloud with fluency in a manner that sounds like natural speech.
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals,
foods, toys).
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating and responding to essential
questions, making predictions, comparing information from several sources). The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by students. In addition to their regular
school reading, by grade four, students read one-half million words annually, including a
good representation of grade-level-appropriate narrative and expository text (e.g., classic
and contemporary literature, magazines, newspapers, online information). In grade one,
students begin to make progress toward this goal.
Structural Features of Informational Materials
2.1 Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e.,
signpost words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
They distinguish between the structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as
the story's beginning, middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the school year.
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REMARKS
also read from student-created main lesson books and appropriate fiction and
expository trade texts.
1.17 As stated
2.0 As stated, and in addition
Students identify the basic facts and ideas in what they have read, heard, or
viewed. They use comprehension strategies (e.g., summarizing, drawing
inferences, sequencing events, generating and responding to questions, making
predictions, and comparing new information to what is already known). Emphasis
on language development through description, storytelling and writing fictional
and expository texts provides additional avenues for comprehension development
and the teaching of comprehension strategies.
2.1 As stated
2.2-2.7 As stated.
3.0 As stated, and in addition
Students will also read and respond to stories they have written in their main
lesson books. Through discussion and artistic representation (including
dramatization) of texts from the Open court/Imagine It! library, trade texts, and
self-generated texts, students will learn to distinguish between the structural text
features and the literary elements.
3.1-3.3 As stated
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea.
Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing successive
versions).
Organization and Focus
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
Penmanship
1.3 Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of standard American English and
the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
1.0 As stated
Students write clear and coherent sentences and short paragraphs that arise from
summarization of oral and written texts.
1.1-1.2 As stated.
1.3 As stated.
Using the writing strategies of grade one outlined in Writing Standard 1.0, students:
2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.
2.2 Write brief expository descriptions of a real object, person, place, or event, using
sensory details.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Write and speak in complete, coherent sentences.
Grammar
1.2 Identify and correctly use singular and plural nouns.
1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular
possessive pronouns (e.g., my/ mine, his/ her, hers, your/s) in writing and speaking.
Punctuation
1.4 Distinguish between declarative, exclamatory, and interrogative sentences.
1.5 Use a period, exclamation point, or question mark at the end of sentences.
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REMARKS
2.0 As stated, and in addition
Using interactive writing and the Language Experience Approach, students write
daily from stories read or heard, as well as experiences such as school assemblies,
field trips, etc. Their writing describes events and experiences that are familiar.
Student writing demonstrates an increasing command of standard American
English.
2.1-2.2 As stated.
1.0 As stated and in addition
Students write and speak in complete coherent sentences. The identification
through grammar of singular and plural nouns and contractions will first come
orally. Punctuation will be learned in a spoken manner and then recognized in a
written form. The first words in the sentences and names of people and the
pronoun I will all be appropriately capitalized. Spelling practice is integrated with
story writing as well as word study utilizing Open court/Imagine It! phonics and
vocabulary instruction.
1.1-1.8 As stated.
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CALIFORNIA STATE STANDARDS
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.
Capitalization
1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.
Spelling
1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words
correctly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a
manner that guides the listener to understand important ideas by using proper phrasing,
pitch, and modulation.
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and events.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent thesis statement. Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade one outlined in Listening and Speaking Standard
1.0, students:
2.1 Recite poems, rhymes, songs, and stories.
2.2 Retell stories using basic story grammar and relating the sequence of story events by
answering who, what, when, where, why, and how questions.
2.3 Relate an important life event or personal experience in a simple sequence.
2.4 Provide descriptions with careful attention to sensory detail.
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CSCE ALIGNMENT
REMARKS
1.0 As stated and in addition
Students listen critically and attentively to oral communication. They are expected
to recall and retell stories, as well as respond appropriately to oral communication.
They speak in a manner that guides the listener to understand important ideas by
using proper phrasing, pitch, and modulation.
1.1-1.3 As stated
1.4-1.5 As stated
2.0 As stated, and in addition
Students daily deliver brief recitations and oral presentations about familiar
experiences or interests that are organized around a coherent thesis statement.
The students’ speaking demonstrates progress toward a command of standard
American English, as specifics of academic language are specifically taught.
2.1-2.4 As stated
As part of the service learning curriculum students will visit Eldercare facilities in
the neighborhood and recite the poems, rhymes and songs learned in English,
Spanish and Chinese.
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FIRST GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
By the end of grade one, students understand and use the concept of ones and tens in the
place value number system. Students add and subtract small numbers with ease. They
measure with simple units and locate objects in space. They describe data and analyze and
solve simple problems
REMARKS
By the end of grade one, students understand and use the concept of ones and
tens in the place value number system. Students will add and subtract, multiply
and divide small numbers. They describe data and analyze and solve simple
problems. Math instruction will relate to stories the children have heard.
Students will solve mathematical problems that story characters encounter.
Students will be familiar with working with all four basic arithmetical operations
and being able to solve problems using the processes. They will also be learning
the times tables with the division complements, typically the 2’s, 5’s, 10’s and 11’s
tables.
Number Sense
1.0 Students understand and use numbers up to 100:
1.0-1.2 As stated.
1.1 Count, read, and write whole numbers to 100.
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to,
or greater than (<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models,
diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2
+ 2 + 2, 10 -2, 11 -3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30
+ 4).
1.5 Identify and know the value of coins and show different combinations of coins that
equal the same value.
2.0 Students demonstrate the meaning of addition and subtraction and use these
operations to solve problems:
Represent equivalent forms of the same number through the use of manipulatives,
diagrams and number expressions.
2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and
commit them to memory.
2.2 Use the inverse relationship between addition and subtraction to solve problems.
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4 Count by 2s, 5s, and 10s to 100.
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking
away, comparing, finding the difference).
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 =
__).
2.7 Find the sum of three one-digit numbers.
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rd
The introduction to money concepts occurs in 3 grade.
Additionally, students identify and know the value of the Roman numerals (11000).
2.0-2.7 As stated, in addition:
Students can distinguish between addition and subtraction after hearing and
working with stories that personalize these operations. They learn the facts
through these stories contextually. They will be able to add and subtract, they will
also be counting and learning the times tables beginning with the two’s, moving on
to the fives and tens, then adding the three’s and four’s. They will count through
rhythmic exercises and work with these on a daily basis in circle time and then also
performing tasks in mental arithmetic.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
3.0 Students use estimation strategies in computation and problem solving that involve
numbers that use the ones, tens, and hundreds places:
REMARKS
3.0-3.1 As stated, in addition:
Estimates will arise in the context stories that they work with on a daily basis, so
that the process of estimation can be presented in an appropriate practical
application. This contextual embedding contributes to the students’
understanding of estimation as a useful tool. Estimation, the rounding of numbers
to the nearest 10 for example, will be integrated into the learning the 10’s tables.
3.1 Make reasonable estimates when comparing larger or smaller numbers.
Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve
problems:
1.1 Write and solve number sentences from problem situations that express relationships
involving addition and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving addition
and subtraction.
1.0-1.3 As stated, in addition:
The students will work with the operational symbols; these symbols will arise out
of their understanding of the qualities of these operations that will be introduced
to them in a story. Word problems will require application of the processes on a
daily basis and will support their learning because of the familiarity of the stories
and the personalities involved. For example: the symbol for subtraction is
introduced with a character such as Minus the miner. He can be a character who
always ends up arriving someplace with less than what he started with. He holds
out his empty hand and this gesture becomes transformed into the minus symbol.
This character will be described artistically and visually, with the result that
whenever there is in a story something less than what was started with, the image
of Minus and the “less-than” symbol can be concretely and meaningfully
connected .
Measurement and Geometry
1.0 Students use direct comparison and nonstandard units to describe the measurements
of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct
comparison or a nonstandard unit.
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after,
shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes,
and describe their relative position or their location in space:
1.0-1.2 As stated, in addition:
The students will compare and understand the various units: their length, weight
and volumes and time elements in stories, so everything will have context. When
somebody in an adventure is actually going to arrive someplace a half hour ahead
of time or an hour after something, they will have these concepts, before - after,
shorter – longer, through the stories. They will be able to identify these concepts
because they will hear them on a daily basis and the teacher will purposefully
enter in these concepts in the stories.
2.0-2.4 As stated.
2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the
faces of three-dimensional objects.
2.2 Classify familiar plane and solid objects by common attributes, such as color, position,
shape, size, roundness, or number of corners, and explain which attributes are being used
for classification.
2.3 Give and follow directions about location.
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near,
far, below, above, up, down, behind, in front of, next to, left or right of).
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CALIFORNIA STATE STANDARDS
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and
charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using
pictures, bar graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes,
rhythms, or colors:
2.1 Describe, extend, and explain ways to get to a next element in simple repeating
patterns (e.g., rhythmic, numeric, color, and shape).
CSCE ALIGNMENT
REMARKS
1.0-1.2 As stated, in addition:
The graphs and charts that the students will be introduced to in first grade will all
correspond with activities in the classroom, mostly having to do with chores and
jobs, line-up order, seating charts, etc.- a very practical application, going from the
concrete experience represented in an abstract chart and graph.
2.0-2.1 As stated, in addition:
Children will participate in daily movement and rhythm activities where they will
integrate the understanding of repeated patterns. The activities involve clapping,
stepping, moving, etc. Manipulatives will be incorporated to involve the
recognition of colors and shapes while working with numbers. This will happen as a
whole class in circle and morning activities, move on to individual articulation and
finally to creating examples in their books. Patterns organized in form and shape
are also addressed through form drawing as a major main lesson block—usually 3
to 4 weeks, as well as ongoing practice throughout the year.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the
problem.
3.0 Students note connections between one problem and another.
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2.0-2.1 As stated, in addition:
Students will be familiar with problems, modeling problems, using tools and
manipulatives that they will be creating.
2.0-2.1 As stated.
3.0 As stated, in addition:
The mathematical problems and reasoning will be developed through extended
stories. The characteristics of the four basic operations are further developed and
applied so that, for example, the inverse relationship of addition and subtraction
becomes evident. Through stories, the students will observe that Minus has less
and less, for example, while the character developed for addition always
accumulates more and more.
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FIRST GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Physical Sciences
1. Materials come in different forms (states), including solids, liquids, and gases. As a basis
for understanding this concept:
a. Students know solids, liquids, and gases have different properties.
b. Students know the properties of substances can change when the substances are mixed,
cooled, or heated.
1.0 As stated, and in addition:
Students are introduced to these concepts through stories where the substances
that are mixed, cooled or heated, actually occur in the context of the stories. A
typical Nature Story may introduce the concept of the water cycle and how water
changes from a solid, to a liquid or vapor, through a narration involving the
adventures of a water droplet that makes its way from the sea to the
mountaintops, down the slopes to the valleys to return again to the sea.
Life Sciences
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
a. Students know different plants and animals inhabit different kinds of environ-ments and
have external features that help them thrive in different kinds of places.
b. Students know both plants and animals need water, animals need food, and plants need
light.
c. Students know animals eat plants or other animals for food and may also use plants or
even other animals for shelter and nesting.
d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp
teeth: eats meat; flat teeth: eats plants).
e. Students know roots are associated with the intake of water and soil nutrients and green
leaves are associated with making food from sunlight.
1.0 As stated, and in addition:
Students become acquainted with the differences between plants and animals and
the different kinds of environments that they thrive in through the daily stories
that they hear. In addition, understanding the photosynthesis process happens
through artistic work and stories. The children will be told a story for instance of
the sun and its yellow light going deep into the blue earth and out of that meeting
arises this green plant. So the work with color will be integrated into the
understanding of photosynthesis through artistic rendering. Food, shelter, the
need for water, shapes of animal’s teeth, etc. will enter into the study of Nature
Stories.
Earth Sciences
3. Weather can be observed, measured, and described. As a basis for understanding this
concept:
a. Students know how to use simple tools (e. g., thermometer, wind vane) to measure
weather conditions and record changes from day to day and across the seasons.
b. Students know that the weather changes from day to day but that trends in temperature
or of rain (or snow) tend to be predictable during a season.
c. Students know the sun warms the land, air, and water.
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1.0 As stated, and in addition:
In the context of stories, students hear about weather changes and understand
how there are different kinds of weather in different seasons in different lands.
Part of the stories that they will be exposed to include the activity of the sun,
warming the land and water and what arises through that, and how temperature
varies from desert to mountaintop.
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CALIFORNIA STATE STANDARDS
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform
investigations. Students will:
a. Draw pictures that portray some features of the thing being described.
b. Record observations and data with pictures, numbers, or written statements.
c. Record observations on a bar graph.
d. Describe the relative position of objects by using two references (e. g., above and next
to, below and left of).
e. Make new observations when discrepancies exist between two descriptions of the same
object or phenomenon.
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CSCE ALIGNMENT
REMARKS
1.0 As stated, and in addition:
The scientific progress that children will understand again occurs in the context of
stories. They will illustrate aspects of the story that describes fully an element
requiring close observation. In this context, the observation of the data will be
accurate as evidenced by the careful drawing that they create and the discussion
of it. The positions of objects above and behind and so forth will be both
discussed and understood in the drawing.
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FIRST GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
Child's Place in Time and Space
CSCE ALIGNMENT
Students in grade one continue a more detailed treatment of the broad concepts of rights
and responsibilities in the contemporary world. The classroom serves as a microcosm of
society in which decisions are made with respect for individual responsibility, for other
people, and for the rules by which we all must live: fair play, good sportsmanship, and
respect for the rights and opinions of others. Students examine the geographic and
economic aspects of life in their own neighborhoods and compare them to those of people
long ago. Students explore the varied backgrounds of American citizens and learn about the
symbols, icons, and songs that reflect our common heritage.
1.1 Students describe the rights and individual responsibilities of citizenship.
Understand the rule-making process in a direct democracy (everyone votes on the rules)
and in a representative democracy (an elected group of people make the rules), giving
examples of both systems in their classroom, school, and community.
Understand the elements of fair play and good sportsmanship, respect for the rights and
opinions of others, and respect for rules by which we live, including the meaning of the
"Golden Rule."
1.2 Students compare and contrast the absolute and relative locations of places and
people and describe the physical and/ or human characteristics of places.
Locate on maps and globes their local community, California, the United States, the seven
continents, and the four oceans.
Compare the information that can be derived from a three-dimensional model to the
information that can be derived from a picture of the same location.
Construct a simple map, using cardinal directions and map symbols.
Describe how location, weather, and physical environment affect the way people live,
including the effects on their food, clothing, shelter, transportation, and recreation.
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REMARKS
Students in 1st grade learn the concepts of rights and responsibilities within the
environment of their classroom and school. Here, decisions are made considering
responsibilities and standards for behavior (fair play, good sportsmanship, and
respecting the rights of others). Children are encouraged to value the differences
found in their classmates. The class is a community. Similarly, the school is a
community, where everyone works together for the common good.
Students appreciate the varied backgrounds of citizens and learn about our
common heritage.
1.1 As stated, and in addition:
Students describe the rights and individual responsibilities of citizenship. Students
experience and understand rule-making processes within the context of their
classroom. This occurs during games and regular class time when decisions have
to be made. The teacher directs the process in such a way as to create an
understanding of justice. Students understand the importance of listening to and
respecting others’ opinions, playing fairly, and treating others with kindness.
1.2 As stated, and in addition:
Students compare and contrast the locations of places and people and describe
the characteristics of places. Students create a simple map, using cardinal
directions. Students describe how location, weather, and physical environment
affect the way people live. These activities will be done in the context of both the
daily main lesson stories, and the child’s own experiences.
Map-making, map-reading, terrain analysis, star-maps, navigation, etc. are
integrated throughout all grades at Journey School. Journey School’s endeavor is
to work with what is close-at-hand to the young child (the concrete), and
eventually move outward to the entire world (the abstract).
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
1.3 Students know and understand the symbols, icons, and traditions of the United States
that provide continuity and a sense of community across time.
Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., "My
Country 'Tis of Thee").
1.3 As stated, and in addition:
Students understand the significance of the holidays we celebrate. They illustrate
and/or enact the stories behind the holidays, symbols and landmarks.
Understand the significance of our national holidays and the heroism and achievements of
the people associated with them.
Identify American symbols, landmarks, and essential documents, such as the flag, bald
eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the
people and events associated with them.
1.4 Students compare and contrast everyday life in different times and places around the
world and recognize that some aspects of people, places, and things change over time
while others stay the same.
REMARKS
1.4 As stated, and in addition:
Through the daily main lesson stories, students compare and contrast life in
different times and places around the world. Students understand that certain
aspects of people, places, and things change over time while others remain the
same. They discuss similarities and differences of earlier generations. The
students may dress in costumes related to the stories and/or sing songs from
earlier periods, which gives them a greater understanding of people throughout
time.
Examine the structure of schools and communities in the past.
Study transportation methods of earlier days.
Recognize similarities and differences of earlier generations in such areas as work (inside
and outside the home), dress, manners, stories, games, and festivals, drawing from
biographies, oral histories, and folklore.
1.5 Students describe the human characteristics of familiar places and the varied
backgrounds of American citizens and residents in those places.
1.5 As stated, and in addition:
Students are exposed to a variety of cultures through the telling of the main lesson
stories. They recognize the varied backgrounds of others and gain an
understanding of the different beliefs, customs, ceremonies, traditions, and social
practices of other Americans. Students recognize similarities and differences
between cultural groups and realize both the benefits and challenges of our
diverse population.
Recognize the ways in which they are all part of the same community, sharing principles,
goals, and traditions despite their varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse population.
Understand the ways in which American Indians and immigrants have helped define
Californian and American culture.
Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied
cultures, drawing from folklore.
1. 6 Students understand basic economic concepts and the role of individual choice in a
free-market economy.
Understand the concept of exchange and the use of money to purchase goods and services.
Identify the specialized work that people do to manufacture, transport, and market goods
and services and the contributions of those who work in the home.
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1.6 As stated, and in addition:
Within the context of the main lesson stories, students understand basic economic
concepts and the role of choice. Many of the stories that the students hear involve
commerce and exchange, and identify the specialized work that people do (and
have done). Students will hear, read and dramatize stories involving people who
work in the home and workers who manufacture, transport, and market goods or
services.
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SECOND GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel
= su/ per; vowel-consonant/consonant-vowel = sup/ per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/
flies, wife/ wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
Vocabulary and Concept Development
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words to predict their
meaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).
1.10 Identify simple multiple-meaning words.
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Learning to read well is the cornerstone of creating equitable outcomes for the
children served by CSCE. Listening, speaking, reading, and writing are
incorporated into every aspect of the curriculum. CSCE will develop students’
literacy skills through an integration of the three core Open Court/Imagine It !
Reading program components – Getting Ready to Read, Waldorf practices
Responding to Reading, and Language Arts (writing/grammar) and core – main
lesson, the main lesson book, and practice periods.
1.0 As stated, and in addition:
Word Study is incorporated in main lesson and Open Court/Imagine It!’ universal
access period. Sounds and letters of the alphabet are systematically reviewed
through focused exercises in oral and written language development (poetry,
drama, storytelling) and Open Court/Imagine It! materials, including the
sound/spelling cards. Students will create letter cards, word banks, and
participate in the construction of word walls. Daily word study will emphasize
phonics, syllabication, and word parts. Fluency in oral reading continues to
increase, with the goal of students being able to read at a reading rate between
80-90 words per minute by the end of 2nd grade.
1.1-1.6 As stated, and in addition:
Instruction includes developing appropriate texts that emphasize word play,
spelling patterns, sight words, and regular and irregular inflectional suffixes, as
well as the use of decodable texts from the Open Court/Imagine It! program
materials.
Besides open and closed syllabication rules, instruction will also include rcontrolled vowel (i.e., su/per), vowel team (digraph) (i.e., birth/day), and
consonant-le (i.e., ta/ble) syllabication rules.
1.7-1.10 As stated, and in addition:
Homonyms (both homophones and homographs) will be studied.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating and responding to essential
questions, making predictions, comparing information from several sources). The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by students. In addition to their regular
school reading, by grade four, students read one-half million words annually, including a
good representation of grade-level-appropriate narrative and expository text (e.g., classic
and contemporary literature, magazines, newspapers, online information). In grade two,
students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in expository
text.
2.0 As stated, and in addition
Students identify the basic facts and ideas in what they have read, heard, or
viewed. They use comprehension strategies (e.g., summarizing, drawing
inferences, sequencing events, generating and responding to questions, making
predictions, and comparing new information to what is already known). Emphasis
on language development through description, storytelling and writing fictional
and expository texts provides additional avenues for comprehension development
and the teaching of comprehension strategies.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i. e., tell what information is sought).
2.3 Use knowledge of the author's purpose( s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what
if, how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.
2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.
3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
They distinguish between the structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and the
impact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different
cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry
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REMARKS
2.1 As stated, and in addition:
Chapters, titles, contents etc. learned as students are exposed to stories out of the
books they are writing, as well as experience with published expository text
included in Open Court/Imagine It! library, and other trade books and periodicals.
2.1-2.8 As stated.
3.0 As stated, and in addition:
Students will read and respond to stories they have written in their main lesson
books. Through discussion and artistic representation (including dramatization) of
texts from the Open Court/Imagine It! library, trade texts, and self-generated texts,
students will learn to distinguish between structural text features and the literary
elements.
3.1-3.4 As stated.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea.
Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing successive
versions).
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting.
Research
1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus,
atlas).
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.
1.0 As stated.
1.1-1.4 As stated, in addition:
The students begin the year with printing (both upper and lower case) and finish
the year with an introduction to cursive writing via Handwriting Without Tears or
other developmental curriculum. They will create main lesson books centered
around particular themes taken from the Waldorf and Open Court/Imagine It!
curriculum.
An interdisciplinary focus on oral and written texts will emphasize cultural and
geographical features of different lands.
Reference materials will include grade level dictionaries, thesauri, atlases, and
other materials.
2.0 As stated.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of standard American English and
the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade two outlined in Writing Standard 1.0, students:
2.1 Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.
2.1-2.2 As stated, in addition:
The students write narratives in books they create while being consistent in their
artistic description of the settings.
Letters and other correspondence are written as they arise in the context of
particular holidays, celebrations, and class events.
2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
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1.0 As stated, and in addition
Students write and speak in clear and coherent sentences. Dictations, paragraphs,
and essays that arise from the summarization of oral and written texts, as well as
from personal and shared experiences and are taught through interactive writing
and the Language Experience Approach, and focused lessons from the Open
Court/Imagine It! program.
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CALIFORNIA STATE STANDARDS
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing
and speaking.
Punctuation
1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5 Use quotation marks correctly.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months
and days of the week, and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what,
why).
1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns
correctly.
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CSCE ALIGNMENT
REMARKS
1.1-1.8 As stated, and in addition:
The students work with dictation which allows them to recognize correct word
order, first through hearing it and then through writing and correcting it and
therefore completing sentences that were previously incomplete. Additional
exercises are provided in the Open Court/Imagine It! curriculum to develop
sentence, structure, punctuation, capitalization, and spelling.
The parts of speech (nouns and verbs) will be acted out and recognized in the
context of the stories they learn.
Punctuation will first be introduced in the spoken language and then recognized in
written form. The students will be shown these conventions in their writing.
The spelling words will arise out of the stories the children hear and read, and will
emphasize sight words and basic phonic structures as indicated in the Standard
1.8.
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SECOND GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Physical Sciences
1. The motion of objects can be observed and measured. As a basis for understanding this
concept:
a. Students know the position of an object can be described by locating it in relation to
another object or to the background.
b. Students know an object's motion can be described by recording the change in position
of the object over time.
c. Students know the way to change how something is moving is by giving it a push or a
pull. The size of the change is related to the strength, or the amount of force, of the push or
pull.
d. Students know tools and machines are used to apply pushes and pulls (forces) to make
things move.
e. Students know objects fall to the ground unless something holds them up.
f. Students know magnets can be used to make some objects move without being touched.
g. Students know sound is made by vibrating objects and can be described by its pitch and
volume.
1.0 As stated, in addition:
The first block is Nature Stories, where many concepts of the physical sciences,
earth sciences, and life sciences are presented in the context of imaginative
stories. The science concepts are fully presented and represented with accuracy;
they are simply clothed in stories to appeal to the young child of the second grade.
Movement, inertia, force, vibration, gravity, etc. are addressed through Nature
Stories.
The second block is the study of animal characteristics, environments, habitats,
behavior, etc. Animal fables are used as a springboard for learning about the
animal kingdom.
Students will experience these concepts physically on a daily basis during circle
time utilizing their own bodies. They will also work with items such as beanbags
that will help them recognize an object’s motion while incorporating oral
mathematics as they are tossing the bean bags.
For example, as they toss bean bags in an arc they will see the effectiveness of
using geometric patterns and physical sciences in this way and they will develop a
deeper understanding of what occurs when they fall and how they fall when they
are caught or dropped.
The tools and machines that they will be using will complement the stories they
will be acting out. They will use materials in the classroom to replicate items and
operations that are depicted in the fables and animals stories they learn.
nd
Students continue with recorder playing in 2 grade and understand the effect of
vibrating objects as it relates to the pitch and volume of their music.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Life Sciences
2. Plants and animals have predictable life cycles. As a basis for understanding this
concept:
2.0 As stated, in addition:
Students hear stories and, through them, work with the life cycles of various
animals.
a. Students know that organisms reproduce offspring of their own kind and that the
offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals,
such as butterflies, frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some
characteristics are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination,
growth, and development of plants.
f. Students know flowers and fruits are associated with reproduction in plants.
For example if they are learning about butterflies the teacher will introduce the
season for butterflies and wind this teaching into the story the students are
hearing.
They will also be introduced to generic understandings using concrete examples
such as growing plants in the classroom and seeing firsthand what happens when
they are effectively cared for by the students and when they are not. And the
varying water needs of different plants in their care.
Earth Sciences
3. Earth is made of materials that have distinct properties and provide resources for
human activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocks and
know that rock is composed of different combinations of minerals.
b. Students know smaller rocks come from the breakage and weathering of larger rocks.
c. Students know that soil is made partly from weathered rock and partly from organic
materials and that soils differ in their color, texture, capacity to retain water, and ability to
support the growth of many kinds of plants.
d. Students know that fossils provide evidence about the plants and animals that lived long
ago and that scientists learn about the past history of Earth by studying fossils.
e. Students know rock, water, plants, and soil provide many resources, including food, fuel,
and building materials, that humans use.
3.0 As stated, in addition:
The effects of erosion, weathering, and the rock cycle of the earth will be
introduced through nature stories where the entire process is portrayed
imaginatively.
How soil is formed is an important nature story this year. In addition to this the
students will have first-hand experiences of various kinds of stones through
creating a nature table or “indoor garden” that will include rocks, plants, fossils,
and various minerals.
This allows the students to recognize the differences between a variety of rocks
and where they come from.
A nature table continually introduces new specimens every week for the children
to discover. The teacher will use these specimens as the basis for teaching the
larger concepts associated with the objects.
For example, a piece of quartz will lead to a story about granite mountain ranges.
They will hear stories regarding rocks, plants, soil and fossils that will bring these
concepts alive.
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CALIFORNIA STATE STANDARDS
Investigation and Experimentation
CSCE ALIGNMENT
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
4.0 As stated, in addition:
Nature is full of repeating patterns that allow for prediction. It is for this reason
that the first science was Astronomy, for the early Babylonians and Egyptians
noticed the recurrence of events in the heavens.
a. Make predictions based on observed patterns and not random guessing.
b. Measure length, weight, temperature, and liquid volume with appropriate tools and
express those measurements in standard metric system units.
c. Compare and sort common objects according to two or more physical attributes (e. g.,
color, shape, texture, size, weight).
d. Write or draw descriptions of a sequence of steps, events, and observations.
e. Construct bar graphs to record data, using appropriately labeled axes.
f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small
features of objects.
g. Follow oral instructions for a scientific investigation.
So too the teacher leads the students to see many recurring patterns in the
processes we have described above such as erosion, the change of seasons,
patterns of clouds, the growth of the plant, etc.
REMARKS
Through nature walks, nature stories, hands on work with soil and plants, etc. the
students learn to perceive and predict the coming changes.
The students give pictorial representation to the measure and sorting of many
objects, and through the drawings begin to learn how one may use graphs for
representation of such objects.
Through the nature table and nature stories, they observe minute details such as
the venation of butterfly wings, the facets of an amethyst, etc.
As a service learning project students will identify leaders in the local community.
The students will then choose someone to interview and the class will then have a
celebration to honor those who were chosen.
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SECOND GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
People Who Make a Difference
CSCE ALIGNMENT
Students in grade two explore the lives of actual people who make a difference in their
everyday lives and learn the stories of extraordinary people from history whose
achievements have touched them, directly or indirectly. The study of contemporary people
who supply goods and services aids in understanding the complex interdependence in our
free-market system.
2.1 Students differentiate between things that happened long ago and things that
happened yesterday.
REMARKS
2.1 As stated.
1. Trace the history of a family through the use of primary and secondary sources, including
artifacts, photographs, interviews, and documents.
2. Compare and contrast their daily lives with those of their parents, grandparents, and/ or
guardians.
3. Place important events in their lives in the order in which they occurred (e.g., on a time
line or storyboard).
2.2 Students demonstrate map skills by describing the absolute and relative locations of
people, places, and environments.
1. Locate on a simple letter-number grid system the specific locations and geographic
features in their neighborhood or community (e.g., map of the classroom, the school)
2. Label from memory a simple map of the North American continent, including the
countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential
map elements: title, legend, directional indicator, scale, and date.
3. Locate on a map where their ancestors live( d), telling when the family moved to the
local community and how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural environments in
California.
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2.2 As stated, in addition:
The maps that the children create will be pictorial based on the stories they are
hearing. The land use environments in California are studied through their stories
and on the field trips they take.
The differences between rural, urban and industrial landscapes will become
apparent in this process as well as basic environmental eco-systems, e.g., lake
country, bays, mountainous regions, swamps, deserts, etc.
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CALIFORNIA STATE STANDARDS
2.3 Students explain governmental institutions and practices in the United States and
other countries.
1. Explain how the United States and other countries make laws, carry out laws, determine
whether laws have been violated, and punish wrongdoers.
2. Describe the ways in which groups and nations interact with one another to try to
resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military
force.
2.4 Students understand basic economic concepts and their individual roles in the
economy and demonstrate basic economic reasoning skills.
1. Describe food production and consumption long ago and today, including the roles of
farmers, processors, distributors, weather, and land and water resources.
2. Understand the role and interdependence of buyers (consumers) and sellers (producers)
of goods and services.
3. Understand how limits on resources affect production and consumption (what to
produce and what to consume)
2.5 Students understand the importance of individual action and character and explain
how heroes from long ago and the recent past have made a difference in others' lives.
(e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington
Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
CSCE ALIGNMENT
REMARKS
2.3 As stated, in addition:
Students are exposed to stories where many of the laws that are important in our
country are told as parables using the community of animals the teacher presents
these stories.
For example, in a story of owls, squirrels, ducks and other animals that are in
congress with each other the students will see these as analogs for the diversity in
the community and how through laws a spirit of cooperation can be engendered.
So it is through more simple concepts in storytelling that the students will be
exposed to and develop an understanding of these same forces at work in our
world today. These concepts are introduced in an age appropriate way to gain
greater understanding of these complex issues in our world today.
2.4 As stated, in addition:
The children hear historical stories and are able to understand all of these
concepts as the stories unfold.
Story characters who are buying and selling and creating goods and services will
allow students to experience the situations that arise between these buyers and
sellers due to their different roles.
2.5 As stated, in addition:
The Waldorf curriculum strongly supports highlighting many chosen heroes from
the past to teach students how human beings can strive to be compassionate,
helpful, loving, resourceful and how each of these heroes contributed to their
communities during their time.
Students explore the lives of many great human beings who have furthered the
highest ideals of humanity. Thus, deepening the students understanding of the
great potential of each human being, how much any person can accomplish and
give great optimism towards the future.
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THIRD GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
Learning to read well is the cornerstone of creating equitable outcomes for the
children served by CSCE. Listening, speaking, reading, and writing are
incorporated into every aspect of the curriculum. CSCE will develop students’
literacy skills through an integration of the three core Open Court/Imagine It!
Reading program components – Getting Ready to Read, Responding to Reading,
and Language Arts (writing/grammar) and core Waldorf practices – main lesson,
the main lesson book, and practice periods.
1.0 As stated, and in addition:
With word games and daily dictation, the students practice and review phonics,
structural analysis, and syllabication to further develop decoding and encoding
skills, utilizing materials from the Open Court/Imagine It! program and other
sources. Interdisciplinary vocabulary development strategies are employed
throughout the content areas, as well as during English-Language Arts lessons.
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication and word parts.
They apply this knowledge to achieve fluent oral and silent reading.
Fluency in oral reading continues to increase, with the goal of students being able
rd
to read at a reading rate of 110 words per minute by the end of 3 grade.
1.1-1.3 As stated, and in addition:
Students continue to develop word recognition skills, word attack skills,
comprehension, fluency, intonation and expression. This development is noted
through oral and silent reading, and evaluated in specific written exercises and
assessments furnished in the Open Court/Imagine It! program and in specific
contexts such as Reader’s Theatre and other activities.
Decoding and Word Recognition
1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar
words.
1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, intonation, and expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine
the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and
explain the importance of these relations (e.g., dog/ mammal/ animal/ living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.
1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, ful) to determine the meaning of words.
2.0 Reading Comprehension
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Students increasingly memorize sight words, per Open Court/Imagine It!
guidelines. Vocabulary development is interdisciplinary, utilizing oral, aural, visual,
and kinesthetic approaches.
1.4-1.8 As stated, and in addition:
2.0 As stated, and in addition:
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Students read and understand grade-level appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating and responding to essential
questions, making predictions, comparing information from several sources). The
selections in Recommended Readings in Literature, Kindergarten Through Eighth Grade
illustrate the quality and complexity of the materials to be read by students. In addition: to
their regular school reading, by grade four, students read one-half million words annually,
including a good representation of grade level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information). In
grade three, students make substantial progress toward this goal.
Students exhibit reading “approach” behaviors, i.e. excitement over reading
periods, favorable comments, quick formation of reading groups, and reluctance
to stop reading.
Recreational reading is required and encouraged through oral book reports, and a
Reading Book Log. Teacher guided discussions with individual students about their
books take place. Weekly library visits, classroom books and teacher suggestions
give students some choice in their own reading material. Class readers are read
chorally, silently and in pairs.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, chapter heading, glossaries, and indexes to locate
information in text.
2.1 As stated.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior knowledge with literal
information found in and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in text.
2.4 Recall major points in the text and make and modify predictions about forthcoming
information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text, including problems and
solutions.
2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or
play a board game.
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature.
They distinguish between the structural features of the text and literary terms or elements
(e.g., theme, plot, setting, characters). The selections in Recommended Readings
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
2.2-2.6 As stated.
2.7 As stated, and in addition:
Students create their own instructions for the many class projects [e.g., how to
recycle, how to compost , how to build a tepee, an adobe house, a wooden
playhouse, a time machine, a measuring instrument, etc.].
Structural Features of Literature
3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from
around the world.
3.3 Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.
3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration,
onomatopoeia) in selection.
3.1 As stated, and in addition:
Students participate frequently in dramatizations and choral poetry reading.
3.2- 3.6 As stated.
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REMARKS
3.0 As stated, and in addition:
Students respond to literature. Students understand literary archetypes, recurring
themes and plot developments.
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REMARKS
3.6 Identify the speaker or narrator in a selection.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea.
Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing successive
versions).
Students write every day around content from the Waldorf and Open
Court/Imagine It! curriculum. They respond to literature and create their own
essays and compositions based on content area subjects. Main lesson books or
academic portfolios/journals are kept and students use the writing process
(prewriting, writing, revising, editing, and publishing) to develop essays and
compositions for these portfolios. In addition, other opportunities for writing
include script writing, letter writing, and informal practice and review through
Daily Oral Language or similar exercises.
1.0 As stated, and in addition:
Given a story orally, students write their own synopsis as or help the teacher
compose a synopsis of the story on the board. This is then copied into their own
"textbooks”.
Students also generate simple letters, using appropriate openings and closures.
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between
letters in a word and words in a sentence.
Research
1.3 Understand the structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an
established rubric.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Students writing demonstrate a command of standard American English and
the drafting, research and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Provide a context within which an action takes place.
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Fluidity of writing at this stage is more important than technical expertise.
Students are encouraged to write, and correction is provided in a manner designed
not to interrupt the creative activity.
1.1 As stated.
1.2 As stated, and in addition:
Students place writing within decorative borders and write in their main lesson
books.
1.3 As stated.
1.4 As stated, and in addition:
Students write from dictation and write on their own. The teacher works with
students to evaluate, edit and revise their own writing.
2.0 As stated, and in addition:
Students practice handwriting daily through the creation of their own main lesson
books. In addition, the students write their own compositions and keep a weekly
journal with emphasis placed on sentence structure, grammar, punctuation,
capitalization and spelling skills. After oral presentations, many compositions
describe and explain the stories that were recited.
2.1 As stated, and in addition:
The students generate and organize ideas for writing; revise work by combining
sentences, adding detail to support the content and clarifying when necessary to
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b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
2.2 Write descriptions that use concrete sensory details to present and support unified
impressions of people, places, things or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a
purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
REMARKS
make the meaning clear to the reader, (.e.g. ideas about their service learning
composting project). The students write letters to reinforce the form used in letter
writing.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Understand and be able to use complete and correct declarative, interrogative,
imperative, and exclamatory sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns,
adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5 Punctuate dates, city and state, and titles of books correctly.
1.6 Use commas in dates, locations and addresses and for items in a series.
Capitalization
1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8 Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y
to –ies when forming the plural), and common homophones (e.g., hair-hare).
1.9 Arrange words in alphabetic order.
Students actively participate in class discussions using clear and specific language
to communicate ideas concerning the material being covered. Students listen
responsively and respectfully to other’s points of view *learning additional social
skills]. Students use appropriate grammar, word choice and phrasing while
retelling and summarizing content.
1.0 As stated, and in addition:
Given oral presentations, students recall and retell the main sequence and details
of the story. Students also participate in Reader’s Theatre and dramatic
presentation that enhance oral language skills.
1.1 As stated, and in addition:
Through writing, dictations, and exercises from the Open Court/Imagine It!
curriculum, the students learn the difference between a simple statement,
question, command and exclamation.
1.2-1.4 As stated.
1.5-1.6 As stated, and in addition:
Punctuation will also be taught through multidisciplinary measures including
games, movement activities and visual and oral exercises.
1.7 As stated.
1.8 As stated.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a
manner that guides the listener to understand important ideas by using proper phrasing,
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1.0 As stated, and in addition:
Given oral recitation of poetry, verses and regular practice of play performances,
students develop diction, vocal clarity and spoken expression. Students perform
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CALIFORNIA STATE STANDARDS
pitch, and modulation.
Comprehension
1.1 Retell, paraphrase, and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds,
instances of onomatopoeia).
Organization and Delivery of Oral Communication
1.5 Organize ideas chronologically or around major points of information.
1.6 Provide a beginning, a middle, and an end, including concrete details that develop a
central idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g.,
objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast and print media.
1.11 Distinguish between the speaker’s opinions and verifiable facts.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent thesis statement. Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
CSCE ALIGNMENT
REMARKS
the verses and plays at informal recitals for other classes and formal presentations
[e.g., assemblies, festivals, class play] throughout the year.
As stated.
1.5-1.9 As stated.
1.10-1.11 As stated, and in addition
Emphasis is on print media.
2.0 As stated, and in addition:
Given selected passages, students individually and chorally recite text with good
articulation, meter, intonation and expression. Selected poems and passages are
presented before audiences at assemblies and other school events.
Oral class reports are presented on content in the social studies and science
curriculum, [e.g., farming, gardening, building, trades, Native Americans, local
history etc.].
Given tongue twisters and sequences designed to pronounce specific sounds,
students individually, and in small groups, perform exercises with clear diction and
intonation. Students identify and isolate specific sounds.
Using the speaking strategies of grade three outlined in Listening and Speaking Standard
1.0, students:
2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with
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Given oral practice and stage directions, students perform plays before an
audience.
2.1-2.3 As stated, and in addition:
Students participate in individual and group story telling, and poetry or other
creative writing projects. These activities encourage individual expression and
enjoyment.
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clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and
support unified impressions of people, places, things, or experiences.
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THIRD GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
By the end of grade three, students deepen their understanding of place value and their
understanding of and skill with addition, subtraction, multiplication, and division of whole
numbers. Students estimate, measure, and describe objects in space. They use patterns to
help solve problems. They represent number relationships and conduct simple probability
experiments.
REMARKS
As stated, in addition:
Students practice mental arithmetic daily. All mathematical topics are fully
integrated with applications in science and history.
Number Sense
1.0 Students understand the place value of whole numbers:
1.0 As stated, in addition:
Students understand relationship between place values in the base ten systems.
1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
1.3 Identify the place value for each digit in numbers to 10,000.
1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).
2.0 Students calculate and solve problems involving addition, subtraction, multiplication,
and division:
2.1 Find the sum or difference of two whole numbers between 0 and 10,000.
2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.
2.3 Use the inverse relationship of multiplication and division to compute and check results.
2.4 Solve simple problems involving multiplication of multi digit numbers by one-digit
numbers (3,671 x 3 = __).
2.5 Solve division problems in which a multidigit number is evenly divided by a one-digit
number (135 ÷ 5 = __).
2.6 Understand the special properties of 0 and 1 in multiplication and division.
2.7 Determine the unit cost when given the total cost and number of units.
2.8 Solve problems that require two or more of the skills mentioned above.
2.0 As stated, in addition:
Students demonstrate ability to copy or write orally dictated problems involving
triple digit integers in vertical format. Numbers are in proper alignment, process
signs are appropriately placed. Students demonstrate grade-appropriate skills of
borrowing, carrying (regrouping) numbers in addition, and the subtraction of three
and four digit addends or subtrahends.
Students practice multiplication with double and triple digit operations; and long
division with single-digit divisors, double- and triple-digit dividends and
remainders. Students memorize multiplication tables for numbers 2 through 12
and they use “skip counting” to recite rhythmically the “tables”.
Students learn to check their own and other students’ solutions by using inverse
processes [e.g. checking addition with subtraction, or checking division with
multiplication, or vice versa].
Unit costs are applied when costing construction materials.
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3.0 Students understand the relationship between whole numbers, simple fractions, and
decimals:
3.0 As stated, in addition:
Students apply simple fractions and decimals to practical real-life situations (house
building, time-telling, recipe cooking, bake sales, lemonade stands, handcrafts). In
a main lesson block, World of Measure, students solve money problems using the
four operations, and apply decimals as money transactions. Students add and
subtract fractions and decimal measurements while using rulers and tape
measures to design a structure.
3.1 Compare fractions represented by drawings or concrete materials to show equivalency
and to add and subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount
as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4).
3.2 Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as 1/2).
3.3 Solve problems involving addition, subtraction, multiplication, and division of money
amounts in decimal notation and multiply and divide money amounts in decimal notation
by using whole-number multipliers and divisors.
3.4 Know and understand that fractions and decimals are two different representations of
the same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar).
Algebra and Functions
1.0 Students select appropriate symbols, operations, and properties to represent,
describe, simplify, and solve simple number relationships:
1.1 Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
1.2 Solve problems involving numeric equations or inequalities.
1.3 Select appropriate operational and relational symbols to make an expression true (e.g.,
if 4 __ 3 = 12, what operational symbol goes in the blank?).
1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).
1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if
5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).
2.0 Students represent simple functional relationships:
2.1 Solve simple problems involving a functional relationship between two quantities (e.g.,
find the total cost of multiple items given the cost per unit).
2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given
number of horses may be calculated by counting by 4s or by multiplying the number of
horses by 4).
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REMARKS
1.0 As stated, in addition:
Students learn principles of equality (equals added to equals are equal, etc.) They
learn that multiplication and division are inverse relationships (e.g., 3 x 4 = 12; 12
divided by 4 equals 3).
They recognize and apply various representations of number relationships, in
measurements of time, distance, line, weight, volume, area, weight and money.
They work conversions in these applications.
Commutative and associative laws are practiced in mental math, daily recitation
and written work.
2.0 As stated, in addition:
In a study of farming and housing, students are required to cost the price of a
garden or building project using unit prices, subtotal, and final tally of all expenses
expressed in dollars and cents. This simple functional exercise applies all of
arithmetic skills.
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Measurement and Geometry
1.0 Students choose and use appropriate units and measurement tools to quantify the
properties of objects:
1.0 As stated, in addition:
In the main lesson block World of Measure, students learn English and metric units
of length, time, liquid and dry measure, weight/mass, and volume/capacity. They
memorize equivalences (12 in =1 foot, 16 oz = 1lb), and apply this knowledge to
solve oral and written measurement problems. In practice, students weigh and
measure many objects; they determine perimeters, and find the volumes of liquids
held in various containers, etc.
1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the
length, liquid volume, and weight/mass of given objects.
1.2 Estimate or determine the area and volume of solid figures by covering them with
squares or by counting the number of cubes that would fill them.
1.3 Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters
and meters, hours and minutes).
Students learn the history of measurement of time. They make devices such as a
sundial, water clock, or sand timer. The origins of other measurements techniques
are presented orally and practically.
2.0 In part as:
Students’ study of geometry is integrated with science as students design and
plant a garden, or build a structure. Angles and shapes are discussed in a context
of construction, garden layout, and measurable planters; variable angles are found
in relation to the daily and seasonal arcs of sun and moon, also students identify
many angles they can make with their bodies. Plane geometric figures are
identified in architectural structures (e.g. triangles in the pitch and framing of
roofs, rectangles in walls, pyramids in roofs, rectangular solids in construction
materials, etc). This inquiry is elaborated as students identify more unusual shapes
in the design of buildings.
2.0 Students represent simple functional relationships:
2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
2.2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three
equal sides for the equilateral triangle, right angle for the right triangle).
2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right
angles for the rectangle, equal sides and right angles for the square).
2.4 Identify right angles in geometric figures or in appropriate objects and determine
whether other angles are greater or less than a right angle.
2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g.,
cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
2.6 Identify common solid objects that are the components needed to make a more
complex solid object.
Statistics, Data Analysis, and Probability
1.0 Students conduct simple probability experiments by determining the number of
possible outcomes and make simple predictions:
Origami is also used to describe and see geometric relationships.
1.1 Identify whether common events are certain, likely, unlikely, or improbable.
1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically
keep track of the outcomes when the event is repeated many times.
1.3 Summarize and display the results of probability experiments in a clear and organized
way (e.g., use a bar graph or a line plot).
1.4 Use the results of probability experiments to predict future events (e.g., use a line plot
to predict the temperature forecast for the next day).
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REMARKS
1.0 As stated, in addition:
Students use curricular content for data and trend analysis and prediction. For
example, when students study farming and gardening, they learn that farmers
consider weather patterns to predict a coming wet season, and to prepare for
wind and storms. Students collect and graph weather data (rainfall, temperature,
hours of daylight), and note the length of growing seasons. Similarly, when
students bake bread, they learn they must preheat the oven to a certain
temperature, and they predict how long this will take.
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Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and
symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the
problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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CSCE ALIGNMENT
REMARKS
1.0-1.2 As Stated
Relevancy is emphasized in the curriculum since (from Grade 1) students work
practical problems (e.g., house building, cooking, baking, handcraft, etc.) from
stories heard in class. They look for contextual meaning (patterns); they consider
problem-solving strategies, select appropriate operations, and apply unit
conversions and estimation.
2.0 As stated, in addition:
Students are given opportunity to check validity of their calculations and see what
happens if a mistake were made in calculation. It is found that a model of a
building cannot be assembled from imprecise measurement; or the model actually
collapses.
3.0 As stated, in addition:
In the Waldorf curriculum students always move from particular problems to more
abstract situations in which they apply the same (or different) kinds of reasoning.
They constantly apply what they learn in very concrete situations.
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THIRD GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Physical Sciences
1. Energy and matter have multiple forms and can be changed from one form to another.
As a basis for understanding this concept:
a. Students know energy comes from the Sun to Earth in the form of light.
b. Students know sources of stored energy take many forms, such as food, fuel, and
batteries.
c. Students know machines and living things convert stored energy to motion and heat.
d. Students know energy can be carried from one place to another by waves, such as water
waves and sound waves, by electric current, and by moving objects.
e. Students know matter has three forms: solid, liquid, and gas.
f. Students know evaporation and melting are changes that occur when the objects are
heated.
g. Students know that when two or more substances are combined, a new substance may
be formed with properties that are different from those of the original materials.
h. Students know all matter is made of small particles called atoms, too small to see with
the naked eye.
i. Students know people once thought that earth, wind, fire, and water were the basic
elements that made up all matter. Science experiments show that there are more than 100
different types of atoms, which are presented on the periodic table of the elements.
2. Light has a source and travels in a direction. As a basis for understanding this concept:
a. Students know sunlight can be blocked to create shadows.
b. Students know light is reflected from mirrors and other surfaces.
c. Students know the color of light striking an object affects the way the object is seen.
d. Students know an object is seen when light traveling from the object enters the eye.
1.0 As stated, in addition:
rd
The primary topic of 3 Grade science is the transformation of energy and matter
in naturally occurring cycles. Students experience these transformations in
practical activities, notably gardening and cooking/baking. Students also observe
cycles of nature, including sun/earth/moon cycles, weather, and soil creation.
Solar energy is studied in relation to farming and gardening. Students observe
how sunlight is transformed into warmth, causing the melting of ice and sprouting
of plants. Students learn of changes of state: condensation/evaporation,
freezing/melting, and sublimation/deposition (least common). And they learn how
the ancients built a science premised on transformation among elements, termed
earth, air, fire and water.
They learn that such cyclic processes are also at work in their own metabolism:
energy stored in food is released for activity by digestion. Similarly, in the life of
the community, energy stored in fuel is released by combustion. This cyclic
passage of energy is presented pictorially and presciently as wave motion.
Discussion of soil composting leads to discussion of composition of matter.
Decomposition and synthesis are observed, as compost becomes soil. And in this
context students learn of molecules, chemical elements and atoms.
2.0 As stated, in addition:
Students experience light, shadow, and color in watercolor painting and shaded
drawing.
They observe by study of shadow that light is transmitted in straight lines. And in
their art, they study surface reflections of light and color, and work with the
subtractive primary colors.
Students create sundials and study the shadows as time progresses.
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REMARKS
Life Sciences
3. Adaptations in physical structure or behavior may improve an organism's chance for
survival. As a basis for understanding this concept:
a. Students know plants and animals have structures that serve different functions in
growth, survival, and reproduction.
b. Students know examples of diverse life forms in different environments, such as oceans,
deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live: some of
these changes are detrimental to the organism or other organisms, and some are
beneficial.
d. Students know when the environment changes, some plants and animals survive and
reproduce; others die or move to new locations.
e. Students know that some kinds of organisms that once lived on Earth have completely
disappeared and that some of those resembled others that are alive today.
3.0 As stated, in addition:
Students take nature walks, observing the altitude of the sun, and seasonal
changes. They observe plant and animal life and learn of varied symbiotic
relationships.
As students study cultural history of dwelling, food, and farming methods around
the world, they also become acquainted with the primary environments (e.g.,
tundra, savannah, plains and grasslands, deserts, forests, wetlands, shorelines,
etc.). The teacher describes plants and animals found in such environments, and
gives some history of extinct creatures that once lived there (e.g. the La Brea Tar
Pits).
The third grade service learning project is recycling and composting. In their study
of compost, students observe the microbiological activity of organisms
transforming the soil. Students hear stories of animal adaptations (e.g.
earthworms and soils/composting). They study relationships among plants, and
how plants return nutrients to a soil (which is why we grow certain plants around
other plants and rotate crops.)
Students also learn of stresses detrimental to a sustainable environment, and are
made aware of what they can do to improve the environment.
Earth Sciences
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:
a. Students know the patterns of stars stay the same, although they appear to move across
the sky nightly, and different stars can be seen in different seasons.
b. Students know the way in which the Moon's appearance changes during the four-week
lunar cycle.
c. Students know telescopes magnify the appearance of some distant objects in the sky,
including the Moon and the planets. The number of stars that can be seen through
telescopes is dramatically greater than the number that can be seen by the unaided eye.
d. Students know that Earth is one of several planets that orbit the Sun and that the Moon
orbits Earth.
e. Students know the position of the Sun in the sky changes during the course of the day
and from season to season.
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4.0 As stated, in addition:
Students are introduced to astronomical phenomena in context of farming and
gardening. They learn that the orbit and tilt of the earth determines seasons; that
solstice and equinoctial phenomena register time of year; that the moon’s cycle
affects tides of water; and rotation of the earth determines time of day. Against
this backdrop of cycles, students learn proper timing for planting and harvesting,
and may learn the traditional use of almanac for time-to-plant root, stem, and leaf
crops. (The cycle of the moon is also studied in the Measurement Block.)
Students study the position of the sun when they build a sundial; they recognize
that time was historically measured by movement of the sun and they learn of
solar and lunar calendars. During an evening, they view the moon, planets, or
nebulae.
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Investigation and Experimentation
5. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Repeat observations to improve accuracy and know that the results of similar scientific
investigations seldom turn out exactly the same because of differences in the things being
investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on claims or
conclusions unless they are backed by observations that can be confirmed.
c. Use numerical data in describing and comparing objects, events, and measurements.
d. Predict the outcome of a simple investigation and compare the result with the
prediction.
e. Collect data in an investigation and analyze those data to develop a logical conclusion.
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CSCE ALIGNMENT
REMARKS
5.0 As stated, in addition:
Experimentation and investigation is conducted in a concrete practical way
through work in a farm/garden environment.
Predictions, plant experiments, observations, data collection and report writing is
part of the practical study of farming and gardening.
Experimentation and investigation is explored as the students are creating a whole
farm environment recognizing the importance of planting and harvesting at
particular times of the year to get the highest yield. The most successful
organization includes the use of animals and understanding the weather patterns
so that they will be able to predict the outcome of the planting season. Learning
will be done in a very practical way. They will collect data as it is stipulates in #e.
They will be learning about this in theme studies where they will be creating their
own portfolio and recording the data that they collect.
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THIRD GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Continuity and Change
REMARKS
rd
Students in grade three learn more about our connections to the past and the ways in
which particularly local, but also regional and national, government and traditions have
developed and left their marks on current society, providing common memories. Emphasis
is on the physical and cultural landscape of California, including the study of American
Indians, the subsequent arrival of immigrants, and the impact they have had in forming the
character of our contemporary society.
3 grade history concerns migrations of people, spread of culture, and
development of community. Students learn how historic communities have met
basic needs for shelter, food, clothing, etc.. They learn how people established
settlements, developed farming and crafts, practiced animal husbandry, cooked,
and created numbers, standards and units to measure length, time, weight/mass
and volume/capacity.
Students learn methods of primitive construction. They describe, in their mainlesson book, how cultures acquired resources from the surrounding environment,
and how they incorporated materials in construction of dwellings or farms. They
gain (through field trips and other activities) a basic understanding of tenets of
modern construction.
As history is integrated with science and math, students discuss, write about, and
illustrate common topics. For example, students cost and design a garden shed or
simple structure, learn about foundation, framing and finishing, etc. This is
consistent with the math curriculum.
3.1 As stated, in addition:
Cultural topics include patterns of early settlement, care of animals, pottery and
textiles, division of time, weights and standards, etc., and much of this is
elaborated in math and science studies.
3.1 Students describe the physical and human geography and use maps, tables, graphs,
photographs, and charts to organize information about people, places, and environments
in a spatial context.
1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills,
coastal areas, oceans, lakes).
2. Trace the ways in which people have used the resources of the local region and modified
the physical environment (e.g., dam constructed upstream changed a river or coastline).
3.2 Students describe the American Indian nations in their local region long ago and in
the recent past.
1. Describe national identities, religious beliefs, customs, and various folklore traditions.
2. Discuss the ways in which physical geography, including climate, influenced how the local
Indian nations adapted to their natural environment (e.g., how they obtained food,
clothing, tools).
3. Describe the economy and systems of government, particularly those with tribal
constitutions, and their relationship to federal and state governments.
4. Discuss the interaction of new settlers with the already established Indians of the region.
Revised Petition
Community School for Creative Education
3.2.1-.2 As stated, in addition:
By comparison, students learn how Native Americans used natural resources to
build dwellings/structures adapted to regional climates and physical environment,
(teepees of plains dwellers, cliff-dwellings, pueblo and maize-farming
communities, etc). They learn how physical geography influenced crop selection,
tools, and hunting. The teacher instructs students in folklore, tradition, ritual and
custom that regulated community life.
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CALIFORNIA STATE STANDARDS
3.3 Students draw from historical and community resources to organize the sequence of
local historical events and describe how each period of settlement left its mark on the
land.
1. Research the explorers who visited here, the newcomers who settled here, and the
people who continue to come to the region, including their cultural and religious traditions
and contributions.
2. Describe the economies established by settlers and their influence on the present-day
economy, with emphasis on the importance of private property and entrepreneurship.
3. Trace why their community was established, how individuals and families contributed to
its founding and development, and how the community has changed over time, drawing on
maps, photographs, oral histories, letters, newspapers, and other primary sources.
3.4 Students understand the role of rules and laws in our daily lives and the basic
structure of the U.S. government.
1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in
the promotion of rules and laws; and the consequences for people who violate rules and
laws.
2. Discuss the importance of public virtue and the role of citizens, including how to
participate in a classroom, in the community, and in civic life.
3. Know the histories of important local and national landmarks, symbols, and essential
documents that create a sense of community among citizens and exemplify cherished
ideals (e.g., U.S. flag, bald eagle, Statue of Liberty, U.S. Constitution, Declaration of
Independence, U.S. Capitol).
4. Understand the three branches of government, with an emphasis on local government.
5. Describe the ways in which California, the other states, and sovereign American Indian
tribes contribute to the making of our nation and participate in the federal system of
government.
6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglas,
Harriet Tubman, Martin Luther King, Jr.).
Revised Petition
Community School for Creative Education
CSCE ALIGNMENT
REMARKS
3.3 As stated, in addition:
In parallel with their science curriculum, students compare other world
environmental regions for types of dwellings, cultivation of land, patterns of trade,
and customs underlying community. Again, such comparisons are made in order
to develop student understanding of, and sensitivity for, the universal needs of
Humanity.
3.4 As stated, in addition:
Students learn of government in very concrete terms. They learn how national law
applies in their own community, classroom and school. They learn how their
school community balances interests with a 3-fold division of executive board,
teachers, and parents. And this may be used to model the 3 branches of
government.
Students learn how modern communities are strengthened by National Holidays
and Observances. They learn of heroes/patriots in context of National Birthdays
(Jefferson, Lincoln, Washington) and Martin Luther King Day; at that time, their
ideals concerning the US Constitution, Bill of Rights, and Declaration of
Independence are introduced into the lesson. Students learn the importance of
symbols with Thanksgiving Day, Memorial Day, Flag Day, etc.; and they learn of
citizen responsibility on Election Day. Frederick Douglas and Harriet Tubman are
recognized during the celebration of Black History month. And all of this
culminates when, for summer reading, students consider the Ideal of
th
Independence associated with the 4 of July.
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CALIFORNIA STATE STANDARDS
3.5 Students demonstrate basic economic reasoning skills and an understanding of the
economy of the local region.
1. Describe the ways in which local producers have used and are using natural resources,
human resources, and capital resources to produce goods and services in the past and the
present.
2. Understand that some goods are made locally, some elsewhere in the United States, and
some abroad.
3. Understand that individual economic choices involve trade-offs and the evaluation of
benefits and costs.
4. Discuss the relationship of students’ work in school and personal human capital.
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CSCE ALIGNMENT
REMARKS
3.5 As stated, in addition:
Students develop basic economic understanding by discussing production and
manufacture of clothing (e.g., raising silk worms, sheep shearing, spinning, dyeing,
weaving into cloth, making handcrafts.) As possible, they visit local farms and
gardens to observe care of animals, land cultivation, sheds and tools. They
prepare and plant their own garden, and grow food products for distribution at
school. They plan, and cost materials for the building of a small structure.
Students discuss, write and illustrate essays about farming/gardening and animal
husbandry.
In their main lesson farming and gardening block, students learn how crops are
grown locally but consumed elsewhere. They study how products manufactured
locally may receive wide distribution.
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FOURTH GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading.
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy
and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases.
1.3 Use knowledge of root words to determine the meaning of unknown words within a
passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge
to analyze the meaning of complex words (e.g., international).
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
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Community School for Creative Education
Learning to read well is the cornerstone of creating equitable outcomes for the
children served by CSCE. Listening, speaking, reading, and writing are
incorporated into every aspect of the curriculum. CSCE will develop students’
literacy skills through an integration of the three core Open Court/Imagine It!
Reading program components – Getting Ready to Read, Responding to Reading,
and Language Arts (writing/grammar) and core Waldorf practices – main lesson,
the main lesson book, and practice periods. Regular reading of trade and
expository text from Open Court/Imagine It! and other sources is assigned during
the academic year and summer break. Students read several texts aloud; and the
main lesson teacher often reads passages aloud to students. Students also select
reading material and read independently and silently for an appropriate length of
time.
1.0 As stated, and in addition:
With word games and daily dictation, the students practice and review phonics,
structural analysis, and syllabication to further develop decoding and encoding
skills, utilizing materials from the Open Court/Imagine It! program and other
sources. Interdisciplinary vocabulary development strategies are employed
throughout the content areas, as well as during English-Language Arts lessons.
Fluency in oral reading is increasing, with the goal of students being able to read at
th
a reading rate of 110 words per minute by the end of 4 grade.
1.1 As stated.
1.2-1.6 As stated, and in addition:
Vocabulary is taught in a holistic context. Explanations and clarifications of words
take place orally and in writing. Students are required to indicate understanding of
vocabulary words through written and oral exercises.
Students continue to develop word recognition skills, word attack skills,
comprehension, fluency, intonation and expression. This development is noted
through oral and silent reading, and evaluated in specific written exercises and
assessments furnished in the Open Court/Imagine It! program and in specific
contexts such as Reader’s Theatre and other activities.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating and responding to essential
questions, making predictions, comparing information from several sources). The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by students. In addition to their regular
school reading, students read one-half million words annually, including a good
representation of grade-level-appropriate narrative and expository text (e.g., classic and
contemporary literature, magazines, newspapers, online information)
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast,
cause and effect, sequential or chronological order, proposition and support) to strengthen
comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g., full
comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas presented
in the text itself, including illustrations, titles, topic sentences, important words, and
foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information
and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or
articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer
commands or video games).
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
They distinguish between the structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature, including
fantasies, fables, myths, legends, and fairy tales.
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REMARKS
2.0 As stated, and in addition:
Students demonstrate reading fluency as well as: enthusiasm for story and genre,
search for word correspondences, attention to the written word, and visual
tracking skills necessary for information gathering.
Book reports are completed from books that are read in a group or individually.
Children are asked to re-create part of the story, give opinions and create a desire
to read/not read this book.
Additional independent reading is required and encouraged through book reports
and reviews, and in silent reading times during school hours. Teacher-guided
discussions with individual students about their books take place. Juvenile novels
are the focus of this reading, giving students some choice in their reading material
with guidance from the teacher.
2.1 As stated.
2.2-2.7 As stated.
3.0 As stated.
3.1 As stated.
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CALIFORNIA STATE STANDARDS
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on
future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and motivations
to determine the causes for that character's actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one
character type and develop theories to account for similar tales in diverse cultures (e.g.,
trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and
identify its use in literary works.
CSCE ALIGNMENT
REMARKS
3.2-3.5 As stated, and in addition:
Students re-create story plot by dramatization and illustration.
Students study both figurative language and metaphors.
Writing
1.0 Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their
writing shows they consider the audience and purpose. Students progress through the
stages of the writing process (e.g., prewriting, drafting, revising, editing successive
versions).
1.0 As stated, and in addition:
Students write every day around content from the Waldorf and Open
Court/Imagine It! curriculum. They respond to literature and create their own
essays and compositions based on content area subjects. Main lesson books or
academic portfolios/journals are kept and students use the writing process
(prewriting, writing, revising, editing, and publishing) to develop essays and
compositions for these portfolios. Topics for composition are generated in a variety
of ways (e.g., chronological ordering of events, the causes for the arising of a
situation, comparison and contrast, summarization, answer an implicit question,
creative writing, etc.).
In addition, other opportunities for writing include the writing of dramatic scripts,
letter writing, and informal practice and review through Daily Oral Language or
similar exercises.
Students also generate letters, using appropriate openings and closures for formal
and informal situations.
Fluidity of writing at this stage is emphasized, as well as increasing technical
expertise. Students are encouraged to write, and correction is provided in a
manner designed not to interrupt the creative activity.
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CALIFORNIA STATE STANDARDS
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon purpose,
audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the beginning of the
first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
CSCE ALIGNMENT
REMARKS
1.1-1.3 As stated, and in addition:
Students give a written presentation and are required to identify and outline main
ideas and supporting details.
Students are able to generate writing which reflects sequential organization,
developed ideas, and complete thoughts with appropriate verbal syntactical
structures.
Students expand written expression through the use of declarative, interrogative,
exclamatory and imperative sentences.
1.3 Use traditional structures for conveying information (e.g., chronological order, cause
and effect, similarity and difference, and posing and answering a question).
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces,
appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia,
online information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use
those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g.,
cursor, software, memory, disk drive, hard drive).
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
1.4 As stated, and in addition:
Students exhibit ease in executing cursive writing using upper and lower case
letters with appropriate consistency. Students place written materials within
borders in the main lesson book.
1.5-1.8 As stated, and in addition:
Students have a working knowledge of alphabetizing words and hence, the ability
to check spellings, definitions, and meaning by dictionary and thesaurus.
The teacher calls on the students to draw from a variety of research resources
such as the encyclopedia, the card catalog or computer file at the library, etc.
1.10 As stated, and in addition:
Students proofread written material and self-edit or participate in peer-editing for
spelling, punctuation and capitalization errors. Students then re-write material for
a final copy.
Students are able to self-edit in order to add details to support clarity and re-write
for clearer meaning or efficiency.
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CALIFORNIA STATE STANDARDS
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of standard American English and
the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
CSCE ALIGNMENT
REMARKS
2.0 As stated, and in addition:
Students write summaries of their learning on a daily basis across content areas.
They are guided to use concrete sensory details in the narrative. Students are also
encouraged to relay ideas through their own pictures (e.g., they write and
illustrate topics such as “California culture and biography”).
Students participate in individual and group story, poetry or other such creative
writing projects. These activities encourage individual expression and enjoyment.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the event or experience.
c. Use concrete sensory details.
d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature:
a. Demonstrate an understanding of the literary work.
b. Support judgments through references to both the text and prior knowledge.
2.3 Write information reports:
a. Frame a central question about an issue or situation.
b. Include facts and details for focus.
c. Draw from more than one source of information (e.g., speakers, books, newspapers,
other media sources).
Students practice expository, narrative and letter writing.
2.1-2.4 As stated, and in addition:
Students write their own main lesson books.
Given appropriate imaginative stimuli, students create poems and stories.
In science, students undertake library research, and then present, both verbally
and by expository writing, a report of a subject from various content areas.
Students are involved in dramatization and creative writing centered on specific
content areas subjects, such as some aspects of California history.
For a service learning project students will interview an elder and then write
his/her life story and include illustrations of events. This will then be celebrated by
the class and donated to the elders
2.4 Write summaries that contain the main ideas of the reading selection and the most
significant details.
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CALIFORNIA STATE STANDARDS
Written and Oral English Language Conventions
CSCE ALIGNMENT
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
REMARKS
Students are capable of identifying misspelled words and are developing editing
skills. Students refer to dictionary, peers or adults.
Students generate at least three sequential paragraphs using appropriate structure
(initial sentence, supporting material, closure and transition phrases or
information.)
Students have a working knowledge of the parts of speech including nouns,
pronouns, verbs, adjectives, adverbs, prepositions, prepositional phrases, articles,
conjunctions and interjections and uses and use these in oral responses, and
written work.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives,
adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case
of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
organizations, and the first word in quotations when appropriate.
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1.0 As stated, and in addition:
Students are guided and directed to speak in ways that not only recognize English
language conventions, but also how punctuation is brought into speech. They do
this through recitation of poetry and dictation provided by the teacher.
Punctuation is taught both in writing and speaking. Students practice spelling in
their own main lesson books for every subject and for themes consistent with the
Open Court/Imagine It! curriculum.
1.1-1.2 As stated, and in addition:
Students are required to identify simple declarative, interrogative, exclamatory
and imperative sentences. Students are required to classify these into categories
and to write such sentences when requested.
Students display grade appropriate sentence construction, including correct usage
of conjunctions and transitional phrases.
1.3 As stated, and in addition:
A study and review of parts of speech including nouns, pronouns, verbs, adjectives,
adverbs, prepositions, articles, conjunctions and interjections is undertaken.
Students demonstrate understanding of these through oral responses board work
and written exercises.
1.4-1.5 As stated.
1.6 As stated, and in addition:
Alphabetizing of words is practiced in order to use reference materials efficiently.
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CALIFORNIA STATE STANDARDS
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
CSCE ALIGNMENT
REMARKS
1.7 As stated, and in addition:
Students exhibit a growing understanding of spelling rules.
Correct spelling is encouraged on every writing assignment. Students are required
to identify and correct with the help of the teacher any misspellings in their
writing.
Students meet grade expectations in spelling sight words and participation in classbased spelling activities, including weekly spelling quizzes and word study
exercises.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a
manner that guides the listener to understand important ideas by using proper phrasing,
pitch, and modulation.
Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate
elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and
formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions.
1.0 As stated, and in addition:
Students display grade appropriate comprehension skills of orally presented
material, reflected in class question and answer sessions and in verbal reporting of
reading.
1.1-1.4 As stated, and in addition:
Given oral presentations of 20 minutes or greater in length and a 24-hour interval,
students recall the main sequence and details of the story.
Given an oral or written story, students are able to independently write a synopsis
of all, or part, of a story. Attention is paid to the inclusion of correct sequence of
action in the story and appropriate supporting details.
Given an oral presentation, students are required to identify and outline main
ideas and supporting details. This is continued and expanded into the areas of
expository, narrative and letter writing.
Students exhibit a growing ease with verbal dictation. Students are able to
construct dictated sentences with appropriate accuracy.
Students follow up to six sequential orally given instructions. Some of these
instructions are concrete images (e.g., take out your main lesson books) and some
are spatial-visual (place your name on the upper right hand side of the paper).
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CALIFORNIA STATE STANDARDS
Organization and Delivery of Oral Communication
1.5 Present effective introductions and conclusions that guide and inform the listener's
understanding of important ideas and evidence.
1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity
and difference, and posing and answering a question).
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and
concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance
meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming opinions
on issues.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent thesis statement. Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
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CSCE ALIGNMENT
REMARKS
1.5-1.9 As stated, and in addition:
Students read and speak with inflection, sentence closures, commas, questions,
etc.
Given selected passages, students individually and chorally recite text with good
dictation, meter, intonation and expression. Selected poems and passages are
presented before audiences at assemblies. Oral class reports are presented during
author's circle. Emphasis is given to voluntary sharing of one's creativity.
Given tongue twisters and alliterative sequences designed to pronounce specific
sounds, students individually, and in small groups, perform exercises with clear
diction and intonation. Students identify and isolate specific sounds.
Given oral practice and stage directions, students perform plays before an
audience.
1.10 As stated.
2.0 As stated.
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CALIFORNIA STATE STANDARDS
Using the speaking strategies of grade four outlined in Listening and Speaking Standard
1.0, students:
CSCE ALIGNMENT
REMARKS
2.1-2.4 As stated, and in addition
Students participate in individual and group story, poetry or other such creative
writing projects. These activities encourage individual expression and enjoyment.
2.1 Make narrative presentations:
a. Relate ideas, observations, or recollections about an event or experience.
b. Provide a context that enables the listener to imagine the circumstances of the event or
experience.
c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations:
a. Frame a key question.
b. Include facts and details that help listeners to focus.
c. Incorporate more than one source of information (e.g., speakers, books, newspapers,
television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or
article and the most significant details.
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using
clear diction, tempo, volume, and phrasing.
FOURTH GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
By the end of grade four, students understand large numbers and addition, subtraction,
multiplication, and division of whole numbers. They describe and compare simple fractions
and decimals. They understand the properties of, and the relationships between, plane
geometric figures. They collect, represent, and analyze data to answer questions.
Number Sense
1.0 Students understand the place value of whole numbers and decimals to two decimal
places and how whole numbers and decimals relate to simple fractions. Students use the
concepts of negative numbers:
1.1 Read and write whole numbers in the millions.
1.2 Order and compare whole numbers and decimals to two decimal places.
Revised Petition
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1.0 As stated, in addition:
Through curriculum stories, anecdotes and practical examples, students are
introduced to the following: comparing fractions, finding common denominators,
mixed fractions, using the four operations with fractions and lowest terms.
Students demonstrate understanding through oral response, board work and
written exercises.
1.1-1.9 As stated, in addition:
Given appropriate review and practice, students show mastery of the four
operations: addition, subtraction, multiplication and division. The mastery is
evaluated through class participation, board work and written exercises. Students
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1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten
thousand, or hundred thousand.
1.4 Decide when a rounded solution is called for and explain why such a solution may be
appropriate.
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a
set, and division of whole numbers by whole numbers; explain equivalents of fractions (see
Standard 4.0).
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction
and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given
fraction by using drawings; and relate a fraction to a simple decimal on a number line.
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature,
in "owing").
1.9 Identify on a number line the relative position of positive fractions, positive mixed
numbers, and positive decimals to two decimal places.
2.0 Students extend their use and understanding of whole numbers to the addition and
subtraction of simple decimals:
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals
to two places.
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the
reasonableness of the rounded answer.
3.0 Students solve problems involving addition, subtraction, multiplication, and division
of whole numbers and understand the relationships among the operations:
3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the
addition and subtraction of multidigit numbers.
3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for
multiplying a multidigit number by a two-digit number and for dividing a multidigit number
by a one-digit number; use relationships between them to simplify computations and to
check results.
3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.
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compare and contrast using whole numbers and fractions. Understanding is
determined through oral response, board practice and written exercises. An
emphasis is placed on review and practice of long division with an introduction to
using estimation and rounding off.
Students demonstrate understanding of place value of numbers up to and
including the ten thousands column. Students can write and read these numbers
from verbal dictations.
Students understand the concept of a fraction of a number and of the numerical
notational positions of numerator and denominator.
Students demonstrate a working understanding of the four math processes while
using fractions and mixed numbers.
Students are capable of reducing and expanding fractions thus understanding and
using the “lowest common denominator” in working problems.
Negative numbers are approached from financial deficit, elevations below sealevel (as at Death Valley) and sub-zero temperatures.
The concept of greater and lesser is emphasized through the use of experiential
anecdotes and manipulatives. Students demonstrate an understanding of
“greater” and “lesser” numbers.
2.0 As stated, in addition:
Recognizing decimals as fractions .13=13/100 etc.
2.1-2.2 As stated, in addition:
Such as, by rounding fractions as .134=134/1000 rounds to 13/100
3.0 As stated.
3.1-3.4 As stated, in addition:
Students exhibit mastery of the four basic operations of math, using multiple digit
numbers. This mastery includes the ability to do long division using estimation
rounding of numbers.
Students are able to solve long division problems containing remainders. (Divisors
are double digit, while dividends are triple digit and higher.)
Students complete orally presented problems on a daily basis.
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3.4 Solve problems involving division of multidigit numbers by one-digit numbers.
4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2
x 6 = 2 x 2 x 3).
4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and
themselves and that such numbers are called prime numbers.
CSCE ALIGNMENT
REMARKS
Students independently use pencil and paper to complete accurate mathematical
calculations. Understanding and capacity is measured by daily participation.
4.0 as stated.
4.1-4.2 As stated, in addition:
Concepts. Number patterns and prime factors are all introduced and practiced.
Students work with prime numbers and understand and recognize more complex
number patterns.
Algebra and Functions
1.0 Students use and interpret variables, mathematical symbols, and properties to write
and simplify expressions and sentences:
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or
equations (e.g., demonstrate an understanding and the use of the concept of a variable).
1.2 Interpret and evaluate mathematical expressions that now use parentheses.
1.0 As stated, in addition:
Given appropriate curriculum story problems, students choose and write a formula
representation of the mathematical aspects of the story.
Given a formula representation, students write another representation of the
problem.
1.1-1.4 As stated.
1.5
Can be developed in a story, such as, the elevation of a sloping hill rising from a
mesa, or cost per unit rising above an initial expense.
1.3 Use parentheses to indicate which operation to perform first when writing expressions
containing more than two terms and different operations.
1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions
about quantities and their relationships.
1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a
second number when a first number is given.
2.0 Students know how to manipulate equations:
2.1 Know and understand that equals added to equals are equal.
2.0 As defined by 2.1 and 2.2
2.1-2.2 As stated.
2.2 Know and understand that equals multiplied by equals are equal
Measurement and Geometry
1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square
centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square
yard (yd2), or square mile (mi2).
1.2 Recognize that rectangles that have the same area can have different perimeters.
1.0 As stated.
1.1-1.4 As stated, in addition:
Through curriculum-appropriate stories, examples and practice, the concepts of
area and perimeter are introduced. Students measure close and familiar objects
and places surrounding them. Then students review and practice specific
problems of measurement of linear rule, liquid, weight, time and money.
Gradually this expands to more abstract forms and areas.
1.3 Understand that rectangles that have the same perimeter can have different areas.
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Students participate in class group activities involving measurement of length,
volume, time, weight, mass and capacity.
1.4 Understand and use formulas to solve problems involving perimeters and areas of
rectangles and squares. Use those formulas to find the areas of more complex figures by
dividing the figures into basic shapes.
Students are able to work word problems involving measurements: time, linear,
liquid, weight and money.
Students have a working knowledge of linear measurements and finding area and
perimeter of a given location.
2.0 As stated, in addition:
Students also learn to make intricate weaving form drawing patterns.
2.1-2.3 As stated:
2.0 Students use two-dimensional coordinate grids to represent points and graph lines
and simple figures:
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10
points on the graph of the equation y = 3 x and connect them by using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the xcoordinates.
2.3 Understand that the length of a vertical line segment equals the difference of the ycoordinates.
3.0 Students demonstrate an understanding of plane and solid geometric objects and use
this knowledge to show relationships and solve problems:
3.1 Identify lines that are parallel and perpendicular.
3.0 As stated, in addition:
By freehand drawing.
3.1-3.8 As stated, in addition:
By freehand drawing.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand
that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in
terms of the number and shape of faces, edges, and vertices; interpret two-dimensional
representations of three-dimensional objects; and draw patterns (of faces) for a solid that,
when cut and folded, will make a model of the solid.
3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and
identify their attributes.
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle,
parallelogram, trapezoid).
Statistics, Data Analysis, and Probability
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1.0 Students organize, represent, and interpret numerical and categorical data and clearly
communicate their findings:
1.1 Formulate survey questions; systematically collect and represent data on a number line;
and coordinate graphs, tables, and charts.
1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any
apparent outliers for numerical data sets.
1.3 Interpret one-and two-variable data graphs to answer questions about a situation.
2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way
(e.g., tables, grids, tree diagrams).
REMARKS
1.0 As stated.
1.1-1.3 As stated, in addition:
Students collect and interpret data and find averages in their science, history and
physical geography classes.
2.0 As stated.
2.1-2.2 As stated.
2.2 Express outcomes of experimental probability situations verbally and numerically (e.g.,
3 out of 4; 3 /4).
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
1.0 As stated, in addition:
Students are able to listen to a complex (grade appropriate) word problem and
mentally calculate the response to the question posed.
1.1-1.2 As stated, in addition:
Students are able to copy multiple digit numbers from the board and place these
in the appropriate visual-spatial format for problem working.
2.0 As stated.
2.1-2.6 As stated.
Students are able to extrapolate pertinent data from word problems and use
proper calculative skills to develop an answer.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and
symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the
problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding
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3.0 As stated.
3.1-3. As stated.
Students are able to check accuracy of mathematically derived answers by using
the commensurate math processes.
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of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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FOURTH GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Physical Sciences
1. Electricity and magnetism are related effects that have many useful applications in
everyday life. As a basis for understanding this concept:
As Stated
a. Students know how to design and build simple series and parallel circuits by using
components such as wires, batteries, and bulbs.
b. Students know how to build a simple compass and use it to detect magnetic effects,
including Earth's magnetic field.
c. Students know electric currents produce magnetic fields and know how to build a simple
electromagnet.
d. Students know the role of electromagnets in the construction of electric motors, electric
generators, and simple devices, such as doorbells and earphones.
e. Students know electrically charged objects attract or repel each other.
f. Students know that magnets have two poles (north and south) and that like poles repel
each other while unlike poles attract each other.
g. Students know electrical energy can be converted to heat, light, and motion.
Life Sciences
2. All organisms need energy and matter to live and grow. As a basis for understanding
this concept:
a. Students know plants are the primary source of matter and energy entering most food
chains.
b. Students know producers and consumers (herbivores, carnivores, omnivores, and
decomposers) are related in food chains and food webs and may compete with each other
for resources in an ecosystem.
c. Students know decomposers, including many fungi, insects, and microorganisms, recycle
matter from dead plants and animals.
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The science curriculum principally covers Zoology, the study of the various animals,
animal physiology and specialized animals traits, which establish their relationship
to the environment. Of special interest is the study of correspondences between
the human being and those animals that best represent the respiratory, the
circulatory system, the nervous system and the metabolic systems. This block is
called “The Human and Animal Block.” Given the above goals, students show
mastery through expository writing; illustrations of animals, humans and habitats;
modeling animals and their habitats; field trips to parks, streams, beaches, etc.;
library research; dramatization of animal tales and creative writing.
2.0 As stated, in addition:
The different kinds of animals are classified, written about and artistically
represented. The students have a clear understanding of the difference between
human beings and animals.
Students study the animal kingdom from simplest animals to the most complex.
Attention is given to animal physiology (circulatory, respiratory, digestive systems
etc.) and to the symbiotic and parasitic relationships among animals.
Students compare and contrast certain animals and human beings, and examine
archetypal animals that represent certain specific physiological systems in the
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human being.
3.0 As stated, in addition:
rd
These standards were extensively studied in the 3 grade farming block and
rd
th
observed in the 3 grade garden. These concepts developed further in 4 grade.
3. Living organisms depend on one another and on their environment for survival. As a
basis for understanding this concept:
a. Students know ecosystems can be characterized by their living and nonliving
components.
b. Students know that in any particular environment, some kinds of plants and animals
survive well, some survive less well, and some cannot survive at all.
c. Students know many plants depend on animals for pollination and seed dispersal, and
animals depend on plants for food and shelter.
d. Students know that most microorganisms do not cause disease and that many are
beneficial.
Students consider animal environments, ecological niches, and adaptations.
Students are able to present both verbally and through expository writing an
understanding of a particular animal and its habitat.
Students participate in field trips and other activities where they explore various
animal habitats and the environmental influences of certain animals in the region.
There is considerable study of animal instinct, and the adaptations by which
animals become incredibly adept at particular skills.
Earth Sciences
4. The properties of rocks and minerals reflect the processes that formed them. As a basis
for understanding this concept:
a. Students know how to differentiate among igneous, sedimentary, and metamorphic
rocks by referring to their properties and methods of formation (the rock cycle).
b. Students know how to identify common rock-forming minerals (including quartz, calcite,
feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
5. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for
understanding this concept:
a. Students know some changes in the earth are due to slow processes, such as erosion,
and some changes are due to rapid processes, such as landslides, volcanic eruptions, and
earthquakes.
b. Students know natural processes, including freezing and thawing and the growth of
roots, cause rocks to break down into smaller pieces.
c. Students know moving water erodes landforms, reshaping the land by taking it away
from some places and depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
4.0 As stated, in addition:
Through the study of California geography and the Gold Rush, students learn about
sedimentary and igneous rocks and the identification of gold-bearing rocks and
minerals.
5.0 As stated, in addition:
In the study of California geography, the students learn the weathering and
shaping processes of erosion, the shaping forces of water, wind, sea, ice, weather
systems, etc.
Students have a working understanding of state geographical regions and the
environmental impact of geography upon plant and animal distribution.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
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6.0 As stated, in addition:
Students generate an animal report. This report reflects research skills and skill in
expository writing.
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investigations. Students will:
a. Differentiate observation from inference (interpretation) and know scientists'
explanations come partly from what they observe and partly from how they interpret their
observations.
b. Measure and estimate the weight, length, or volume of objects.
c. Formulate and justify predictions based on cause-and-effect relationships.
d. Conduct multiple trials to test a prediction and draw conclusions about the relationships
between predictions and results.
e. Construct and interpret graphs from measurements.
f. Follow a set of written instructions for a scientific investigation.
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These concepts are incorporated in their study of animal distributions and animal
environments.
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FOURTH GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
California: A Changing State
CSCE ALIGNMENT
Students learn the story of their home state, unique in American history in terms of its vast
and varied geography, its many waves of immigration beginning with pre-Columbian
societies, its continuous diversity, economic energy, and rapid growth. In addition to the
specific treatment of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S. Constitution and the
relationship between state and federal government.
Students study California geography and culture beginning locally, then expanding
to all of California. The local area and its community development is of special
interest. Local and state historic sites are visited or discussed. There is extensive
concern for the biographies of its people. Students reenact some situations
dramatically as well as illustrate them in their main lesson book, along with
composition writings. Students give oral presentations; create appropriate
drawings and written reports.
4.1 Students demonstrate an understanding of the physical and human geographic
features that define places and regions in California.
4.1 As stated, in addition:
Students are introduced to maps and map making. They create their own maps, as
well as creating three dimensional maps and dioramas. They make freehand
drawings of local areas and regions, noting places of interest and importance.
Explain and use the coordinate grid system of latitude and longitude to determine the
absolute locations of places in California and on Earth.
Distinguish between the North and South Poles; the equator and the prime meridian; the
tropics; and the hemispheres, using coordinates to plot locations.
Identify the state capital and describe the various regions of California, including how their
characteristics and physical environments (e.g., water, landforms, vegetation, climate)
affect human activity.
REMARKS
Students have a working understanding of map skills. They have executed a series
of maps starting with the classroom, then expanding outward from the school to
the surrounding area, regional area and State.
Students discuss and identify landforms, climate, vegetation, cities, counties,
agricultural regions, and location of State capitol.
Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain
their effects on the growth of towns.
Use maps, charts, and pictures to describe how communities in California vary in land use,
vegetation, wildlife, climate, population density, architecture, services, and transportation.
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4.2 Students describe the social, political, cultural, and economic life and interactions
among people of California from the pre-Columbian societies to the Spanish mission and
Mexican rancho periods.
4.2 As stated, in addition:
Students learn of the indigenous people throughout the state, how they lived, how
they died, their celebrations, and their stories. Students write about this in their
main lesson book.
Discuss the major nations of California Indians, including their geographic distribution,
economic activities, legends, and religious beliefs; and describe how they depended on,
adapted to, and modified the physical environment by cultivation of land and use of sea
resources.
Identify the early land and sea routes to, and European settlements in, California with a
focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering,
Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and
wind patterns.
Describe the Spanish exploration and colonization of California, including the relationships
among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de
Portola).
REMARKS
Students learn of early explorers and their routes.
Students learn history of: indigenous peoples, mission settlement and mission life,
settlers who followed, the Mexican influence in State history, the discovery of
gold, the war with Mexico, the rise to statehood, the railroad, Chinese
participation, etc.
Describe the mapping of, geographic basis of, and economic factors in the placement and
function of the Spanish missions; and understand how the mission system expanded the
influence of Spain and Catholicism throughout New Spain and Latin America.
Describe the daily lives of the people, native and nonnative, who occupied the presidios,
missions, ranchos, and pueblos.
Discuss the role of the Franciscans in changing the economy of California from a huntergatherer economy to an agricultural economy.
Describe the effects of the Mexican War for Independence on Alta California, including its
effects on the territorial boundaries of North America.
Discuss the period of Mexican rule in California and its attributes, including land grants,
secularization of the missions, and the rise of the rancho economy.
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4.3 Students explain the economic, social, and political life in California from the
establishment of the Bear Flag Republic through the Mexican-American War, the Gold
Rush, and the granting of statehood.
Identify the locations of Mexican settlements in California and those of other settlements,
including Fort Ross and Sutter's Fort.
CSCE ALIGNMENT
REMARKS
4.3 As stated, in addition:
Students have a working knowledge of the biographies of people who were
influential in the history of the state. Among these are stories of early Californians
who transformed the economy with ranching and farming, and how they
interacted with the Native Americans.
Students are also made aware of folk tales and myths of the region.
Compare how and why people traveled to California and the routes they traveled (e.g.,
James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical
environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise
Clapp).
Students summarize these accounts into the main lesson book; reports are
researched; and such topics are the subject of the students’ oral presentations to
the class.
Study the lives of women who helped build early California (e.g., Biddy Mason).
Discuss how California became a state and how its new government differed from those
during the Spanish and Mexican periods.
4.4 Students explain how California became an agricultural and industrial power, tracing
the transformation of the California economy and its political and cultural development
since the 1850s.
Understand the story and lasting influence of the Pony Express, Overland Mail Service,
Western Union, and the building of the transcontinental railroad, including the
contributions of Chinese workers to its construction.
4.4 As stated, in addition:
Oral and written presentations are required from the students to show
understanding of the interrelationship of geography and social and economic
development. There is particular attention in California geography regarding the
development of agriculture and industry.
Explain how the Gold Rush transformed the economy of California, including the types of
products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and
economic conflicts between diverse groups of people.
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Discuss immigration and migration to California between 1850 and 1900, including the
diverse composition of those who came; the countries of origin and their relative locations;
and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
REMARKS
Immigration is an important topic underlying the cultural diversity of the state.
Studies are dramatically reenacted.
Students summarize such historical topics as mentioned in this standard into a
main-lesson book, and illustrate them accordingly.
Describe rapid American immigration, internal migration, settlement, and the growth of
towns and cities (e.g., Los Angeles).
Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
Describe the development and locations of new industries since the turn of the century,
such as the aerospace industry, electronics industry, large-scale commercial agriculture and
irrigation projects, the oil and automobile industries, communications and defense
industries, and important trade links with the Pacific Basin.
There is particular interest in stories which examine our need to balance complex
social demands, such as the ever-present need for water in westward migration,
how this demand led to damming the Colorado River, and the fact that there
continues to be competition for water rights serving municipal and agricultural
demands for water.
Trace the evolution of California's water system into a network of dams, aqueducts, and
reservoirs.
Describe the history and development of California's public education system, including
universities and community colleges.
Analyze the impact of twentieth-century Californians on the nation's artistic and cultural
development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt
Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).
4.5 Students understand the structures, functions, and powers of the local, state, and
federal governments as described in the U.S. Constitution.
4.5 As stated, in addition:
Students contrast laws declared by edict (e.g. Mission Settlement) with laws
formulated by social contract and the consent of the governed.
Discuss what the U.S. Constitution is and why it is important (i.e., a written document that
defines the structure and purpose of the U.S. government and describes the shared powers
of federal, state, and local governments).
Understand the purpose of the California Constitution, its key principles, and its
relationship to the U.S. Constitution.
Describe the similarities (e.g., written documents, rule of law, consent of the governed,
three separate branches) and differences (e.g., scope of jurisdiction, limits on government
powers, use of the military) among federal, state, and local governments.
Explain the structures and functions of state governments, including the roles and
responsibilities of their elected officials.
Describe the components of California's governance structure (e.g., cities and towns, Indian
rancherias and reservations, counties, school districts).
FIFTH GRADE
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English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words.
Learning to read well is the cornerstone of creating equitable outcomes for CSCE
students. Listening, speaking, reading, and writing are incorporated into every
aspect of the curriculum. CSCE develops students’ literacy skills through an
integration of the three core Open Court/Imagine It! Reading program components
– Getting Ready to Read, Responding to Reading, and Language Arts
(writing/grammar) and core Waldorf practices – main lesson, including the main
lesson book, and practice periods. Regular reading of trade and expository text
from Open Court/Imagine It! and other sources is assigned during the academic
year and summer break. Students read several texts aloud; and the main lesson
teacher often reads passages aloud to students. Students also select reading
material and read independently and silently for an appropriate length of time
each day.
1.0 As stated, in addition:
Vocabulary development, spelling, fluency, and composition are practiced in every
main lesson block and during Open Court/Imagine It! universal access periods.
Each topic brings additional vocabulary. For example, in their study of botany,
students learn the meaning and spelling of words such as calyx, stamen, fungi,
metamorphosis, and monocotyledon.
Students use contextual clues to guess meanings of complex reading material.
Fluency in oral reading is increasing, with the goal of students being able to read at
th
a basic reading rate of 120 words per minute by the end of 5 grade.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently used synonyms, antonyms, and homographs.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge
to analyze the meaning of complex words (e.g., controversial).
1.5 Understand and explain the figurative and metaphorical use of words in context.
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1.1 As stated
1.2-1.5 As stated, in addition:
Word origins pertaining to Greek and Latin roots are an important part of CSCE’s
th
5 grade science and social studies curriculum and are taught in an
interdisciplinary manner.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade five, students make progress toward this goal.
2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations,
charts, maps) make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order
2.0 As stated, in addition:
Students demonstrate reading-for-information skills. They extract information
from charts and graphs, find and recall fact and events, predict outcomes, infer
and extrapolate meanings, etc.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
2.3-2.4 As stated, in addition:
Students demonstrate oral and written comprehension and recall of curricular
topics, biographies and recreational/independent readings. They summarize
significant events and details of reading assignments (fiction and non-fiction.) They
recall sequence and summary, main idea, facts and details, recognition of
difference between fact and opinion, setting, mood, foreshadowing, and character
description.
2.5 As stated.
Expository Critique
2.5 Distinguish facts, supported inferences, and opinions in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They
begin to find ways to clarify the ideas and make connections between literary works. The
selections in Recommended Readings in Literature, Kindergarten Through Grade Eight
illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary forms chosen by an author for a specific
purpose.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and
appearances of characters in a work of fiction and discuss the importance of the contrasts
to the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and recognize
themes (whether implied or stated directly) in sample works.
3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor,
symbolism).
Revised Petition
Community School for Creative Education
REMARKS
Every main lesson begins with a review of the previous day’s lesson, followed by
extension of the material. Students often summarize facts by creating
graphs/charts/maps, chronologies, historical timelines, etc..
Additional independent reading is required and encouraged through book reports
and reviews, and in silent reading times during school hours. Teacher-guided
discussions with individual students about their books take place. Juvenile novels
and expository text are the focus of this reading, giving students some choice in
their reading material with guidance from the teacher.
3.0 As stated
3.1 As stated.
3.2-3.5 As stated.
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CALIFORNIA STATE STANDARDS
Literary Criticism
3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and
tradition by using literature from different eras and cultures.
3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture
book, logic and credibility of plots and settings, use of figurative language) to influence
readers' perspectives.
CSCE ALIGNMENT
REMARKS
3.6-3.7 As stated.
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students'
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
needed.
Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence or chronological order.
b. Provide details and transitional expressions that link one paragraph to another in a clear
line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.
Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic
references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell
checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.
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Community School for Creative Education
1.0 As stated.
1.1 As stated, in addition:
Students write in their main lesson books almost every day in a genre appropriate
to the lesson studied. History and mythology often necessitate writing multiple
paragraph narrative compositions. Their retelling of a passage from a story of
Lewis and Clark’s expeditions for example requires description of setting,
atmosphere, plot, and character, along with an accurate depiction of events.
Students also write in response to specific assignments and readings from the
Open Court/Imagine It! anthology.
1.2 As stated, in addition:
Students develop simple outlines emphasizing main idea and supporting details.
They confidently write compositions of 250 words or longer with sequential
paragraphs and organized structure (initial sentence, supporting material,
transition phrases, and closure). The teacher combines reading comprehension
with building of composition skill. For example, the teacher shares topic sentences
within the readings and students organize compositions from topic sentences.
Supporting concepts are subordinated to topical ideas. Students write simple and
compound sentences with appropriate sentence structure (declarative,
interrogative, exclamatory, imperative), using conjunctions, and transitional
phrases.
1.3-1.5 As stated.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding,
deleting, consolidating, clarifying, and rearranging words and sentences.
REMARKS
1.6 As stated, in addition:
The teacher gives critical evaluation of student’s writings in order to provide
student with strategies for improvement and editing.
Students proofread and self-edit written material to add detail, clarify ideas, regroup sentences for clearer meaning or efficiency, and correct spelling,
punctuation and capitalization errors. Students re-write material as final copy.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
2.2 Write responses to literature:
a. Demonstrate an understanding of a literary work.
b. Support judgments through references to the text and to prior knowledge.
c. Develop interpretations that exhibit careful reading and understanding.
2.0 As stated.
2.1-2.4 As stated, in addition:
Students write history reports, biographical sketches, poems which mimic literary
styles, narrative summaries, descriptions of characters or settings, personal
opinions, stories from personal experience, and friendship and business letters
employing appropriate formats, openings and closures. Students may also write
their own creative ideas in essay form. Students participate in both story and
poetry creative writing projects. These activities encourage expression and
enjoyment along with editing and technical expertise.
2.2 Students write responses to literature by analyzing character motivation,
themes, etc.
2.3 Write research reports about important ideas, issues, or events by using the following
guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.3 Students write reports in geography and botany main lesson blocks and in
science practice periods.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Revised Petition
Community School for Creative Education
Weekly lessons are devoted to study of English grammar. The teacher covers
sentence structure, grammar, 8 basic parts of speech, 8 basic parts of the
sentence, irregular verbs, the perfect forms of tense, punctuation, etc.
1.0 As stated.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Sentence Structure
1.1 Identify and correctly use prepositional phrases, appositives, and independent and
dependent clauses; use transitions and conjunctions to connect ideas.
Grammar
1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise),
modifiers, and pronouns.
Punctuation
1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks
around the exact words of a speaker and titles of poems, songs, short stories, and so forth.
Capitalization
1.4. Use correct capitalization.
Spelling
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
REMARKS
1.1 As stated, in addition:
Students demonstrate functional knowledge of parts of speech including nouns,
pronouns, verbs, adjectives, adverbs, prepositions, prepositional phrases, articles,
conjunctions and interjections. Students edit samples to correct sentence
structure. Students identify simple, declarative, interrogative and exclamatory
sentences.
1.2 As stated, in addition:
Students edit samples to correct verbs often misused.
1.3 As stated, in addition:
Students make consistent use of punctuation including commas (for series),
quotations, colons and semicolons. Students edit samples to correct improper use
of or add needed period, question mark, exclamation mark, commas, quotation
marks, colon, dash and semicolon..
1.4 As stated, in addition:
Students capitalize initial letters and proper nouns. Students edit samples to
correct capitalization.
1.5 As stated, in addition:
Students use a dictionary to find meanings and spellings; they correctly
alphabetize words by the first 3 letters; they identify and use dictionary
guidewords; they learn to pronounce words given simple phonetic rules.
Students exhibit steady growth applying spelling rules, memorizing sight words,
and proofreading for spelling. They learn to spell at least ten words per week from
lists of words obtained from the curriculum or from words misspelled in student
work. They participate in class spelling activities, including weekly
contests/bees/tests, and develop strategies to obtain and maintain expected
average spelling accuracy. Students practice syllabication with words which follow
rules.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral
communication.
Comprehension
1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral Communication
1.4 Select a focus, organizational structure, and point of view for an oral presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
Analysis and Evaluation of Oral and Media Communications
1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery,
glittering generalities); identify logical fallacies used in oral presentations and media
messages.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of
events, and transmission of culture.
Speaking Applications (Genres and Their Characteristics)
2.0 Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
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REMARKS
.
Students practice choral and individual speaking of poetry, prose, story
recapitulation and oral reports. They demonstrate improved diction, cadence,
meter, syntax, volume, rate and artistic expression, throughout the year.
Listening and Speaking
Students exhibit sustained attention to the primary speaker. They follow
directions for up to 6 sequential tasks without continuous need for repetition
1.0 As stated, in addition:
The development of speaking skills forms an important part of our curriculum. The
students are engaged in daily recitations of important literary passages relevant to
the main lesson block being studied and Open Court/Imagine It! anthology
selections. Drama and dramatic re-enactments provide additional venues for the
development of listening and speaking skills.
1.1-1.3 As stated, in addition:
Students exhibit growing ease with verbal dictation; they construct orally dictated
sentences with grade appropriate accuracy. Dictations contain both sight and
phonetic vocabulary.
1.4-1.6 As stated.
1.7-1.8 As stated.
2.0 As stated.
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CALIFORNIA STATE STANDARDS
Using the speaking strategies of grade five outlined in Listening and Speaking Standard
1.0, students:
2.1 Deliver narrative presentations:
a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.
b. Show, rather than tell, the listener what happens.
CSCE ALIGNMENT
REMARKS
2.1-2.3 As stated.
2.2 Deliver informative presentations about an important idea, issue, or event by the
following means:
a. Frame questions to direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.3 Deliver oral responses to literature:
a. Summarize significant events and details.
b. Articulate an understanding of several ideas or images communicated by the literary
work.
c. Use examples or textual evidence from the work to support conclusions.
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FIFTH GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
By the end of grade five, students increase their facility with the four basic arithmetic
operations applied to fractions, decimals, and positive and negative numbers. They know
and use common measuring units to determine length and area and know and use
formulas to determine the volume of simple geometric figures. Students know the concept
of angle measurement and use a protractor and compass to solve problems. They use grids,
tables, graphs, and charts to record and analyze data.
Number Sense
1.0 Students compute with very large and very small numbers, positive integers,
decimals, and fractions and understand the relationship between decimals, fractions, and
percents. They understand the relative magnitudes of numbers:
1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g.,
thousandths) numbers.
1.0 As stated
1.1-1.5 As stated, in addition:
Students reduce and expand fractions.
1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for
common fractions and explain why they represent the same value; compute a given
percent of a whole number.
Students recognize prime numbers, and calculate “lowest common denominator”
by the least exponent of prime factors.
1.3 Understand and compute positive integer powers of nonnegative integers; compute
examples as repeated multiplication.
1.4 Determine the prime factors of all numbers through 50 and write the numbers as the
product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2
x 2 x 2 x 3 = 23 x 3).
1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and
positive and negative integers.
2.0 Students perform calculations and solve problems involving addition, subtraction, and
simple multiplication and division of fractions and decimals:
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2.0 As stated, in addition:
Students practice arithmetic by solving story problems selected to apply
procedures learned by rote.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract
positive integers from negative integers; and verify the reasonableness of the results.
2.1-2.5 As stated, in addition:
Students exhibit mastery of 4 basic processes of math including ability to use
negative and positive integers, fractions, and decimals, multiple digit multiplication
and long division; estimation; rounding; and multi-column addition and subtraction
as follows:
 Addition of multi-digit whole number columns with carrying
 Addition of simple fractions with common denominators
 Addition of mixed numbers/fractions with unlike denominators
 Addition of decimals
 Addition using expanded notation
 Subtraction of multi-digit whole numbers using borrowing
 Subtraction of simple fractions with common denominators
 Subtraction of mixed numbers containing fractions with unlike denominators
 Subtraction of decimals
 1-12 multiplication tables memorized out of sequential order
 Multiplication tables oral and written
 Multiplication of multi-digit whole numbers
 Multiplication of simple fractions with like denominators
 Multiplication of fractions with unlike denominators
 Expansion of fractions
 Comparison of fractions through multiplication processes
 Finding common denominators using multiplication
 Changing mixed numbers to improper fractions
 Multiplication of decimals, moving decimal points correctly
 Identification of reciprocals
 Division of simple fractions, using reciprocals
 Conversion of mixed numbers.
 Division of mixed numbers
 Reduction of fractions to lowest terms
 Division of decimals with decimal point in dividend
 Division of fractions with decimal in divisor and dividend.
 Conversion of decimals to percentages and percentages to decimals.
 Ordering of decimals, fractions, & mixed numbers (greater and lesser)
2.2 Demonstrate proficiency with division, including division with positive decimals and
long division with multidigit divisors.
2.3 Solve simple problems, including ones arising in concrete situations, involving the
addition and subtraction of fractions and mixed numbers (like and unlike denominators of
20 or less), and express answers in the simplest form.
2.4 Understand the concept of multiplication and division of fractions.
2.5 Compute and perform simple multiplication and division of fractions and apply these
procedures to solving problems.
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Appendix 7
REMARKS
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CALIFORNIA STATE STANDARDS
Algebra and Functions
CSCE ALIGNMENT
1.0 Students use variables in simple expressions, compute the value of the expression for
specific values of the variable, and plot and interpret the results:
1.1 Use information taken from a graph or equation to answer questions about a problem
situation.
1.0 As stated.
REMARKS
1.1-1.5 As stated, in addition:
Every story problem implies solving an unknown variable. 5th grade students solve
story problems to find, for example, the distance traveled at a constant rate of
speed; they are expected to interpret by illustration how this distance increases in
proportion to time. Similarly, students may be introduced to a linear coefficient as
a slope of a hill, and then be expected to calculate the elevation a hiker might
reach at different times. Such pictorial thinking will be formulated in algebraic
terms in the 6th grade where the focus of math studies leads students through
simple equations in business math.
1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic
expressions in one variable by substitution.
1.3 Know and use the distributive property in equations and expressions with variables.
1.4 Identify and graph ordered pairs in the four quadrants of the coordinate plane.
1.5 Solve problems involving linear functions with integer values; write the equation; and
graph the resulting ordered pairs of integers on a grid.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects:
1.1 Derive and use the formula for the area of a triangle and of a parallelogram by
comparing it with the formula for the area of a rectangle (i.e., two of the same triangles
make a parallelogram with twice the area; a parallelogram is compared with a rectangle of
the same area by cutting and pasting a right triangle on the parallelogram).
1.0 As stated.
1.1-1.4 As stated, in addition:
5th grade students solve story problems involving measurements of time, distance,
liquid, weight and money. Students have knowledge of linear measurements,
simple areas and perimeters. Students participate in group activities involving
length, volume, time, weight, mass and capacity. These include constructions by
paper cutout and folding.
1.2 Construct a cube and rectangular box from two-dimensional patterns and use these
patterns to compute the surface area for these objects.
1.3 Understand the concept of volume and use the appropriate units in common measuring
systems (i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], cubic yard [yd3])
to compute the volume of rectangular solids.
1.4 Differentiate between, and use appropriate units of measures for, two-and threedimensional objects (i.e., find the perimeter, area, volume).
Revised Petition
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Students are introduced to Euclidian geometry by freehand drawing of simple
plane geometric objects. They learn about degree measurements of angles, the
properties of triangles, areas of plane figures by paper cutout, and how plane
figures can be folded to create solid figures (e.g. 6 squares make a cube; 1 square
and 4 isosceles triangles make a square pyramid, 4 equilateral triangles make a
tetrahedron). Students also consider the dimensions of the Egyptian pyramids, the
volume of space enclosed, the area of the base, the surface area of the sides, etc.
The Pythagorean Theorem is interpreted in context of ancient Greece as the sum
of cut areas of squares of paper.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Students identify, describe, and classify the properties of, and the relationships
between, plane and solid geometric figures:
2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and
triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing
software).
2.0 As stated.
2.1-2.3 As stated, in addition:
During the freehand drawing activity, students learn names and properties of
plane geometrical figures, including parallel lines, perpendicular lines, angle,
vertical angle and intersection, equal angles, concentricity, sum of areas, etc.
2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any
quadrilateral is 360° and use this information to solve problems.
2.3 Visualize and draw two-dimensional views of three-dimensional objects made from
rectangular solids
REMARKS
This study will expand in the 6th grade to include exact construction with drawing
instruments, including the modeling of natural shapes (honeycomb, snowflake) by
exact division of the circle. Students will then solve more complex area and
perimeter problems with formulas. In 7th grade, students learn formal
constructions in perspective geometry. 8th grade students demonstrate formal
proofs in Euclidian geometry; and learn elements of solid geometry including
formulas of volume, surface area, and the construction of Platonic Solids.
Statistics, Data Analysis, and Probability
1.0 Students display, analyze, compare, and interpret different data sets, including data
sets of different sizes:
1.1 Know the concepts of mean, median, and mode; compute and compare simple
examples to show that they may differ.
1.2 Organize and display single-variable data in appropriate graphs and representations
(e.g., histogram, circle graphs) and explain which types of graphs are appropriate for
various data sets.
1.3 Use fractions and percentages to compare data sets of different sizes.
1.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in
terms of the situation depicted by the graph.
1.0 As stated.
1.1-1.5 As stated, in addition:
Students organize and display data collected, for example in botany, they use
fractions and percentages to compare data sets built from field and garden
observation; they find averages and display data in freehand-drawn pie charts and
histograms.
Students are taught more elaborate number patterns and designs. The ordered
pair is now introduced in context of two-dimensional number patterns.
Students interpret meaning in context of story problems, science, and history. The
Cartesian grid is formally introduced with the study of the linear equation in 7th
grade algebra.
1.5 Know how to write ordered pairs correctly; for example, ( x, y ).
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.0 As stated.
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing patterns.
1.1-1.2 As stated.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
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2.0 As stated, in addition:
Students listen to complex (grade appropriate) word problems and mentally
calculate the answer.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.1 Use estimation to verify the reasonableness of calculated results.
2.1-2.6 As stated.
REMARKS
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and
symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the
problem.
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FIFTH GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
Physical Sciences
CSCE ALIGNMENT
1. Elements and their combinations account for all the varied types of matter in the
world. As a basis for understanding this concept:
1.0 As stated, in addition:
a. Students know that during chemical reactions the atoms in the reactants rearrange to
form products with different properties.
b. Students know all matter is made of atoms, which may combine to form molecules.
c. Students know metals have properties in common, such as high electrical and thermal
conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver
(Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a
combination of elemental metals.
d. Students know that each element is made of one kind of atom and that the elements are
organized in the periodic table by their chemical properties.
e. Students know scientists have developed instruments that can create discrete images of
atoms and molecules that show that the atoms and molecules often occur in well-ordered
arrays.
f. Students know differences in chemical and physical properties of substances are used to
separate mixtures and identify compounds.
g. Students know properties of solid, liquid, and gaseous substances, such as sugar
(C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide
(CO2).
h. Students know living organisms and most materials are composed of just a few
elements.
i. Students know the common properties of salts, such as sodium chloride (NaCl).
REMARKS
th
The language of chemistry is introduced in 5 grade botany where students learn
of oxygen and carbon dioxide exchange, photosynthesis, and formation of sugars
and carbohydrates, etc.
Life Sciences
2. Plants and animals have structures for respiration, digestion, waste disposal, and
transport of materials. As a basis for understanding this concept:
a. Students know many multi-cellular organisms have specialized structures to sup-port the
transport of materials.
b. Students know how blood circulates through the heart chambers, lungs, and body and
how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
c. Students know the sequential steps of digestion and the roles of teeth and the mouth,
esophagus, stomach, small intestine, large intestine, and colon in the function of the
digestive system.
d. Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
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2.0 As stated, in addition:
A primary area of 5th grade study is a main lesson survey of the entirety of the
plant kingdom, climbing the ladder of the kingdom from fungi, algae, lichens, and
mosses, through conifers and monocotyledons, and into the grand variety of dicotyledons. In the course of plant study, many chemical/molecular concepts are
introduced including oxygen and carbon dioxide exchange between animal and
plant kingdoms, the compounds involved in photosynthesis, and an introduction to
sugars, carbohydrates and plant structure, etc. (standards 2.e-f)
th
2.a-d The major theme of science studies in the 4 grade was the animal kingdom.
th
5 grade study now includes a survey of insects, by which physiology is discussed.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
e. Students know how sugar, water, and minerals are transported in a vascular plant.
f. Students know plants use carbon dioxide (CO 2 and energy from sunlight to build
molecules of sugar and release oxygen.
g. Students know plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO2) and water (respiration).
2.g The energy relationships between the plant and animal kingdom are presented
during the botany study and during their fifth grade service learning project
working in the community garden.
REMARKS
Additionally, students demonstrate a working knowledge of major categories of
plants, terminology of plant growth and the cycle of plant germination and growth.
Students learn comparative plant types; terminologies of plant growth and plant
parts; the cycle of plant germination and growth including perennial and annual
plants. Students understand the relationship of plants to climate zones and can
map the world’s distribution of plant growth. Students have imaginatively explored
plant physiology, the breathing cycle, the major parts of a plant etc., and
compared these to human physiology and human cycles. Students participate in
gardening classes and cultivate garden plants.
Earth Sciences
3. Water on Earth moves between the oceans and land through the processes of
evaporation and condensation. As a basis for understanding this concept:
a. Students know most of Earth's water is present as salt water in the oceans, which cover
most of Earth's surface.
b. Students know that when liquid water evaporates, it turns into water vapor in the air and
can reappear as a liquid when cooled or as a solid if cooled below the freezing point of
water.
c. Students know water vapor in the air moves from one place to another and can form fog
or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or
snow.
d. Students know that the amount of fresh water located in rivers, lakes, under-ground
sources, and glaciers is limited and that its availability can be extended by recycling and
decreasing the use of water.
e. Students know the origin of the water used by their local communities.
4. Energy from the Sun heats Earth unevenly, causing air movements that result in
changing weather patterns. As a basis for understanding this concept:
a. Students know uneven heating of Earth causes air movements (convection cur-rents).
b. Students know the influence that the ocean has on the weather and the role that the
water cycle plays in weather patterns.
c. Students know the causes and effects of different types of severe weather.
d. Students know how to use weather maps and data to predict local weather and know
that weather forecasts depend on many variables.
e. Students know that the Earth's atmosphere exerts a pressure that decreases with
distance above Earth's surface and that at any point it exerts this pressure equally in all
directions.
5. The solar system consists of planets and other bodies that orbit the Sun in predict-able
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3.0 As stated.
st
nd
In 1 and 2 grades, the water cycle was studied: following the cycle from ocean
to evaporation and cloud formation, to rainfall, snow, or hail on the mountaintops
returning to the ocean through stream and river, above and below ground. These
ideas are revisited in subsequent grades in greater detail.
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In 4 and 5 grade geography, California watersheds are explored, with attention
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to one’s local community water sources; in the 5 grade the study extends to a
survey of the watersheds of the entire North American continent.
In the botany block, the community of plants is seen in relationship to watershed
and the availability of moisture in varying geographical conditions.
In the 5th grade study of the North American climatology, students learn how
major ocean currents influence weather patterns on this continent.
4.0 As stated
5.0 As stated
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paths. As a basis for understanding this concept:
a. Students know the Sun, an average star, is the central and largest body in the solar
system and is composed primarily of hydrogen and helium.
b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight
other planets and their satellites, and smaller objects, such as asteroids and comets.
c. Students know the path of a planet around the Sun is due to the gravitational attraction
between the Sun and the planet.
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FIFTH GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
United States History and Geography: Making a New Nation
CSCE ALIGNMENT
Students in grade five study the development of the nation up to 1850, with an emphasis
on the people who were already here, when and from where others arrived, and why they
came. Students learn about the colonial government founded on Judeo-Christian principles,
the ideals of the Enlightenment, and the English traditions of self-government. They
recognize that ours is a nation that has a constitution that derives its power from the
people, that has gone through a revolution and once sanctioned slavery, that experienced
conflict over land with the original inhabitants, and that experienced a westward
movement that took its people across the continent. Studying the cause, course, and
consequences of the early explorations through the War for Independence and western
expansion is central to students' fundamental understanding of how the principles of the
American republic form the basis of a pluralistic society in which individual rights are
secured.
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers
and pueblo people of the desert Southwest, the American Indians of the Pacific
Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of
the Mississippi River.
The study of North American geography includes discussion of regions of the
United States and Canada described in terms of climate, terrain (major mountain
ranges, rivers), states, capitals, and cultural history. The cultural history element
includes mention of customs and traditions, and teaches the regional history which
contributed to the region’s identity. In learning about Louisiana, for example,
students learn about terrain, the waterways, principal industries, regional dialects,
ethnicity, etc., and also about such historical topics such as the Napoleonic French
occupation, early rum and slave trade, battles during the war of 1812, and the
eventual Louisiana Purchase. Similarly, the study of western regions encompasses
the Lewis and Clark Exploration, Westward Expansion and Manifest Destiny, the
Oregon Trail, and the California Gold Rush, etc.
REMARKS
5.1.1-5.1.3 As stated.
1. Describe how geography and climate influenced the way various nations lived and
adjusted to the natural environment, including locations of villages, the distinct structures
that they built, and how they obtained food, clothing, tools, and utensils.
2. Describe their varied customs and folklore traditions.
3. Explain their varied economies and systems of government.
5.2 Students trace the routes of early explorers and describe the early explorations of the
Americas.
5.2 As stated
1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher
Columbus, Francisco Vásquez de Coronado) and the technological developments that made
sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe,
seaworthy ships, chronometers, gunpowder).
2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders
of key European expeditions and the reasons Europeans chose to explore and colonize the
world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter
Reformation).
3. Trace the routes of the major land explorers of the United States, the distances traveled
by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British
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colonies, and Europe.
4. Locate on maps of North and South America land claimed by Spain, France, England,
Portugal, the Netherlands, Sweden, and Russia.
5.3 Students describe the cooperation and conflict that existed among the American
Indians and between the Indian nations and the new settlers.
5.3 As stated, in addition:
In the context of regional cultural history, students learn of cooperation and
conflict among the indigenous peoples, and between Indian nations and new
settlers.
1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations
for control of North America.
2. Describe the cooperation that existed between the colonists and Indians during the
1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural
interchanges).
3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's
Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
4. Discuss the role of broken treaties and massacres and the factors that led to the Indians
defeat, including the resistance of Indian nations to encroachments and assimilation (e.g.,
the story of the Trail of Tears).
5. Describe the internecine Indian conflicts, including the competing claims for control of
lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
6. Explain the influence and achievements of significant leaders of the time (e.g., John
Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
5.4 Students understand the political, religious, social, and economic institutions that
evolved in the colonial era.
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Holocaust is a theme of 8 grade American and World History. Students then find
similarity between the broken treaties and massacres, etc. of Native Americans
with the WWII Holocaust and the Stalinist purge.
1. Understand the influence of location and physical setting on the founding of the original
13 colonies, and identify on a map the locations of the colonies and of the American Indian
nations already inhabiting these areas.
2. Identify the major individuals and groups responsible for the founding of the various
colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams,
Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford,
Plymouth; John Winthrop, Massachusetts).
3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts,
Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
4. Identify the significance and leaders of the First Great Awakening, which marked a shift
in religious ideas, practices, and allegiances in the colonial period, the growth of religious
toleration, and free exercise of religion.
5. Understand how the British colonial period created the basis for the development of
political self-government and a free-market economic system and the differences between
the British, Spanish, and French colonial systems.
6. Describe the introduction of slavery into America, the responses of slave families to their
condition, the ongoing struggle between proponents and opponents of slavery, and the
gradual institutionalization of slavery in the South.
7. Explain the early democratic ideas and practices that emerged during the colonial period,
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REMARKS
5.4 As stated, in addition:
Many of these standards are taught in the context of comparative cultural
geography. For example, the teacher may contrast the yeoman history of New
England colonialism with the plantation lifestyle of colonial Virginia requiring
importation of forced slave labor. Similarly, a New England distinguished by its
religious diversity (including Puritans, Quakers, and Anglicans) can be contrasted
with of French and Spanish Jesuits Catholic settlements found in southern and
western regions. Many of the cultural differences among U.S. regions are explored
within the historical context.
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including the significance of representative assemblies and town meetings.
5.5 Students explain the causes of the American Revolution.
5.5.1-5. As stated
1. Understand how political, religious, and economic ideas and interests brought about the
Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on
tea, Coercive Acts).
2. Know the significance of the first and second Continental Congresses and of the
Committees of Correspondence.
3. Understand the people and events associated with the drafting and signing of the
Declaration of Independence and the document's significance, including the key political
concepts it embodies, the origins of those concepts, and its role in severing ties with Great
Britain.
4. Describe the views, lives, and impact of key individuals during this period (e.g., King
George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John
Adams).
5.6 Students understand the course and consequences of the American Revolution.
The teacher presents historical facts relevant to geographical regions. For
example, the study of the Pennsylvania region permits discussion of such topics as
the Stamp Act and colonial taxation, leading to American Revolution and the
signing of the Declaration of Independence. Notable biographies will be discussed
in this context.
1. Identify and map the major military battles, campaigns, and turning points of the
Revolutionary War, the roles of the American and British leaders, and the Indian leaders'
alliances on both sides.
2. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French
navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette,
Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
3. Identify the different roles women played during the Revolution (e.g., Abigail Adams,
Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
4. Understand the personal impact and economic hardship of the war on families, problems
of financing the war, wartime inflation, and laws against hoarding goods and materials and
profiteering.
5. Explain how state constitutions that were established after 1776 embodied the ideals of
the American Revolution and helped serve as models for the U.S. Constitution.
6. Demonstrate knowledge of the significance of land policies developed under the
Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and
those policies' impact on American Indians' land.
7. Understand how the ideals set forth in the Declaration of Independence changed the
way people viewed slavery
The students will engage in inquiry projects which will explore the course and
consequences of the American Revolution.
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REMARKS
A more in-depth treatment of American Government and documents such as the
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Constitution and its Amendments also occurs in the 8 grade.
5.6
As stated
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5.7 Students describe the people and events associated with the development of the U.S.
Constitution and analyze the Constitution's significance as the foundation of the
American republic.
5.7.3 As stated
1. List the shortcomings of the Articles of Confederation as set forth by their critics.
2. Explain the significance of the new Constitution of 1787, including the struggles over its
ratification and the reasons for the addition of the Bill of Rights.
3. Understand the fundamental principles of American constitutional democracy, including
how the government derives its power from the people and the primacy of individual
liberty.
4. Understand how the Constitution is designed to secure our liberty by both empowering
and limiting central government and compare the powers granted to citizens, Congress, the
president, and the Supreme Court with those reserved to the states.
5. Discuss the meaning of the American creed that calls on citizens to safeguard the liberty
of individual Americans within a unified nation, to respect the rule of law, and to preserve
the Constitution.
6. Know the songs that express American ideals (e.g., "America the Beautiful," "The Star
Spangled Banner").
5.8 Students trace the colonization, immigration, and settlement patterns of the
American people from 1789 to the mid-1800s, with emphasis on the role of economic
incentives, effects of the physical and political geography, and transportation systems.
1. Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes
of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap
(e.g., overland wagons, canals, flatboats, steamboats).
2. Name the states and territories that existed in 1850 and identify their locations and
major geographical features (e.g., mountain ranges, principal rivers, dominant plant
regions).
3. Demonstrate knowledge of the explorations of the trans-Mississippi West following the
Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the
routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and
climate; life in the territories at the end of these trails).
5. Describe the continued migration of Mexican settlers into Mexican territories of the
West and Southwest.
6. Relate how and when California, Texas, Oregon, and other western lands became part of
the United States, including the significance of the Texas War for Independence and the
Mexican-American War.
5.9 Students know the location of the current 50 states and the names of their capitals.
REMARKS
The Waldorf curriculum further discusses fundamental principles of democracy,
balance of power, limits to power of central government, the branches of US
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government, and significance of the Constitution and Bill of Rights, etc. in the 8
grade when student’s reading comprehension and analytic reasoning has
increased sufficiently to do justice to these topics.
5.8 As stated.
These topics are discussed in regional geography, and are largely premised on
trade and transportation.
Students have a working knowledge of the geography and political boundaries of
the main continental areas of the United States of America. Students know the
bordering countries.
Students construct maps and demonstrate understanding of North American
geographical regions and of the environmental impact of the geography upon the
peoples who settled a region, as well as the environmental impact of the settlers
upon the region.
5.9 As stated, in addition:
Students engage in mapping and imaginative drawings to enhance their learning.
In keeping with the Waldorf curriculum, CSCE believes that no less than 4 yrs.
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(grades 5-8) are needed to convey the significance of the creation of the United
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States. This effort begins in the 5 grade with studies of U.S. cultural geography.
The geography component has been mapped above with the CA standards.
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The history component will be inaugurated in the 6 grade with a chronological
sequence by which students recapitulate in thought and inquiry the grand
development of world civilization from ancient Mideast and India to the modern
age. Every effort is made to connect ancient topics to their modern U.S.
equivalent in such a way as to foster modern contextual understanding of earlier
historical events.
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This study begins in the 6 grade during which the students learn myths, legends,
and history of the ancient cultures of India, Persia, Mesopotamia, Babylonia,
Chaldea, Assyria and Ancient Greece. This includes stories concerning - the
Ramayana, Buddha, Zarathustra, Gilgamesh, Isis and Osiris, Prometheus, the Fall of
Troy, and Alexander the Great. Students have a working understanding of the
ancient cultures of India, Persia, Mesopotamia, Babylonia, Chaldea, Assyria and
Greece as evidenced in main lesson books, oral and written presentations and
group and individual artistic representations. Students construct maps of historical
Mesopotamia, Egypt and Greece.
During these studies, students are encouraged to ask questions, build context, and
discover how modern societies have formulated solutions to age-old problems.
For example, students studying the Ancient Greeks, witness that modern ideas of
equal rights had seminal beginnings in the free exchange of ideas among citizens of
Athens. Similarly, discussions of the Code of Hammurabi and Laws of Manu in
ancient civilizations build appreciation for our foundation of law, and provide a
substrate for an eventual understanding of the American Bill of Rights. In the
course of presenting information concerning revolutions, which occurred in
ancient and classical cultures, the teacher offers parallels to the American
Revolution and to the ongoing struggles of peoples fighting for freedom against
others who oppress them.
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SIXTH GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words.
1.0 As stated, in addition:
A class-reading program requiring students to read at least 9 books gives the
students consistent practice in word analysis, fluency and systematic vocabulary
development. They read 3 of these as in-class readers, and 6 on their own. 6
books are assigned, and accompanied by comprehension questions; 3 books are
chosen by the students and are accompanied by artistic presentation. Students
are expected to recall significant events or details from reading assignments,
thereby indicating good comprehension and recall skills. Comprehension, word
analysis skills and vocabulary building are also assessed by verbal recall sessions in
class, contests/quizzes, and short reports assigned as homework
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.1 As stated
1.3 Recognize the origins and meanings of frequently used foreign words in English and use
these words accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning
1.5 Understand and explain “shades of meaning” in related words (e.g., softly and quietly).
1.2-1.5 As stated, in addition:
Vocabulary development, spelling, fluency and composition skills are addressed
throughout the year in every block studied. Each new topic of the CSCE’s
integrated curriculum brings new vocabulary words that the students read in the
materials presented . There are as many as 15 new words introduced per week,
and lists are made of new words introduced in all subjects.
Students display consistent recall of words and learn to analyze words by context.
Word etymology is presented in the context of studies of Rome-Latin language
word roots.
2.0 Reading Comprehension (Focus on Informational Materials)
2.0 As stated.
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade six, students continue to make progress toward
this goal.
Structural Features of Informational Materials
2.1-2.2 As stated, in addition:
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2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online
information) and use the features to obtain information.
REMARKS
Each main lesson block (10 total) requires an out-of-class research project and
report. Students acquire information from various sources: newspapers,
encyclopedias, magazines, source books, appropriate grade level novels, etc.
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources and
related topics.
2.3-2.4 As stated, in addition:
Students improve comprehension, speed and word recognition by ongoing use of
reference materials, reading and oral recall of reports, drawing of critical
conclusions and demonstrating understanding of main ideas and supporting details
during class discussions. Students exhibit an increasing ability to verbally synopsize
and critically evaluate reading materials, thereby indicating good comprehension
skills.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or
reports.
2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library
card, bank savings account, sports club, league membership).
2.5 Students demonstrate reading-for-information skills: scanning visual
information such as charts and graph, recalling data or events, collecting data, and
following sequential operations.
2.6-2.8 As stated.
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author's
conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and
propaganda in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that
reflect and enhance their studies of history and social science. They clarify the ideas and
connect them to other literary works. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
3.0 As stated, in addition:
Students read during the academic year and over summer break. There are several
texts read aloud as class readers; and the teacher and students read texts and
passages in the main lesson. Students keep individual lists of books read during
the school year and the summer months.
Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each form.
3.3 Analyze the influence of setting on the problem and its resolution.
3.1 As stated, in addition:
Students participate in narrative analysis of Roman literature, and tales of the
Middle Ages, chivalry and medieval romance, legends of Robin Hood and King
Arthur, ballad, and folklore.
3.2-3.7 As stated, in addition:
Discussion of reading is an everyday occurrence. The teacher helps students to
recognize plot development, foreshadowing, conflict, characterization, weakness
or strength of argument, affective and persuasive prose, fallacy, etc. By their
historical reading, students learn to identify true defining traits of character.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative
3.7 As stated, in addition:
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition
or laziness) on the plot and the resolution of the conflict.
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language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first-and third-person
narration (e.g., autobiography compared with biography).
CSCE ALIGNMENT
REMARKS
Literary device is intrinsic to the study of history and social studies. Students are
introduced to the themes of each historical period which they study by the teacher
identifying them in readings. In ancient cultures, these themes are often seen in
the controlling myths of a culture; in history, the worldview or ethos of a culture or
historical period often define its themes.
3.6 Identify and analyze features of themes conveyed through characters, actions, and
images.
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in
a variety of fictional and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or
realistic (e.g., compare use of fact and fantasy in historical fiction).
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students'
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem,
report, narrative) that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to
paint a visual image in the mind of the reader.
c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison
and contrast; organization by categories; and arrangement by spatial order, order of
importance, or climactic order.
Research and Technology
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword
searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and
principles of design (e.g., margins, tabs, spacing, columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and
between paragraphs.
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3.8 As stated.
1.0 As stated.
1.1-1.3 As stated, in addition:
Each main lesson block (10 total) requires an out-of-class research project and
report. These reports require multi-paragraph expository exposition of complex
topics, described below in section 2. Students apply the compositional skills
learned in the weekly English class.
1.3 As stated, in addition:
The teacher instructs students to use compositional patterns and formats found in
class readings. For example, the teacher identifies topic sentences in readings, and
students learn to outline their compositions utilizing topic sentences. Main ideas
and the subordination of concepts are demonstrated in this way. Students
compose rough drafts, present bibliographies, quote from sources, etc., learning
by their own creative efforts.
1.4-1.5 As stated, in addition:
Students disassemble a computer and put in back together, they learn the
interworkings and terminology of a computer. Basic keyboarding and formatting
skills are developed.
1.6 As stated, in addition:
Students identify misspelled words and develop their editing skills. They self-edit
to add details, improve clarity, and re-group sentences for clearer meaning or
efficiency. Students demonstrate a working knowledge of the alphabetization of
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words, and hence are able to check spellings and definitions through dictionary
usage. They refer to dictionary or spell-checking devices in order to independently
correct all first drafts. Students proofread written material and self-edit spelling,
punctuation and capitalization errors. Students re-write material for final copy.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish and develop a plot and setting and present a point of view that is appropriate
to the stories.
b. Include sensory details and concrete language to develop plot and character.
c. Use a range of narrative devices (e.g., dialogue, suspense).
2.0 As stated.
2.2 Write expository compositions (e.g., description, explanation, comparison and contrast,
problem and solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusions as needed.
In history, the narrative style would generally be employed to recount facts. Some
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historical studies of 6 grade call forth other styles including contrast and
comparison (e.g. the contrast of Spartan and Athenian culture), persuasion (e.g.
Caesar’s exhortations to troops to endure greater hardship, or Socrates’ convincing
Athenians of the merits of virtue), dramatic rendering of scene and character (e.g.
Caesar’s struggle to decide whether or not to disobey Rome and cross the Rubicon
with his troops), and dialogue built on a historical event (e.g. the argument among
the Sabine women.)
2.3 Write research reports:
a. Pose relevant questions with a scope narrow enough to be thoroughly covered.
b. Support the main idea or ideas with facts, details, examples, and explanations from
multiple authoritative sources (e.g., speakers, periodicals, online information searches).
c. Include a bibliography.
2.1-2.5 As stated, in addition:
Students write in various styles and apply various compositional strategies:
In science, an expository and descriptive genre is generally required. However,
poetic expression may be appropriate to describe a phenomenon such as the sixfold symmetry of a snowflake.
Students write business letters and letters of friendship.
2.4 Write responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the interpretation around several clear ideas, premises, or images.
c. Develop and justify the interpretation through sustained use of examples and textual
evidence.
2.5 Write persuasive compositions:
a. State a clear position on a proposition or proposal.
b. Support the position with organized and relevant evidence.
c. Anticipate and address reader concerns and counterarguments.
Written and Oral English Language Conventions.
The standards for written and oral English language conventions have been placed between
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those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination
and subordination of ideas to express coordination and subordination of ideas to express
complete thoughts.
REMARKS
1.0 As stated.
1.1 As stated, in addition:
Students learn many forms of sentence structure: simple declarative, interrogative,
exclamatory and imperative; compound sentences with coordinate conjunctions
and semicolons; complex sentences with adjective phrases and clauses.
Conditional sentences and subjunctive mood are strongly emphasized. Students
begin developing sentence diagramming skills.
Grammar
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and
future perfect verb tenses; ensure that verbs agree with compound subjects.
Students display grade-appropriate sentence construction with proper usage of
descriptors, conjunctions and transitional phrases. Students generate sequential
paragraphs using appropriate structure (initial sentence, supporting material,
closure and transition phrases or information). Students write with sequential
organization, organized ideas, complete thoughts, and appropriate syntactical
structures.
Punctuation
1.3 Use colons after the salutation in business letters, semicolons to connect independent
clauses, and commas when linking two clauses with a conjunction in compound sentences.
Capitalization
1.4 Use correct capitalization.
1.2 As stated, in addition:
Students are taught transitive and intransitive verbs, adverbs, possessive and
objective nouns, adverbial phrases and clauses, adjectives, subordinate
conjunctions.
Spelling
1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).
1.3-1.4 As stated.
1.5 As stated, in addition:
Emphasis on spelling skills was addressed above at the discussion of word
recognition and vocabulary development. Students are familiar with rules of
syllabication. Students demonstrate consistent use of spelling rules and
memorizing of sight words. Students meet grade-level expectations for spelling of
sight words as evidenced by participation in class-based spelling
activities/bees/quizzes.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral
communication.
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1.0 As stated, in addition:
Students exhibit good listening, verbal memory and comprehension skills by their
participation in main lesson recall occurring after a twenty-four hour period has
elapsed. Students recall factual content required by concepts in their science,
math, and grammar blocks. Students make oral presentations of their reading and
reports.
Students discuss and critique oral and written reports. Listening skills are further
developed during 20- to 30-minute teacher presentations of stories, myth, legend,
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Comprehension
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to
the nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step oral instructions and directions.
Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and a point of view, matching the purpose,
message, occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
1.6 Support opinions with detailed evidence and with visual or media displays that use
appropriate technology.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain
audience interest and attention.
Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of
onomatopoeia) for intent and effect.
1.9 Identify persuasive and propaganda techniques used in television and identify false and
misleading information.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0,
students:
2.1 Deliver narrative presentations:
a. Establish a context, plot, and point of view.
b. Include sensory details and concrete language to develop the plot and character.
c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).
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REMARKS
and factual content from the history of Rome and the Middle Ages.
1.1-1.3 As stated, in addition:
Students exhibit growing ease with verbal dictation. They are able to construct
orally-dictated sentences with grade-appropriate accuracy. These sentences
contain sight vocabulary as well as appropriate phonetically-based spelling.
Students use vocabulary from verbally told material, thereby expanding their
vocabulary building skills. Students present oral reports and answer questions
posed by the teacher. They demonstrate ability to listen to and then write
dictations of varying lengths, and follow oral and written directions.
1.4-1.7 As stated, in addition:
Correct and fluent speaking is supported by students’ involvement in the class play
comprising 8 weeks of study. The play is performed before an audience—usually
the rest of the school and the parent body. During practice of the play students
work on speech exercises to enhance projection, articulation, and fluency.
1.6 As stated, in addition:
Students exhibit full engagement in verbally told story material by individual
creative renderings (and other artistic projects) depicting the material and their
relationship to it.
1.7 As stated, in addition:
Students read with inflections required by sentence closures, commas, questions,
etc. Fluency in oral reading is accomplished.
1.8 As stated, in addition:
Students participate in both choral recitation and individual recitation of poetry
and prose dramatizations. Students demonstrate skill in sound discrimination,
recognition of rhyming words, alliterative words and other word groupings and the
use of these in presenting self-generated poetry, prose, fiction and non-fiction
(class and public presentations).
1.9 As stated, in addition:
Analysis and evaluation of rhetoric occurs in context of historical studies as
discussed above.
2.0 As stated.
2.1-2.5 As stated, in addition:
These standards are met by students’ narration, recitation, argumentation, and
dramatization of lessons and by their work on the class play. Students
demonstrate ability to memorize and recite class-related materials. Students
exhibit a growing ability to verbally express self-generated reports and/or other
materials organized in clear, concise and complete presentations.
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2.2 Deliver informative presentations:
a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly
answered.
b. Develop the topic with facts, details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals, online information).
2.3 Deliver oral responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the selected interpretation around several clear ideas, premises, or images.
c. Develop and justify the selected interpretation through sustained use of examples and
textual evidence.
2.4 Deliver persuasive presentations:
a. Provide a clear statement of the position.
b. Include relevant evidence.
c. Offer a logical sequence of information.
d. Engage the listener and foster acceptance of the proposition or proposal.
2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between
the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed
solutions.
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SIXTH GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
th
By the end of grade six, students have mastered the four arithmetic operations with whole
numbers, positive fractions, positive decimals, and positive and negative integers; they
accurately compute and solve problems. They apply their knowledge to statistics and
probability. Students understand the concepts of mean, median, and mode of data sets
and how to calculate the range. They analyze data and sampling processes for possible bias
and misleading conclusions; they use addition and multiplication of fractions routinely to
calculate to probabilities for compound events. Students conceptually understand and
work with ratios and proportions; They compute percentages (e.g., tax, tips, interest).
Students know about pi and the formulas for the circumference and area of a circle. They
use letters for numbers in formulas involving geometric shapes and in ratios to represent
an unknown part of an expression. They solve on-step linear equations.
CSCE ALIGNMENT
REMARKS
The 6 grade students will study the following topics in both their math main
lesson blocks and their mathematics periods:
I. Review of Decimals, Fractions, and the Four Processes
Students review arithmetical concepts of earlier grades, and further develops
students’ skills with the four operations, fractions (including operations with mixed
numbers), decimals, and decimal conversions from fractions.
II. Simple Formulae; Area and Perimeter
Students are introduced to simple geometrical formulae such as area and
perimeter of regular figures, circumference and area of a circle, etc. Additional
formulae such as, d=2r used as an entry to algebra are introduced.
III. Introduction to Business Math; Intro to Graphs
A new focus is the study of business mathematics, and the analysis, use and
understanding of more complicated graphs. Students plot a variety of statistics
using bar graphs, pie charts, scatter plots, bell curve, etc., and work with measures
of central tendency: mean, median, and mode. To apply percentages and
decimals, students consider business scenarios including calculations of tax,
interest, profit and loss, and markups and discounts applied to real world
situations.
IV. Introduction to Ratios and Proportions
Students learn ratio and proportion through business mathematics and specific
story problems, employing cross multiplication to solve ratio problems.
V. The Geometry of Nature
Students engage in a study of exact geometrical constructions created with
straight edge, compass and T-square to recreate geometrical structures found in
nature. For example, a six-fold division of the circle is recreated to illustrate the
geometry of the snowflake, and students design a snowflake of their own creation.
The six-fold structure also leads to the geometrical construction of the hexagons in
the honeycomb, and some plants from the lily family. This leads to 12-fold and 5fold division of the circle, the latter being the structure of the rose by which pi is
revealed. This leads to a study of the Fibonacci numbers and their expression in
many of nature’s forms.
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REMARKS
Number Sense
1.0 Students compare and order positive and negative fractions, decimals, and mixed
numbers. Students solve problems involving fractions, ratios, proportions, and
percentages:
1.1 Compare and order positive and negative fractions, decimals, and mixed numbers and
place them on a number line.
1.0 As stated, in addition:
Fraction study now includes operations with mixed numbers and decimal
conversions.
1.1-1.4 As stated.
1.2 Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to
show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b).
1.3 Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/21, find the
length of a side of a polygon similar to a known polygon). Use cross-multiplication as a
method for solving such problems, understanding it as the multiplication of both sides of an
equation by a multiplicative inverse.
1.4 Calculate given percentages of quantities and solve problems involving discounts at
sales, interest earned, and tips.
2.0 Students calculate and solve problems involving addition, subtraction, multiplication,
and division:
2.1 Solve problems involving addition, subtraction, multiplication, and division of positive
fractions and explain why a particular operation was used for a given situation.
2.0 As stated, in addition:
Students are able to listen to a complex (grade appropriate) word problem and
mentally calculate the response to the question posed.
2.1 As stated.
2.2 As stated.
2.2 Explain the meaning of multiplication and division of positive fractions and perform the
calculations (e.g., 5/8 ÷15/16 = 5/8 x 16/15 = 2/3).
2.3 As stated.
2.3 Solve addition, subtraction, multiplication, and division problems, including those
arising in concrete situations that use positive and negative integers and combinations of
these operations.
2.4 As stated, in addition:
Students are capable of reducing and expanding fractions, and using the “lowest
common denominator” (factoring, expanding notation) to work problems.
2.4 Determine the least common multiple and the greatest common divisor of whole
numbers; use them to solve problems with fractions (e.g., to find a common denominator
to add two fractions or to find the reduced form for a fraction).
Students learn percentage, ratio and proportion, cross-multiplication to solve ratio
problems, product of means equal to product of extremes, conversion of fractions
to decimals and reverse, and conversion of fractions to percentage and the
reverse. The above are applied in business mathematics through the study of
bookkeeping, margin, loss, profit, computing and compounding interest, dividends
and principal on checking and savings accounts, bills of various types, simple
interest, and selling price.
Algebra and Functions
1.0 Students write verbal expressions and sentences as algebraic expressions and
equations; they evaluate algebraic expressions, solve simple linear equations, and graph
and interpret their results:
1.1 Write and solve one-step linear equations in one variable.
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1.0 As stated, in addition:
Students gain a working knowledge of simple equations, which leads to linear
th
equations plotted on the x,y grid in the 7 grade.
1.1 As stated, in addition:
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REMARKS
Equations are solved as simple formulae and ratios. The concept of slope,
previously described as whole numbers, now is described with fractions.
1.2 Write and evaluate an algebraic expression for a given situation, using up to three
variables.
1.2 and 1.3 are addressed in lesson block IV mentioned above.
1.3 Apply algebraic order of operations and the commutative, associative, and distributive
properties to evaluate expressions; and justify each step in the process.
1.4 Solve problems manually by using the correct order of operations or by using a scientific
calculator.
2.0 Students analyze and use tables, graphs, and rules to solve problems involving rates
and proportions:
2.1 Convert one unit of measurement to another (e.g., from feet to miles, from centimeters
to inches).
1.4 is addressed in lesson block III mentioned above.
Perimeter and area problems make use of several variables; and mathematical
sentences are written in context of business math where students apply simple
interest formulas.
2.0 As stated.
2.1-2.3 As stated.
2.2 Demonstrate an understanding that rate is a measure of one quantity per unit value of
another quantity.
2.3 Solve problems involving rates, average speed, distance, and time.
3.0 Students investigate geometric patterns and describe them algebraically:
3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A =
1/2bh, C
- the formulas for the perimeter of a rectangle, the area of a triangle, and the
circumference of a circle, respectively).
3.2 Express in symbolic form simple relationships arising from geometry.
Measurement and Geometry
1.0 Students deepen their understanding of the measurement of plane and solid shapes
and use this understanding to solve problems:
1.1 Understand the concept of a constant such as
circumference and area of a circle.
3.0 As Stated, in addition:
th
6 grade students learn simple area and perimeter formulas. They also learn some
of the Euclidian laws of basic geometric shapes, such as angle a + angle b + angle c
= 180 degrees.
3.1. As stated.
3.2 This is introduced in lesson block V mentioned above.
The study of the properties of basic geometrical shapes was introduced in the 5
grade Freehand Geometry Block where students learned of parallel lines,
complementary angles, acute angles, right angles, etc. These concepts are
reviewed and developed further in the 6th grade.
1.0 As stated.
th
1.1-1.2 As stated, in addition:
The students learn the development of pi, both pictorially and arithmetically;
computation and construction of area, circumference, radius, diameter, angles,
arcs and chords of a circle.
calculate the circumference and the area of circles; compare with actual measurements.
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of
base x height); compare these formulas and explain the similarity between them and the
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1.2-1.3 As stated, in addition:
Students learn the square measure for area (pictorially and arithmetically);
geometric drawing with compass, ruler and protractor; constructions of various
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formula for the volume of a rectangular solid.
2.0 Students identify and describe the properties of two-dimensional figures:
2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide
descriptions of these terms.
2.2 Use the properties of complementary and supplementary angles and the sum of the
angles of a triangle to solve problems involving an unknown angle.
2.3 Draw quadrilaterals and triangles from given information about them (e.g., a
quadrilateral having equal sides but no right angles, a right isosceles triangle).
Statistics, Data Analysis, and Probability
1.0 Students compute and analyze statistical measurements for data sets:
1.1 Compute the range, mean, median, and mode of data sets.
1.2 Understand how additional data added to data sets may affect these computations of
measures of central tendency.
1.3 Understand how the inclusion or exclusion of outliers affects measures of central
tendency.
1.4 Know why a specific measure of central tendency (mean, median, mode) provides the
most useful information in a given context.
2.0 Students use data samples of a population and describe the characteristics and
limitations of the samples:
1.0 As stated.
1.1-1.4 As stated, in addition:
In business mathematics students use measures of central tendency (range, mean,
median, and mode). Students compile data in various forms of representation such
as graphs, distribution curves, etc. In the course of this study they also learn the
strengths and weaknesses of mean, median, and mode as ways of interpreting the
data.
2.0 As stated.
2.1 Compare different samples of a population with the data from the entire population
and identify a situation in which it makes sense to use a sample.
2.2 Identify different ways of selecting a sample (e.g., convenience sampling, responses to a
survey, random sampling) and which method makes a sample more representative for a
population.
2.3 Analyze data displays and explain why the way in which the question was asked might
have influenced the results obtained and why the way in which the results were displayed
might have influenced the conclusions reached.
2.4 Identify data that represent sampling errors and explain why the sample (and the
display) might be biased.
2.5 Identify claims based on statistical data and, in simple cases, evaluate the validity of the
claims.
3.0 Students determine theoretical and experimental probabilities and use these to make
predictions about events:
3.1 Represent all possible outcomes for compound events in an organized way (e.g., tables,
grids, tree diagrams) and express the theoretical probability of each outcome.
3.2 Use data to estimate the probability of future events (e.g., batting averages or number
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REMARKS
polygons using different methods and materials; names and shapes of basic
geometric polygons in 2 and 3 dimensions; computation of perimeters of polygons;
application and manipulation of simple geometrical formulae; computation of
areas of parallelograms, triangles, squares and rectangles
2.0 As stated.
2.1-2.3 As stated, in addition:
Students learn construction with compass and straight edge of polygons, angles,
perpendicular bi- sectors and parallel lines. They are introduced to concepts and
diagrams of parallel lines, complementary angles, supplementary angles,
corresponding angles, interior angles of a triangle, quadrilaterals, right and oblique
prisms. The history of geometry and earth measure is discussed.
2.1-2.5 As stated.
3.0 As stated.
3.1-3.5 As stated.
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REMARKS
of accidents per mile driven).
3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and
percentages between 0 and 100 and verify that the probabilities computed are reasonable;
know that if P is the probability of an event, 1- P is the probability of an event not
occurring.
3.4 Understand that the probability of either of two disjoint events occurring is the sum of
the two individual probabilities and that the probability of one event following another, in
independent trials, is the product of the two probabilities.
3.5 Understand the difference between independent and dependent events.
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.0 As stated, in addition:
Students solve story problems involving time, linear, liquid, weight and money
measurements.
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information, and
observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general description of the
mathematical question or problem posed.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning
and arithmetic and algebraic techniques.
2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.5 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and
symbolic work.
2.6 Indicate the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
2.7 Make precise calculations and check the validity of the results from the context of the
problem.
As stated.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them
in new problem situations.
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2.0 As stated.
2.1 As stated, in addition:
Students’ mastery of the four basic processes of math includes ability to do long
division using estimation and rounding.
2.2 As stated.
2.3 As stated.
2.4 As stated.
2.5 As stated, in addition:
Students extract pertinent data from story problems and apply calculation skills to
develop answer.
2.6 As stated.
2.7 As stated, in addition:
Students use pencil and paper to complete mathematical calculations,
demonstrating accuracy of method, format, and answer.
3.0 As stated.
3.1-3.3 As stated.
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SIXTH GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
Focus on Earth Science
CSCE ALIGNMENT
th
REMARKS
There are three main lesson science blocks that are taught in the 6 grade year
and two weekly science classes in Earth Science and Geography which integrate
with the studies presented in these blocks. Topics covered are:
Introduction to Astronomy
Mineralogy and Geology
Introduction to Physics (Heat, Light, and Sound)
Plate Tectonics and Earth's Structure
1. Plate tectonics accounts for important features of Earth's surface and major geologic
events. As a basis for understanding this concept:
a. Students know evidence of plate tectonics is derived from the fit of the continents; the
location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils,
rock types, and ancient climatic zones.
b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot,
convecting mantle; and a dense, metallic core.
c. Students know lithospheric plates the size of continents and oceans move at rates of
centimeters per year in response to movements in the mantle.
d. Students know that earthquakes are sudden motions along breaks in the crust called
faults and that volcanoes and fissures are locations where magma reaches the surface.
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and
mountain building, result from plate motions.
f. Students know how to explain major features of California geology (including mountains,
faults, volcanoes) in terms of plate tectonics.
g. Students know how to determine the epicenter of an earthquake and know that the
effects of an earthquake on any region vary, depending on the size of the earthquake, the
distance of the region from the epicenter, the local geology, and the type of construction in
the region.
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1a-g As stated, in addition:
Topics taught in Mineralogy and Geology include:
•
Earth’s molten core, mantle and lithosphere
•
How volcanoes are formed and how they shape the earth
•
Plate tectonics and continental drift; Pan Gaia-One Continent
•
Circle of Fire on the Pacific Rim: The Ring of Volcanoes and the tectonic
plates
•
Plate tectonics and Earthquakes; Earth’s mantle, fault lines and fissures
•
How mountains are formed; folds, faults, slips, erosion; strata in
outcroppings
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Shaping Earth's Surface
2. Topography is reshaped by the weathering of rock and soil and by the transportation
and deposition of sediment. As a basis for understanding this concept:
REMARKS
2 a-d As stated, in addition:
Topics in Mineralogy and Geology include:
• Granite: quartz, feldspar and mica: from mountain range to sandy beach.
• Watersheds and erosion; weathering of mountain ranges; how soil is
formed; water transport, etc.
• Sedimentary rock and metamorphic rock
• Specific landforms (e.g., glaciers, volcanoes, icebergs)
• Wind and water currents
Students create free hand drawings of all topics along with continents and bodies
of water.
a. Students know water running downhill is the dominant process in shaping the landscape,
including California's landscape.
b. Students know rivers and streams are dynamic systems that erode, transport sediment,
change course, and flood their banks in natural and recurring patterns.
c. Students know beaches are dynamic systems in which the sand is supplied by rivers and
moved along the coast by the action of waves.
d. Students know earthquakes, volcanic eruptions, landslides, and floods change human
and wildlife habitats
Heat (Thermal Energy) (Physical Science)
3. Heat moves in a predictable flow from warmer objects to cooler objects until all the
objects are at the same temperature. As a basis for understanding this concept:
3 a-d As stated, in addition:
Topics in Physics (Heat) include:
• Sources and nature of heat energy
• Changes of volume by heating of solids, liquids, gases
• Using the thermometer of the senses from touch to sight
• Experiments in expansion and contraction
• Electromagnetic nature of heat
• Transfer and transmission of heat; radiation, conduction and convection
a. Students know energy can be carried from one place to another by heat flow or by
waves, including water, light and sound waves, or by moving objects.
b. Students know that when fuel is consumed, most of the energy released becomes heat
energy.
c. Students know heat flows in solids by conduction (which involves no flow of matter) and
in fluids by conduction and by convection (which involves flow of matter).
d. Students know heat energy is also transferred between objects by radiation (radiation
can travel through space)
Energy in the Earth System
4. Many phenomena on Earth's surface are affected by the transfer of energy through
radiation and convection currents. As a basis for understanding this concept:
4.0 As stated, in addition:
a. Students know the sun is the major source of energy for phenomena on Earth's surface;
it powers winds, ocean currents, and the water cycle.
b. Students know solar energy reaches Earth through radiation, mostly in the form of visible
light.
c. Students know heat from Earth's interior reaches the surface primarily through
convection.
d. Students know convection currents distribute heat in the atmosphere and oceans.
e. Students know differences in pressure, heat, air movement, and humidity result in
changes of weather.
Topics in Astronomy, Geography, Earth Science and Physics include:
•
The Sun, earth tilt, and seasons
•
How winds and weather arise through the interaction and convection
currents of heat and cold air masses, ocean currents, rotation and tilt of
the earth, etc.
•
Fahrenheit and centigrade thermometers
•
Energy transfer to the Earth
•
Convection, wind and water currents
•
Heat and atmospheric expansion
•
Evaporation and condensation
•
Comparison and contrast of climates
•
Meridians and parallels of latitude
Convection of magma is discussed in the Mineralogy and Geology block in the
context of plate tectonics.
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REMARKS
Ecology (Life Science)
5. Organisms in ecosystems exchange energy and nutrients among themselves and with
the environment. As a basis for understanding this concept:
5.a-e As stated, in addition:
th
a. Students know energy entering ecosystems as sunlight is transferred by producers into
chemical energy through photosynthesis and then from organism to organism through food
webs.
b. Students know matter is transferred over time from one organism to others in the food
web and between organisms and the physical environment.
c. Students know populations of organisms can be categorized by the functions they serve
in an ecosystem.
d. Students know different kinds of organisms may play similar ecological roles in similar
biomes.
e. Students know the number and types of organisms an ecosystem can support depends
on the resources available and on abiotic factors, such as quantities of light and water, a
range of temperatures, and soil composition.
Topics in 6 grade Earth Science block include:
• Comparisons and contrasts of various climates
• Comparisons and contrasts of various vegetation (e.g., tundra, grasslands,
deserts)
• Biotic zones
• Limestone cycle of the Earth; how seashells get to the mountain tops;
intrusion of the sea on continents; ancient sea beds in North America and
throughout the world; calcium structures.
• Formation of caves; dissolution and redeposit of lime through the acidic
action of air and water
Resources
6. Sources of energy and materials differ in amounts, distribution, usefulness, and the
time required for their formation. As a basis for understanding this concept:
a. Students know the utility of energy sources is determined by factors that are involved in
converting these sources to useful forms and the consequences of the conversion process.
b. Students know different natural energy and material resources, including air, soil, rocks,
minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as
renewable or nonrenewable.
c. Students know the natural origin of the materials used to make common objects
6.a-c As stated, in addition:
Topics in Earth Science and Mineralogy and Geology include:
• Sources of heat and warmth, including burning of fuels
• Quartz: semiconductors, sand and glass, industrial manufacture
• Formation and use of oil, petroleum and coal
• Metals of the Earth and their uses: iron, copper, zinc, lead, etc.
• Precious gems
• Limestone, chalk, marble and concrete.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and
display data.
c. Construct appropriate graphs from data and develop qualitative statements about the
relationships between variables.
d. Communicate the steps and results from an investigation in written reports and oral
presentations.
e. Recognize whether evidence is consistent with a proposed explanation.
f. Read a topographic map and a geologic map for evidence provided on the maps and
construct and interpret a simple scale map.
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7.a-h As stated, in addition:
Scientific hypotheses are developed. For example, in Mineralogy, students
hypothesize geographic and geologic relationship of minerals, and study maps to
test their hypotheses.
Appropriate equipment is used. For example, students use different lenses in
Mineralogy and Astronomy.
Classifications are made. For example, igneous, sedimentary and metamorphic
rocks are classified. Crystals and minerals are observed, classified by structure,
and tested by Mohs’ hardness scale.
Students write reports, give oral presentations, create appropriate drawings, read
and interpret maps, tabulations, and cycle and strata diagrams.
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g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages
of rocks and intrusions).
h. Identify changes in natural phenomena over time without manipulating the phenomena
(e.g., a tree limb, a grove of trees, a stream, a hill slope)
CSCE ALIGNMENT
REMARKS
Students take nature walks; they observe, sketch, describe, and interpret what
they have seen.
Additionally, students have acquired a working knowledge of and vocabulary for
the following subject areas, (in main lesson book work):
• Acoustics
Natural sounds, pitch, overtones, musical instruments and timbre, the working
of the human larynx, Doppler effect, Chladni’s sound figures, speed of sound in
various media.
• Magnetism
Positive and negative poles; attraction and repulsion; magnetic field of the
earth; types of magnets; magnetic force through various substances;
electromagnetism.
• Light and Optics
Nature of light; reflection and refraction; how color comes into being in the
atmosphere; dispersion through prisms, convex and concave lens, afterimages;
experiment on how light is invisible and only seen when it reflects on a surface;
geometry of shadows upon surfaces; artistic study and observation of light,
shade and contour; scale of light and darkness; primary, secondary and tertiary
colors.
• Astronomy
Understanding of the movement of celestial objects (including visible planets
and outer planets as well as comets and meteors, from a geocentric point of
view); the movement of and relationship of the sun, moon, other planets and
their placement in the solar system; and knowledge of the constellations visible
in the night skies of the northern and southern hemispheres.
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SIXTH GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
World History and Geography: Ancient Civilizations
Students in grade six expand their understanding of history by studying the people and events
that ushered in the dawn of the major Western and non-Western ancient civilizations.
Geography is of special significance in the development of the human story. Continued emphasis
is placed on the everyday lives, problems, and accomplishments of people, their role in
developing social, economic, and political structures, as well as in establishing and spreading
ideas that helped transform the world forever. Students develop higher levels of critical thinking
by considering why civilizations developed where and when they did, why they became
dominant, and why they declined. Students analyze the interactions among the various cultures,
emphasizing their enduring contributions and the link, despite time, between the contemporary
and ancient worlds.
6.1 Students describe what is known through archaeological studies of the early physical and
cultural development of humankind from the Paleolithic era to the agricultural revolution.
6.1 As stated
1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
2. Identify the locations of human communities that populated the major regions of the world
and describe how humans adapted to a variety of environments.
3. Discuss the climatic changes and human modifications of the physical environment that gave
rise to the domestication of plants and animals and new sources of clothing and shelter.
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6.2 Students analyze the geographic, political, economic, religious, and social structures of the
early civilizations of Mesopotamia, Egypt, and Kush.
1. Locate and describe the major river systems and discuss the physical settings that supported
permanent settlement and early civilizations.
2. Trace the development of agricultural techniques that permitted the production of economic
surplus and the emergence of cities as centers of culture and power.
3. Understand the relationship between religion and the social and political order in
Mesopotamia and Egypt.
4. Know the significance of Hammurabi's Code.
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses the Great.
8. Identify the location of the Kush civilization and describe its political, commercial, and cultural
relations with Egypt.
9. Trace the evolution of language and its written forms.
6.3 Students analyze the geographic, political, economic, religious, and social structures of the
Ancient Hebrews.
6.2 As stated, in addition:
During these studies, the students draw freehand maps of each area and the major
river systems they encompass; listen and write about the controlling myths (e.g.
Isis and Osiris in Egypt, Gilgamesh in Mesopotamia) and their integration with
cultural and political life; compare the earliest laws such as the Code of Manu from
India with the Code of Hammurabi (which will later be compared again to Roman
Law); draw freehand illustrations of major Egyptian and Babylonian architecture
(e.g. pyramid with ziggerat) to further their understanding of their features; study,
draw and/or paint Egyptian hieroglyphs as well as cuneiform; and investigate some
of the prominent rulers of Egypt and their intersection with other areas of history
already studied (e.g. Ramses and Egypt; monotheism and Ankhnaton, etc.).
6.3 As stated
1. Describe the origins and significance of Judaism as the first monotheistic religion based on the
concept of one God who sets down moral laws for humanity.
2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible,
the Commentaries): belief in God, observance of law, practice of the concepts of righteousness
and justice, and importance of study; and describe how the ideas of the Hebrew traditions are
reflected in the moral and ethical traditions of Western civilization.
3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in
the development of the Jewish religion.
4. Discuss the locations of the settlements and movements of Hebrew peoples, including the
Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the
Jewish and other people.
5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the
Jewish population from Jerusalem and the rest of Israel after the destruction of the second
Temple in A.D. 70.
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6.4 Students analyze the geographic, political, economic, religious, and social structures of the
early civilizations of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region
of the Aegean Sea, including patterns of trade and commerce among Greek city-states and
within the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and
back to dictatorship in ancient Greece, including the significance of the invention of the idea of
citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative
democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and
how Greek literature continues to permeate our literature and language today, drawing from
Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian
and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into
Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g.,
Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides)
6.5 Students analyze the geographic, political, economic, religious, and social structures of the
early civilizations of India.
1. Locate and describe the major river system and discuss the physical setting that sup-ported
the rise of this civilization.
2. Discuss the significance of the Aryan invasions.
3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into
early Hinduism.
4. Outline the social structure of the caste system.
5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and
Central Asia.
6. Describe the growth of the Maurya empire and the political and moral achievements of the
emperor Asoka.
7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the
Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and
the zero).
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6.4 As stated, in addition:
Students consider precursor Western cultures such as the Minoans; then study the
development of the Greek city-states in the time of Homer, through the Golden
Age of Athens and into the Hellenistic Empire of Alexander the Great; survey the
intersection of Mediterranean cultures by trade, and the sharing of knowledge
(6.4.1) by travelers such as Pythagoras and Thales to Egypt; write and illustrate
their understanding and/or interpretation of the great achievements in Athenian
architecture, drama, statuary, philosophy, democracy (6.4.3) and geometry; listen
and discuss the biographies of its leading figures (6.4.8).
Students then study the major conflicts with the Persian empire, and the contrast
of Greek independence and culture with Persian despotism and culture (6.4.5).
Students also compare the stark and ascetic lifestyle of Sparta to that of Athens
(6.4.6) and learn of the confederation of Greek states in the wars with Persia. The
study concludes with the expansion of the Hellenistic world eastward under the
rule of Alexander with his dream of the eventual marriage between the ancient
culture and Hellas. (6.4.7)
Circumpolar constellations are introduced in 6th grade Astronomy with the
retelling of the legends of Perseus, Andromeda, Cassiopeia, etc.
6.5 As stated
The students survey the major river systems as well as the spiritual importance of
the Ganges, (6.5.1). Following their introduction to major beliefs of Hinduism
(6.5.3), students learn of the caste system (6.6.4), and of the inspiration to the
world of India’s great religious literature including the Bhagavad Gita (6.5.7). The
life of the Buddha is studied, as is the development of a Buddhist culture under
Asoka (6.5.6).
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6.6 Students analyze the geographic, political, economic, religious, and social structures of the
early civilizations of China.
1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang
Dynasty.
2. Explain the geographic features of China that made governance and the spread of ideas and
goods difficult and served to isolate the country from the rest of the world.
3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
4. Identify the political and cultural problems prevalent in the time of Confucius and how he
sought to solve them.
5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China
under the Qin Dynasty.
6. Detail the political contributions of the Han Dynasty to the development of the imperial
bureaucratic state and the expansion of the empire.
7. Cite the significance of the trans-Eurasian "silk roads" in the period of the Han 8. Dynasty and
Roman Empire and their locations.
9. Describe the diffusion of Buddhism northward to China during Han Dynasty.
6.7 Students analyze the geographic, political, economic, religious, and social structures during
the development of Rome.
1. Identify the location and describe the rise of the Roman Republic, including the importance of
such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar,
and Cicero.
2. Describe the government of the Roman Republic and its significance (e.g., written constitution
and tripartite government, checks and balances, civic duty).
3. Identify the location of and the political and geographic reasons for the growth of Roman
territories and expansion of the empire, including how the empire fostered economic growth
through the use of currency and trade routes.
4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to
empire.
5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict
with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of
Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the
Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection,
salvation).
7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman
territories.
8. Discuss the legacies of Roman art and architecture, technology and science, literature,
language, and law.
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6.6 As stated
6.7 As stated
The study of Rome begins with the wanderings of Aeneas, the founding of the city
by Romulus, the rule of six kings following Romulus and the eventual government
of the Republic (6.7.1). There are many tales of valor and loyalty during the Roman
Republic (6.7.1) especially seen in the writings of Livy, one of the sourcebooks used
by the teacher. Roman law and governmental structure is studied (6.7.2) as well as
the expansion of the Republic upon the Italian peninsula followed by the
expansion of the Empire (6.7.3). The life of Jesus of Nazareth and the beliefs that
developed into Christianity is studied, as well as the strife between Rome and
Jerusalem (6.7.5; 6.7.6). Studies progress from the Empire of the Caesars to the
Holy Roman Empire of Constantine and the formal establishment of Christianity.
The invasion by Huns and vandals concludes the history.
Special attention is paid to: Virgil’s Aeneid; mythological accounts of early
statehood; stories emphasizing Roman emperors from Romulus and Remus to the
Pax Romana; Legends of early Christianity; and the Fall of Rome.
Additionally, students examine the development of Western civilization from
Rome through the Middle Ages through the following: stories of Germanic tribes,
including Charlemagne, the Angles, Saxons and Vikings; biographies of St. Francis,
Thomas Aquinas, Marco Polo and Henry the Second; The Crusades; and The Fall of
Constantinople.
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SEVENTH GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Reading
OVERVIEW
English Language Studies in the Seventh Grade consists of the following:
Students participate in choral recitations, dramatization, read-alouds of ballads,
poems, legends, and folktales from aroung the world, composition writing and
poetry on a daily basis during main lesson.
English Language Arts comprising writing, composition, vocabulary, spelling and
grammar are ongoing each school day. In all main lesson subjects students write
about what they have studied. Physics and science studies call on descriptive and
expository skills, geography upon narrative skills; history requires sustaining an
argument on a point of view or thesis. In every block, be it chemistry, physics, or
algebra, there is introduction of new vocabulary and spelling related to the context
of the main lesson subject.
They read assigned contemporary novels and write book reports throughout the
school year.
A block titled Wish, Wonder and Surprise (WWS) involves students with Creative
Writing and the study of literary genres (See 3.0 below).
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students learn to appreciate the English language both in terms of artistic form
and content and in terms of formal grammatical skills.
1.0 As Stated, in addition:
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words
Students display consistent recall of words previously learned, and these words
provide information for contextual cues for comprehension of materials and
accurate “guessing” and prediction skills in deciphering further related reading
material.
Vocabulary and Concept Development
1.1 - 1.3 As Stated, in addition:
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand
content-area vocabulary.
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1.2 Greek and Latin roots are introduced in the context of the 6th grade history
studies of the Classical world: Greek History and Roman History. These studies are
furthered in the 7th grade vocabulary building.
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CSCE ALIGNMENT
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
1.3 Vocabulary lists are introduced weekly within the context of subjects studied.
Students are expected to fully incorporate newly acquired words into daily writing,
define meanings in their own words, and compare these with associated synonyms
and contrasting concepts.
2.0 Reading Comprehension (Focus on Informational Materials)
2.0 As Stated, in addition:
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade seven, students make substantial progress
toward this goal.
Structural Features of Informational Materials
Students demonstrate reading for information skills: they scan visual information
such as charts and graphs to gain information, they recall data or events to predict
outcomes or for purposeful references, they collect pertinent data and extrapolate
meaning by inferential statements.
2.1 Understand and analyze the differences in structure and purpose between various
categories of informational materials (e.g., textbooks, newspapers, instructional manuals,
signs).
2.2 Locate information by using a variety of consumer, workplace, and public documents.
2.3 Analyze text that uses the cause-and-effect organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Identify and trace the development of an author's argument, point of view, or
perspective in text.
2.5 Understand and explain the use of a simple mechanical device by following technical
directions.
Expository Critique
Students are able to read and comprehend various kinds of literature, including
instructional, explanatory, expository, fiction, non-fiction, poetry and prose.
2.1 - 2.6 As stated, in addition:
2.1-.2 In each block study, students prepare an individual research report
requiring information retrieval from the kinds of sources listed in standards
sections 2.1 and 2.2
2.3 Students analyze such text in their study of physics.
2.4 Students learn to state a thesis and sustain it with reasons in the WWS block
(see 3.0 below.) As part of that study, students consider samples of writing
wherein contrasting perspectives are supported by reason and example, as well as
the use of counter-example. Students discuss the meaning of a phrase or passage
in poetry, prose, expository writing or the like.
2.5 During their study of Science and Physics –two four week blocks-- students
write lab reports with directions how to replicate an experiment, how to assemble
an apparatus, and write summaries of findings and conclusions.
2.6 Assess the adequacy, accuracy, and appropriateness of the author's evidence to
support claims and assertions, noting instances of bias and stereotyping.
2.6 As students are introduced to oratory in the WWS block, (see 1.1) they learn of
rhetorical devices used to slant opinion; stereotyping of people and cultures, the
use of prejudice, etc. These are further studied in context of social and historical
studies.
3.0 Literary Response and Analysis
3.0 As stated, in addition:
Students read and respond to historically or culturally significant works of literature that
reflect and enhance their studies of history and social science. They clarify the ideas and
connect them to other literary works. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
In the study known as Wish, Wonder, Surprise: English Literature and Creative
Writing (WWS), students write and read through various literary genres and styles
including ballads, poems, legends, dialogues, essay, short story, fairytale, etc.
These offer representative uses of literary devices including metaphor, simile,
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CALIFORNIA STATE STANDARDS
materials to be read by students.
CSCE ALIGNMENT
REMARKS
analogy, and irony. Students read, compose, and interpret poetry; they participate
in oratory and speechwriting; and they offer dramatic renderings.
Reading and response is further reinforced in history and social studies, and by
descriptive writing in science lessons.
Structural Features of Literature
3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g.,
short story, novel, novella, essay).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify events that advance the plot and determine how each event explains past or
present action(s) or foreshadows future action(s).
3.3 Analyze characterization as delineated through a character's thoughts, words, speech
patterns, and actions; the narrator's description; and the thoughts, words, and actions of
other characters.
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty,
and friendship; the effects of loneliness).
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective
and objective) in narrative text and explain how they affect the overall theme of the work.
Literary Criticism
3.6 Analyze a range of responses to a literary work and determine the extent to which the
literary elements in the work shaped those responses.
Students demonstrate increasing ability to verbally synopsize reading material,
thereby demonstrating good comprehension skills, (fiction and non-fiction.)
3.1 - 3.6 As stated, in addition:
3.1 The exploration of literary genre is studied in the WWS block. [ See Reading 3.0
] In this context, students explore the essay, short story, fairytale, and other forms
of writing. Throughout the school year students are required to read novels
thematically connected to the subject matter studied in the main lessons.
3.2 Though students will explore such aspects of writing in greater detail in their
8th grade study of the short story and novella, they now become familiarized with
foreshadowing, setting, atmosphere, mood, conflict and resolution by offerings in
the WWS block.
3.3 The students will perform an annual class play, sometimes from Shakespeare.
They study the inner world, motivations, and hidden passions that become explicit
through the characters words and actions.
3.4 In the WWS block, students write short literary creations to embody such
recurrent themes as mentioned in the standard.
3.5 Literary Point of View is studied in depth in the 8th grade block called The Art
of the Short Story, but already in 7th grade students begin to recognize point of
view of the author in their studies of literary genre and style. In Science, they learn
to express personal objectivity as they describe phenomena witnessed in
experiment. In history they write from a subjective standpoint, at times placing
the narrative in first or third person. The teacher explains differences among these
viewpoints.
3.6 Students work with poetic interpretation during the WWS block. The teacher
will show demonstrate how a poetic symbol may lead to different interpretations.
This leads to discussion of how the entire work might be variously interpreted.
Writing
1.0. Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students'
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
needed.
Organization and Focus
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1.0 As stated
The students organize 3-5 paragraph compositions in writing activities during
History blocks. Students recount events they study by writing in the expository,
narrative, descriptive and persuasive modes.
1.1 - 1.3 As stated, in addition:
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
1.1 Create an organizational structure that balances all aspects of the composition and uses
effective transitions between sentences to unify important ideas.
1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and
specific examples.
1.3 Use strategies of note taking, outlining, and summarizing to impose structure on
composition drafts.
REMARKS
1.1-.2 Students learn to outline by major headings (describing the topic sentence
for each paragraph) and subheadings (ideas subsumed to the topic idea.)
Complementarily, in their History blocks, students learn the essay thesis form,
beginning with a specific idea (e.g. How did the patronage to the artists offered by
the Medici rather than the Church affect the art produced in the Renaissance?)
and then supporting it with examples taken from historical facts and data.
1.3 See 1.0 above.
1.4 - 1.6 As stated
Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry,
investigation, and research.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a
consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop
simple databases and spreadsheets to manage information and prepare reports.
Evaluation and Revision
1.7 Revise writing to improve organization and word choice after checking the logic of the
ideas and the precision of the vocabulary.
2.0 Writing Applications (Genres and Their Characteristics)
1.7 As stated, in addition:
Students self-edit and write finished drafts of assigned work, demonstrating the
following skills:
 consistent ability to apply spelling rules and demonstrate memorization of
sight words;
 appropriate usage of homographs and homophones;
 working knowledge of alphabetization and an ability to check spellings and
definitions through dictionary usage;
 rudimentary application of editing protocol.
2.0 As stated, in addition:
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. The writing demonstrates a command of standard American English
and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Students have many opportunities for expository writing during the WWS block as
they seek to make clear the meaning of the selections of writings they are
studying.
Also, persuasive argument and narrative writing occur in historical studies, studies
of Medieval History, Renaissance and Reformation in Europe, Medieval Africa,
Middle East and Far East; and The Explorers from the Silk Route to the New World.
Students write answers to questions such as: “During the Renaissance, Savonarola
wished to purge the influence of the Classical pagan myths from the Church.
Describe why he was justified in this. Then describe why he erred in this reformist
approach.“
Using the writing strategies of grade seven outlined in Writing Standard 1.0, students:
Descriptive writing permeates the studies of physics and science.
2.1 - 2.5 As stated, in addition:
2.1 Write fictional or autobiographical narratives:
2.1 These topics are covered in the WWS block and also in historical narratives. A
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and
denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific
narrative action, including movement, gestures, and expressions).
REMARKS
typical autobiographical narrative has the student imagining himself as an
eyewitness to an event, such as keeping a journal while aboard ship with Magellan.
2.2 Interpretation is also part of the WWS block with its concern for symbols,
metaphors, analogies, irony, etc. Students are able to analyze the meaning of a
phrase or passage in poetry, prose, expository writing, etc.
2.2 Write responses to literature:
a. Develop interpretations exhibiting careful reading, understanding, and insight.
b. Organize interpretations around several clear ideas, premises, or images from the
literary work.
c. Justify interpretations through sustained use of examples and textual evidence.
2.3 Each block of study requires every student to compile a research report and/ or
project. Students are required to retrieve relevant information from a variety of
sources which are listed in bibliographies.
2.4 Student writing is expected to demonstrate sequential organization, organized
ideas, and complete thoughts
2.3 Write research reports:
a. Pose relevant and tightly drawn questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence compiled through the formal research process (e.g., use of a card
catalog, Reader's Guide to Periodical Literature, a computer catalog, magazines,
newspapers, dictionaries).
d. Document reference sources by means of footnotes and a bibliography.
2.5 For homework students are required to read books in the context of their
studies and to prepare book reports.
2.4 Write persuasive compositions:
a. State a clear position or perspective in support of a proposition or proposal.
b. Describe the points in support of the proposition, employing well-articulated evidence.
c. Anticipate and address reader concerns and counterarguments.
2.5 Write summaries of reading materials:
a. Include the main ideas and most significant details.
b. Use the student's own words, except for quotations.
c. Reflect underlying meaning, not just the superficial details
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
the grade level.
1.0 As stated, in addition:
th
1.0 The school schedule provides the 7 grade with a minimum of two periods per
week for Grammar and Writing studies with due attention to the Written and Oral
English Language Conventions enumerated below. Also, corrected spelling words
are written in individual spelling notebooks, and students are tested regularly on
their own lists.
Additionally, during the WWS block, students complete grammar exercises.
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Sentence Structure
1.1 Place modifiers properly and use the active voice.
1.1 - 1.7 As stated, in addition:
Grammar
1.2 Identify and use infinitives and participles and make clear references between pronouns
and antecedents.
1.3 Identify all parts of speech and types and structure of sentences.
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of
dependent clauses) and appropriate English usage (e.g., pronoun reference).
Punctuation
1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
Capitalization
1.6 Use correct capitalization.
Spelling
1.7 Spell derivatives correctly by applying the spellings of bases and affixes.
REMARKS
During weekly classes, students learn grammar and writing skills including formal
letter writing, original compositions, essays and poetry (the 4 elements).
Students write sequential paragraphs using proper structure (initial sentence,
supporting material, closure and transition phrases or information). Students
write with appropriate verbal syntactical structure.
The teacher assists students with active and passive voice; sentence construction
with descriptors, phrases, and clauses; conjunctions, and transitional phrases;
declensions; parenthetical expressions; correct vocabulary, spelling, and
punctuation.
Students demonstrate working knowledge of parts of speech including nouns,
pronouns, verbs, adjectives, adverbs, prepositions, prepositional phrases, articles,
conjunctions and interjections. Students use these appropriately in written work,
and with proper placement in sentence diagramming.
Students use initial capital letter and final punctuation consistently. They use
commas (for series), quotations, and capitals for proper nouns, and are becoming
proficient with use of colons and semicolons.
Listening and Speaking
1.0. Listening and Speaking Strategies
Deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. Students evaluate the content of oral
communication.
1.0 As stated, in addition:
1.0 Students have many opportunities to deliver formal presentations of reports
from the subjects studied throughout the year. Many topics in history lend
themselves to daily discussions, where students are expected to support their
opinions with sound reasons. The symbols and metaphors in poetry are fertile
ground for discussions of interpretation. Current and historical social problems are
addressed in the context of history and geography, e.g. Given the state of world
environmental pollution, should the Chinese be driving as many SUV’s as the
Americans? The teacher involves every student in discussions and fairly represents
the diversity of opinions. The students learn to debate one another in the course
of discussion. The teacher encourages students to question many events and
decisions that have occurred in history. Students are not expected to remain
neutral, but to form well-reasoned opinions.
Students demonstrate good listening, verbal memory and comprehension skills by
participating in class lesson recall and by its factual application in science, math,
and grammar blocks.
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CALIFORNIA STATE STANDARDS
Comprehension
1.1 Ask probing questions to elicit information, including evidence to support the speaker's
claims and conclusions.
1.2 Determine the speaker's attitude toward the subject.
1.3 Respond to persuasive messages with questions, challenges, or affirmations.
Organization and Delivery of Oral Communication
1.4 Organize information to achieve particular purposes and to appeal to the background
and interests of the audience.
1.5 Arrange supporting details, reasons, descriptions, and examples effectively and
persuasively in relation to the audience.
1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation,
and eye contact, for effective presentations.
Analysis and Evaluation of Oral and Media Communications
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a
speech's content and delivery and its overall impact upon the listener.
1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism;
identify the techniques used to achieve the effects in each instance studied.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade seven outlined in Listening and Speaking Standard
1.0, students:
Using the speaking strategies of grade seven outlined in Listening and Speaking Standard
1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax,
and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of
specific narrative action (e.g., movement, gestures, expressions).
2.2 Deliver oral summaries of articles and books:
a. Include the main ideas of the event or article and the most significant details.
b. Use the student's own words, except for material quoted from sources.
c. Convey a comprehensive understanding of sources, not just superficial details.
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CSCE ALIGNMENT
REMARKS
1.1 - 1.8 As stated, in addition:
Students interpret spoken phrases and passages from poetry and prose.
Students demonstrate skill reciting memorized passages, poems, verses etc. using
clear diction, articulation fluency, inflection, and expression.
1.4 Students exhibit a growing ability to verbally express self-generated reports
and/or other materials organized into a clear, concise and complete presentation.
1.7-1.8 Students construct orally dictated sentences with grade appropriate
accuracy. These contain sight vocabulary as well as appropriate phonetically based
spelling with word encoding tasks. Students can use vocabulary from the verballytold material, thereby exhibiting an expanding word finding and vocabulary
building skill. Students exhibit full engagement with orally given story material,
through free rendering and other artistic projects depicting the material and the
students’ relationship to it.
2.0 As stated
2.1 - 2.4 As stated, in addition:
2.1-.2 Students recall significant events or details from a reading assignment,
thereby indicating good comprehension and recall skills, (explanatory reading.)
This is assessed in verbal recall sessions in class, quizzes and short reports in
homework assignments.
2.3 Students share reports with peers during class time. Stories, narrations, and
poems are read aloud as well as expositions on historical events, descriptions of
natural phenomena, arguments supporting a position, etc.
2.3-.4 Students display an ability to acquire verbally memorized material and recite
this material while participating in such activities such as class presentations and
plays.
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REMARKS
2.3 Deliver research presentations:
a. Pose relevant and concise questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence generated through the formal research process (e.g., use of a card
catalog, Reader's Guide to Periodical Literature, computer databases, magazines,
newspapers, dictionaries).
d. Cite reference sources appropriately.
2.4 Deliver persuasive presentations:
a. State a clear position or perspective in support of an argument or proposal.
b. Describe the points in support of the argument and employ well-articulated evidence.
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SEVENTH GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
By the end of grade seven, students are adept at manipulating numbers and equations and
understand the general principles at work. Students understand and use factoring of
numerators and denominators and properties of exponents. They know the Pythagorean
theorem and solve problems in which they compute the length of an unknown side.
Students know how to compute the surface area and volume of basic three-dimensional
objects and understand how area and volume change with a change in scale. Students
make conversions between different units of measurement. They know and use different
representations of fractional numbers (fractions, decimals, and percents) and are proficient
at changing from one to another. They increase their facility with ratio and proportion,
compute percents of increase and decrease, and compute simple and compound interest.
They graph linear functions and understand the idea of slope and its relation to ratio.
REMARKS
Overview
Initially, students are introduced to the fundamental concepts and operations of
algebra in a main lesson block Introduction to Algebra. From this time forward,
students will complete the first five books of a 10 book Key to Algebra series
published by Key Curriculum Press. (Books 6 through 8 will be used for practice in
the 8th grade, and books 9 and 10 will be used for advanced students. Completion
of all 10 books constitutes completion of a first year High School Freshman
Algebra.)
[The Key Curriculum Press Key Algebra Books 1 to 4 are here abbreviated as KA 1
(Operations on Integers), KA 2 (Variables, Terms, and Expressions), KA 3
(Equations), KA 4 ( Polynomials), KA 5 (Rational Numbers) Also, the teacher uses
a State approved 7th grade math text as a source of practice problems.]
Thereafter, students continue math studies during 3 periods per week. It is at this
time that many details from the standards are considered.
Particular emphasis is put to:
 reviewing and strengthening skills with arithmetic operations
(Number Sense, standards 1.2-1.3)
 developing algebra skills (Algebra and Functions, standards 1.0-4.0)
 applying business math formulas to described business and banking situations
(Number Sense, standards 1.6-1.7)
 learning strategies of problem solving.
(Mathematical Reasoning, standards 1.1-1.3)
 learning systems of measure, conversion , and practice simple formulas
(Measurement and Geometry, standards 1.0-1.3)
 building a deeper understanding of Geometry and the Pythagorean Theorem
(Measurement and Geometry, standards 2.0-3.6)
Also, during their Science Blocks studies (Astronomy, Physics, Nutrition, Chemistry
and Human Anatomy), students encounter problems and data which require
mathematical work. These include application of, statistical analysis, scientific
notation, analysis of graphs and charts, and strategies of problem-solving.
Number Sense
1.0 Students know the properties of, and compute with, rational numbers expressed in a
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1.0 - 1.7 As stated, in addition:
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1.1 Read, write, and compare rational numbers in scientific notation (positive and negative
powers of 10) with approximate numbers using scientific notation.
1.1 Scientific notation is learned and applied in studies of Physics and Astronomy,
Nutrition, Chemistry and Physiology.
REMARKS
variety of forms:
1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and
terminating decimals) and take positive rational numbers to whole-number powers.
1.3 Convert fractions to decimals and percents and use these representations in
estimations, computations, and applications.
1.4 Differentiate between rational and irrational numbers.
1.5 Know that every rational number is either a terminating or repeating decimal and be
able to convert terminating decimals into reduced fractions.
1.6 Calculate the percentage of increases and decreases of a quantity.
1.7 Solve problems that involve discounts, markups, commissions, and profit and compute
simple and compound interest.
1.2-1.3 Students evidence understanding and mastery of the following: number
line, real numbers, signed numbers, rational numbers, the magnitude of zero; set
theory, methods of the four processes applied to signed, rational, and multiple
digit numbers; inverse operations; factoring and operations with mixed numbers,
estimation; and rounding.
Students understand and recognize more complex number patterns and are able
to work with prime numbers.
1.4 In context of their study of proportions in nature, students are introduced to
the numerical concepts of pi and phi and learn to distinguish these from rational
numbers. They understand pi pictorially and arithmetically.
1.5 Students evidence understanding and mastery of decimals, including: place
value of decimal numbers; conversion of fractions to decimal numbers; conversion
of decimals to percentages and percentages to decimals; use of decimals in the
four basic processes; ordering of decimals, fractions, and mixed numbers by value
(greater and lesser); and use of decimals in word problems; ratio and proportion.
1.6-1.7 Students can apply business math formulas to described business and
banking situations (Bookkeeping terminology, reading bills calculations of
percentages in overall expenses, discount, commission, salaries, selling price,
margin and markup, profit, loss, mortgages, principal, simple and compound
interest, interest income on checking and savings accounts, dividends, business
loans, etc.)
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2.0 Students use exponents, powers, and roots and use exponents in working with
fractions:
2.0 - 2.5 As stated, in addition:
2.1 Understand negative whole-number exponents. Multiply and divide expressions
involving exponents with a common base.
2.1 The rules of exponents are covered in KA 2. They are applied in the context of
examining macroscopic and microscopic magnitudes in science.
2.2 Add and subtract fractions by using factoring to find common denominators.
2.4 Use the inverse relationship between raising to a power and extracting the root of a
perfect square integer; for an integer that is not square, determine without a calculator the
two integers between which its square root lies and explain why.
2.2-.4 Students demonstrate working understanding of the four mathematical
processes with fractions and mixed numbers. Students are capable of reducing
and expanding fractions by use of “lowest common denominator”. These methods
are presented in books 1-4 of the Key to Algebra series, and find application in the
science studies of Physics and Astronomy.
2.5 Understand the meaning of the absolute value of a number; interpret the absolute
value as the distance of the number from zero on a number line; and determine the
absolute value of real numbers.
2.4 These concepts and operations are introduced and applied with the
Pythagorean Theorem. Square numbers have been introduced in the sixth grade.
2.3 Multiply, divide, and simplify rational numbers by using exponent rules.
REMARKS
2.5 The concept of absolute value is covered in depth in KA 5. Facility with
equations using absolute value is also developed in KA 5.
Algebra and Functions
1.0 Students express quantitative relationships by using algebraic terminology,
expressions, equations, inequalities, and graphs:
1.0 - 1.5 As stated, in addition:
1.1 Use variables and appropriate operations to write an expression, an equation, an
inequality, or a system of equations or inequalities that represents a verbal description
(e.g., three less than a number, half as large as area A).
1.1 Verbal descriptions as math operations occur throughout KA 1-5
1.2 Order of operations is studied in context of solving equations in KA 3
1.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5)2.
1.3 Simplify numerical expressions by applying properties of rational numbers (e.g.,
identity, inverse, distributive, associative, commutative) and justify the process used.
1.4 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality,
expression, constant) correctly.
1.5 Represent quantitative relationships graphically and interpret the meaning of a specific
part of a graph in the situation represented by the graph.
2.0 Students interpret and evaluate expressions involving integer powers and simple
roots:
2.1 Interpret positive whole-number powers as repeated multiplication and negative
whole-number powers as repeated division or multiplication by the multiplicative inverse.
Simplify and evaluate expressions that include exponents
2.2 Multiply and divide monomials; extend the process of taking powers and extracting
roots to monomials when the latter results in a monomial with an integer exponent.
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1.3 Simplifying expressions is taught in KA 1, KA 2, KA 3, and is emphasized in work
with polynomials KA 4.
1.4 Terminology is covered in the introductory block on Algebra; reinforced
throughout the workbooks KA 1-5
1.5 Graphing of linear equations is introduced in the 3 -week Algebra block and
studied further throughout the year. In-depth study of graphing is covered in KA 8
studied in the 8th grade.
2.0 - 2.2 As stated
2.1 Covered in KA 2 as chapters on Exponents and Equivalent Expressions
2.2 Introduced in KA 2; reviewed and practiced in subsequent studies, e.g KA 4 on
Polynomials.
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3.0 Students graph and interpret linear and some nonlinear functions:
3.1 Graph functions of the form y = nx2 and y = nx3 and use in solving problems.
3.2 Plot the values from the volumes of three-dimensional shapes for various values of the
edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height
and an equilateral triangle base of varying lengths).
3.3 Graph linear functions, noting that the vertical change (change in y- value) per unit of
horizontal change (change in x- value) is always the same and know that the ratio ("rise
over run") is called the slope of a graph.
3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number
of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and
understand that the slope of the line equals the quantities.
4.0 Students solve simple linear equations and inequalities over the rational numbers:
CSCE ALIGNMENT
REMARKS
3.0 - 3.4 As stated, in addition:
3.1 Cartesian graphing of functions is introduced in the Algebra Block. Students
plot parabolic, circular, and linear shapes and see the relationship of equation to
form.
3.2 The seventh grade geometry curriculum focuses on plane geometry,
perspective geometry construction, and study of proportions in nature. Solid
geometry will be studied in the eighth grade where students apply formulas for
calculating volumes of cylinders, prisms, spheres, etc.
3.3 Linear equations are introduced in the 3-week Algebra block. Students
construct graphs on graph paper showing how slope of the line and its y- intercept
are affected by values of the corresponding equation.
3.4 Students discover slope by plotting sequential terms of geometric series.
More generally, Analytic Geometry is introduced as students plot a simple table
which describes a geometric form.
4.0 - 4.2 As stated
4.1 Solve two-step linear equations and inequalities in one variable over the rational
numbers, interpret the solution or solutions in the context from which they arose, and
verify the reasonableness of the results.
4.2 Solve multistep problems involving rate, average speed, distance, and time or a direct
variation.
Measurement and Geometry
1.0 Students choose appropriate units of measure and use ratios to convert within and
between measurement systems to solve problems:
1.0 - 1.3 As stated, in addition:
1.1 Compare weights, capacities, geometric measures, times, and temperatures within and
between measurement systems (e.g., miles per hour and feet per second, cubic inches to
cubic centimeters).
1.1 Measurement scales and conversions are introduced in the context of Physics.
Students solve distance and rate problems, convert energy equivalents to joules,
measure amperage, voltage, and resistance; and calculate cps (Hz), decibels, etc.
Students participate in group activities involving measurement of length, volume,
time, weight, mass and capacity.
1.2 Construct and read drawings and models made to scale.
1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as
products (e.g., person-days) to solve problems; check the units of the solutions; and use
dimensional analysis to check the reasonableness of the answer.
1.2 There are many opportunities for architectural scaling are studied in
Perspective Geometry—a 3-week main lesson study. Students draw exact
reproductions of castles, skyscrapers, etc.
1.3 Manipulation of units occurs when units are treated as variables in math
studies.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Students compute the perimeter, area, and volume of common geometric objects and
use the results to find measures of less common objects. They know how perimeter, area,
and volume are affected by changes of scale:
2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional
figures and the surface area and volume of basic three-dimensional figures, including
rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders.
2.2 Estimate and compute the area of more complex or irregular two-and threedimensional figures by breaking the figures down into more basic geometric objects.
2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a
three-dimensional object built from rectangular solids. Understand that when the lengths
of all dimensions are multiplied by a scale factor, the surface area is multiplied by the
square of the scale factor and the volume is multiplied by the cube of the scale factor.
REMARKS
2.0 - 2.4 As stated
2.1 - 2.3 Formulas of area and perimeter, introduced in 6th grade, are now
extended to perimeter and surface area of more complex objects. Scaling of 2dimensional objects is introduced in Perspective Geometry. (Also see KA 2 and KA
4)
2.4 Square measure conversions are studied in the 7th grade geometry;
Manipulation of units occurs as units are treated as variables in math studies.
2.4 Relate the changes in measurement with a change of scale to the units used (e.g.,
square inches, cubic feet) and to conversions between units (1 square foot = 144 square
inches or [1 ft2] = [144 in2], 1 cubic inch is approximately 16.38 cubic centimeters or [1 in3]
= [16.38 cm3])
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
3.0 Students know the Pythagorean theorem and deepen their understanding of plane
and solid geometric shapes by constructing figures that meet given conditions and by
identifying attributes of figures:
REMARKS
3.0 - 3.6 As stated, in addition:
3.1 Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points,
diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and
chords of circles) by using a compass and straightedge.
3.2 Understand and use coordinate graphs to plot simple figures, determine lengths and
areas related to them, and determine their image under translations and reflections.
3.3 Know and understand the Pythagorean theorem and its converse and use it to find the
length of the missing side of a right triangle and the lengths of other line segments and, in
some situations, empirically verify the Pythagorean theorem by direct measurement.
3.1 - 3.2 Basic geometrical concepts were introduced in fifth grade in freehand
geometry, and were extended in sixth grade with artistic constructions based on
compass divisions of the circle. This is furthered in seventh grade, applying
terminology from Euclidian geometry (circumference, radius, diameter, angles,
arcs and chords of a circle, interior angles, quadrilaterals) and the calculation of
perimeters and surface areas of more complex objects (regular polygons, platonic
solids).
Additionally, students learn to construct with compass, straight edge and
protractor. They participate in construction of angles, bisection of angles,
bisection of line segments, construction of perpendiculars, perpendicular bisectors, parallel lines, and regular polygons.
3.4 Demonstrate an understanding of conditions that indicate two geometrical figures are
congruent and what congruence means about the relationships between the sides and
angles of the two figures.
3.5 Construct two-dimensional patterns for three-dimensional models, such as cylinders,
prisms, and cones.
3.6 Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular
solids) and describe how two or more objects are related in space (e.g., skew lines, the
possible ways three planes might intersect).
3.2 Students plot simple geometric figures on a Cartesian graph in the Introduction
to Algebra Block. They create symmetrical forms mirrored across axes and
through points.
3.3 Practical proof of the Pythagorean Theorem is usually demonstrated on the
classroom floor, which students then transfer to graph paper. In the following
weeks, they are given problems involving practical application in finding the
unknown side of a right triangle.
3.4 This study begins in 5th grade freehand geometry, (e.g. similar triangles) and is
developed into the Euclidian concept of congruence in the 7th grade.
3.5 Students create many planar figures 7th grade geometry. Three dimensional
representations are studied and constructed in 7th grade Perspective Geometry.
In the study of 8th grade Solid Geometry, students create the Platonic solids (e.g.
tetrahedron, cube, etc.) from planar templates constructed with compass and
straight edge.
3.6 Three Dimensionality is studied in the seventh grade Perspective Drawing
Block and is developed in eighth grade studies of Solid Geometry.
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CALIFORNIA STATE STANDARDS
Statistics, Data Analysis, and Probability
1.0 Students collect, organize, and represent data sets that have one or more variables
and identify relationships among variables within a data set by hand and through the use
of an electronic spreadsheet software program:
1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-andwhisker plot; use the forms to display a single set of data or to compare two sets of data.
1.2 Represent two numerical variables on a scatter plot and informally describe how the
data points are distributed and any apparent relationship that exists between the two
variables (e.g., between time spent on homework and grade level).
CSCE ALIGNMENT
REMARKS
1.0 - 1.3 As stated
Students are introduced to several ways of representing data sets, both during
their study of Geography and weekly math classes. By use of box and whisker
plots, scatter plots, and stem-and-leaf plot, histogram, etc. the students analyze
data such as population distribution, economy, manufacture, education, etc. In
constructing box and whisker plot, they learn to compute the median, upper and
lower quartile, etc. Students find averages when working with data.
1.3 Understand the meaning of, and be able to compute, the minimum, the lower quartile,
the median, the upper quartile, and the maximum of a data set.
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information, and
observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general description of the
mathematical question or problem posed.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning
and arithmetic and algebraic techniques.
1.0 - 1.3 As stated
Strategies for solving word problems are studied during the weekly math practice
periods--see Overview. Students learn problem-solving strategies in context of
solving equations and formulas in Physics. This includes discrimination of relevant
from irrelevant information, extraction of data, breaking a problem into necessary
steps, etc.
2.0 - 2.8 As stated
2.1 This includes the ability to estimate long division.
2.6 Students independently use pencil and paper to complete calculations with
accuracy of format and answer (on a daily basis).
2.4 Make and test conjectures by using both inductive and deductive reasoning.
2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
Students listen to complex (grade appropriate) word problems and mentally
calculate the response to the question posed.
2.6 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and
symbolic work.
Students extract pertinent data from word problems and calculate an answer
(correct answer is not as important as correct process).
2.7 Indicate the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
2.8 Make precise calculations and check the validity of the results from the context of the
problem.
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3.0 Students determine a solution is complete and move beyond a particular problem by
generalizing to other situations:
CSCE ALIGNMENT
REMARKS
3.0 - 3.3 As stated
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them
to new problem situations.
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SEVENTH GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Focus on Life Science
Overview
The Science Curriculum for the 7th Grade Year is comprised of several main areas
of study taught in main lesson blocks and three science classes per week:
Life Science: Nutrition, Chemistry, Anatomy, Physiology
Physics: Acoustics, Electromagnetism, Optics, Mechanics and Simple
Machines
th
These science main lesson blocks not listed in CA standards for 7 Grade will also
be taught:
Combustion
Formation of crystals –Inorganic Chemistry
Properties of acids, bases and salts - Inorganic Chemistry
Electricity
Astronomy: Solar system and galaxy
Additionally, students have 3 science classes per week to continue studies from
main lesson blocks. One of the classes focuses on mathematical applications in
science.
Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose
details usually are visible only through a microscope. As a basis for understanding this
concept:
a.
Students know cells function similarly in all living organisms.
b.
Students know the characteristics that distinguish plant cells from animal cells,
including chloroplasts and cell walls.
c.
Students know the nucleus is the repository for genetic information in plant and
animal cells.
d.
Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
e.
Students know cells divide to increase their numbers through a process of mitosis,
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1a-f As stated, in addition:
An introduction to cellular biology is covered in the 5-week block known as
Nutrition, Chemistry, and Intro to Human Anatomy/ Physiology. Students learn
basic cell components and functions which they illustrate in their main lesson
book. This study covers standards 1a - f.
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which results in two daughter cells with identical sets of chromosomes.
f.
Students know that as multicellular organisms develop, their cells differentiate.
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those
traits may be modified by environmental influences. As a basis for under-standing this
concept:
a.
Students know the differences between the life cycles and reproduction methods of
sexual and asexual organisms.
b.
Students know sexual reproduction produces offspring that inherit half their genes
from each parent.
c.
Students know an inherited trait can be determined by one or more genes.
d.
Students know plant and animal cells contain many thousands of different genes and
typically have two copies of every gene. The two copies (or alleles) of the gene may or
may not be identical, and one may be dominant in determining the phenotype while
the other is recessive.
e.
Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms
and is located in the chromosomes of each cell.
2a-e As stated, in addition:
In the Introduction to Human Anatomy and Physiology portion of the Life Science
Block, students are introduced to the cellular division, reproduction, and growth of
the embryo. Students learn of genetic transmission of inherited traits.
Evolution
3. Biological evolution accounts for the diversity of species developed through gradual
processes over many generations. As a basis for understanding this concept:
3a-e As stated, in addition:
a.
Students know both genetic variation and environmental factors are causes of
evolution and diversity of organisms.
b.
Students know the reasoning used by Charles Darwin in reaching his conclusion that
natural selection is the mechanism of evolution.
c.
Students know how independent lines of evidence from geology, fossils, and
comparative anatomy provide the bases for the theory of evolution.
d.
Students know how to construct a simple branching diagram to classify living groups of
organisms by shared derived characteristics and how to expand the diagram to include
fossil organisms.
e.
Students know that extinction of a species occurs when the environment changes and
that the adaptive characteristics of a species are insufficient for its survival.
Earth and Life History (Earth Science)
4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis
for understanding this concept:
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As part of their study of Intro to Human Anatomy/ Physiology, students engage in
studies of comparative anatomy. For example, the teeth of a predator, rodent,
and bovine are compared to the teeth of an omnivore (human), noting the
development of incisors, molars, and canine teeth. The skeleton of the hand is
compared to skeletons of limbs of various animals: fins, talons, hooves, claws, etc.
Students note the evolution of the three-toed hoof in the horse from its five-toed
ancestor, then trace its development to the single hoof of a contemporary horse—
an evolved middle digit. Species’ environmental adaptations are studied, e.g. the
shovel-like claws of the mole, the bovine digestive system, the nerve/sense
development in raptor birds (eagles and hawks.)
In context of geographic study and continental mapping, they contrast climatic
zones, seasonal changes, landscapes, weather and resources. They understand the
adaptive struggle for survival in context of both time and place. This investigation
continues during the 3 science classes per week.
4a-g Was taught in 6th grade and will be covered again for grade level
understanding.
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a.
Students know Earth processes today are similar to those that occurred in the past
and slow geologic processes have large cumulative effects over long periods of time.
b.
Students know the history of life on Earth has been disrupted by major catastrophic
events, such as major volcanic eruptions or the impacts of asteroids.
c.
Students know that the rock cycle includes the formation of new sediment and rocks
and that rocks are often found in layers, with the oldest generally on the bottom.
d.
Students know that evidence from geologic layers and radioactive dating indicates
Earth is approximately 4.6 billion years old and that life on this planet has existed for
more than 3 billion years.
e.
Students know fossils provide evidence of how life and environmental conditions have
changed.
f.
Students know how movements of Earth's continental and oceanic plates through
time, with associated changes in climate and geographic connections, have affected
the past and present distribution of organisms.
g.
Students know how to explain significant developments and extinctions of plant and
animal life on the geologic time scale.
CSCE ALIGNMENT
REMARKS
Students were introduced to Mineralogy and Geology in an Earth Science block
taught in the 6th grade. Topics included the study of volcanoes in contrast to
sedimentary formations of the earth; the Limestone cycle and fossils; the Ring of
Fire of the Pacific; the three basic kinds of geological formations and their
derivatives; industrial uses of metals; gemstones; plate tectonics; geological time;
the earth as a whole; mountain formation, the layers of the Grand Canyon, Coal
and petroleum deposits, etc. They learned how mountains are formed; how caves
are formed (the limestone cycle); geological time shown in sedimentary layers;
land formations once covered by the sea; coal deposits showing proliferate
growth; fossil finds of giant horsetails; sea-creature fossils at high altitudes, etc.
7th grade students continue those topics in context of their current study of
Evolution. (See standard 3.0)
Structure and Function in Living Systems
5. The anatomy and physiology of plants and animals illustrate the complementary
nature of structure and function. As a basis for understanding this concept:
5a-g as stated, in addition:
a-b The form, organization, and function of organs and tissues are studied in Intro
to Human Anatomy/Physiology
a.
Students know plants and animals have levels of organization for structure and
function, including cells, tissues, organs, organ systems, and the whole organism.
b.
Students know organ systems function because of the contributions of individual
organs, tissues, and cells. The failure of any part can affect the entire system.
c.
Students know how bones and muscles work together to provide a structural
framework for movement.
d.
Students know how the reproductive organs of the human female and male generate
eggs and sperm and how sexual activity may lead to fertilization and pregnancy.
e.
Students know the function of the umbilicus and placenta during pregnancy.
f.
Students know the structures and processes by which flowering plants generate
pollen, ovules, seeds, and fruit.
g.
Students know how to relate the structures of the eye and ear to their functions.
c While studying Mechanics and Simple Machines, students learn how the law of
the lever applies to the human skeleton, (e.g. arms and legs), and how loadbearing forces are distributed across the arch of the foot, etc.
d-e. Cellular reproduction, genetics, and the growth of the embryo are studied in
the Intro to Human Anatomy/Physiology. A more detailed study of the physiology
of the Reproductive System will continued in grade 8 Physiology Studies.
f. This was introduced in the fifth grade block on Botanical Studies; it is reviewed
in context of genetics and cell reproduction.
g. A detailed examination of the physiology of eye and ear is intrinsic to the Physics
block on Acoustics and Optics. The students learn and illustrate principles of
physics applied to these organs. For example, students find optical application of
both camera obscura and double lens refraction.
Physical Principles in Living Systems (Physical Science)
6. Physical principles underlie biological structures and functions. As a basis for
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6a-j As stated, in addition:
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understanding this concept:
a.
Students know visible light is a small band within a very broad electromagnetic
spectrum.
b.
Students know that for an object to be seen, light emitted by or scattered from it must
be detected by the eye.
c.
Students know light travels in straight lines if the medium it travels through does not
change.
d.
Students know how simple lenses are used in a magnifying glass, the eye, a camera, a
telescope, and a microscope.
e.
Students know that white light is a mixture of many wavelengths (colors) and that
retinal cells react differently to different wavelengths.
f.
Students know light can be reflected, refracted, transmitted, and absorbed by matter.
g.
Students know the angle of reflection of a light beam is equal to the angle of
incidence.
h.
Students know how to compare joints in the body (wrist, shoulder, thigh) with
structures used in machines and simple devices (hinge, ball-and-socket, and sliding
joints).
i.
Students know how levers confer mechanical advantage and how the application of
this principle applies to the musculoskeletal system.
j.
Students know that contractions of the heart generate blood pressure and that heart
valves prevent backflow of blood in the circulatory system.
The intent and content of this standard are met in both Physics and Intro to Human
Anatomy/Physiology. Studies of visible light and the eye (6a-e) and of
musculoskeletal forces (6h, 6i) are interconnected by both main lesson blocks.
The contraction of the heart and blood pressures (6j) is discussed with the
physiology of the circulatory system in Intro to Human Anatomy/Physiology. Light
transmission and reflection (6f, 6g) is studied in the Physics of light and optics.
Additionally, the ear is discussed in both Physics acoustics and the Intro to Human
Anatomy/Physiology.
The Physics main lesson block concerns:
 Acoustics – natural sounds, vibration and pitch, overtone and harmonics,
timbre and qualitative differences of sound, chladni sound figures, sound
conductivity in various media
 Light and Optics – color phenomenon in nature, color perspective,
complementary colors, projecting shadows, visible light EM spectrum, ray
optics, lens refraction; the Newtonian and Goethean theories of color are
compared.
 Magnetism and electricity – the simple motor
 Six basic machines – lever, gear, pulley, inclined plane, wedge and screw.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a.
Select and use appropriate tools and technology (including calculators, computers,
balances, spring scales, microscopes, and binoculars) to perform tests, collect data,
and display data.
b.
Use a variety of print and electronic resources (including the World Wide Web) to
collect information and evidence as part of a research project.
c.
Communicate the logical connection among hypotheses, science concepts, tests
conducted, data collected, and conclusions drawn from the scientific evidence.
d.
Construct scale models, maps, and appropriately labeled diagrams to communicate
scientific knowledge (e. g., motion of Earth's plates and cell structure).
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7a-e As stated, in addition:
The study of Physics involves students with scientific observation and experimental
procedure. They are involved in the set up and use of apparatus (e.g. volt meters,
balances, lens systems, etc) for experiment with data collection. Students write
reports which record materials used, procedures, hypotheses, observations, and
conclusions. Students build models, draw schematics, and illustrate their
observations with charts and diagrams.
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e.
CSCE ALIGNMENT
REMARKS
Communicate the steps and results from an investigation in written reports and oral
presentations.
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SEVENTH GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
World History and Geography:
Medieval and Early Modern Times
REMARKS
Overview
Students in grade seven study the social, cultural, and technological changes that occurred
in Europe, Africa, and Asia in the years A. D. 500Ð 1789. After reviewing the ancient world
and the ways in which archaeologists and historians uncover the past, students study the
history and geography of great civilizations that were developing concurrently throughout
the world during medieval and early modern times. They examine the growing economic
interaction among civilizations as well as the exchange of ideas, beliefs, technologies, and
commodities. They learn about the resulting growth of Enlightenment philosophy and the
new examination of the concepts of reason and authority, the natural rights of human
beings and the divine right of kings, experimentalism in science, and the dogma of belief.
Finally, students assess the political forces let loose by the Enlightenment, particularly the
rise of democratic ideas, and they learn about the continuing influence of these ideas in the
world today.
The seventh grade history/social science curriculum consists of 4 main lesson
blocks.
For later reference, the Seventh Grade History, Geography and Social Studies
Blocks are designated with Roman Numerals as follows:
I
Geography of Africa and China
II
Medieval History, Renaissance & Reformation Europe
III
The Explorers: From the Silk Route to the New World
IV
Medieval History in Africa, the Near East and the Far East
During these blocks, students are presented with numerous biographies from
which they construct and illustrate essays concerning Age of Discovery,
Renaissance and Reformation and Shakespearean England. Biographies may
include, but are not limited to, Marco Polo, Vasco da Gama, Columbus, Magellan,
Cortez, Sir Walter Raleigh, Galileo, Tycho Brahe, Kepler, Michelangelo, Leonardo da
Vinci, Raphael, Catherine de Medici, Vittoria Colonna, Lorenzo de Medici, William
Shakespeare, Martin Luther and Queen Elizabeth. Also presented are biographies
of Chinese explorers and reformists. In context of the great discoverers, students
review the landscape, weather, and resources of the world continents; they draw
color-coded maps of the continents’ topography and land use; and they write
research papers comparing and contrasting landscapes, resources and cultural
differences.
Additionally, students study Spanish language, culture, and geography, in an
appreciation of South and Central America and Mexico.
2 classes weekly
South American culture, geography and language.
7.1 Students analyze the causes and effects of the vast expansion and ultimate
disintegration of the Roman Empire.
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Studies in history and social science are also addressed within the context of other
main lesson blocks. For example, the Study of Astronomy presents the history of
the Scientific Revolution through the lives of Copernicus, Kepler, Brahe, etc. The
Study of Perspective Drawing incorporates themes from the Renaissance such as
the worldview behind the new architecture; how perspective drawing furthered
exploration through better map projections; a new aesthetic attitude towards
mountains, etc.
7.1 As stated.
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1.
Study the early strengths and lasting contributions of Rome (e.g., significance of
Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and
philosophy; preservation and transmission of Christianity) and its ultimate internal
weaknesses (e.g., rise of autonomous military powers within the empire, undermining
of citizenship by the growth of corruption and slavery, lack of education, and
distribution of news).
2.
Discuss the geographic borders of the empire at its height and the factors that
threatened its territorial cohesion.
3.
Describe the establishment by Constantine of the new capital in Constantinople and
the development of the Byzantine Empire, with an emphasis on the consequences of
the development of two distinct European civilizations, Eastern Orthodox and Roman
Catholic, and their two distinct views on church-state relations.
CSCE ALIGNMENT
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7.2 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Islam in the Middle Ages.
7.2 As stated.
1.
Identify the physical features and describe the climate of the Arabian peninsula, its
relationship to surrounding bodies of land and water, and nomadic and sedentary
ways of life.
2.
Trace the origins of Islam and the life and teachings of Muhammad, including Islamic
teachings on the connection with Judaism and Christianity.
3.
Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic
beliefs, practice, and law, and their influence in Muslims' daily life.
4.
Discuss the expansion of Muslim rule through military conquests and treaties,
emphasizing the cultural blending within Muslim civilization and the spread and
acceptance of Islam and the Arabic language.
5.
Describe the growth of cities and the establishment of trade routes among Asia,
Africa, and Europe, the products and inventions that traveled along these routes (e.g.,
spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
6.
Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa
and the contributions Muslim scholars made to later civilizations in the areas of
science, geography, mathematics, philosophy, medicine, art, and literature.
7.3 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of China in the Middle Ages.
1.
Describe the reunification of China under the Tang Dynasty and reasons for the spread
of Buddhism in Tang China, Korea, and Japan.
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REMARKS
The history of the Roman Empire was begun in 6 grade and continues with
specific themes around Roman life, Roman life, architecture, engineering, the Latin
language, law and government, the virtues expressed of the Republic, and the
eventual decline during the time of Empire. Critical periods of Roman History such
as the transition from monarchy to the founding of a Republic; the Samnite Wars
where the whole of the Italian peninsula was acquired; the Wars with Pyrrus when
the last of the Hellenistic world was cast off; and the Wars with Carthage—
especially the 2nd Punic war with Hannibal will also be reviewed. The reign of the
Caesars followed and the expansion of the Empire as far westward as Britain was
studied. The students will also learn of Christian persecutions during the time of
Nero, the reign of Constantine, and the eventual fall of Rome to Vandals in the 5th
century. Much of this course was taught from primary sources such as the
accounts of Livy and Seutonius.
7.3 As stated:
7.3.1 through 7.3.6 are covered in Block I and Block IV. Attention is given to the
Tang and Sung Dynasties; the rise of Taoism, Confucianism and Buddhism; The
Chinese Renaissance of the Ming Dynasty, Observations by Marco Polo, The Silk
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2.
Describe agricultural, technological, and commercial developments during the Tang
and Sung periods.
3.
Analyze the influences of Confucianism and changes in Confucian thought during the
Sung and Mongol periods.
4.
Understand the importance of both overland trade and maritime expeditions between
China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
5.
Trace the historic influence of such discoveries as tea, the manufacture of paper,
wood-block printing, the compass, and gunpowder.
6.
Describe the development of the imperial state and the scholar-official class.
REMARKS
route and the influence of the Far East on the West; The Mongol invasions and rise
to power; social structures in China; the current influence of China on world
politics and world economy.
7.4 Students analyze the geographic, political, economic, religious, and social structures
of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
7.4 As stated
7.4.1 through 7.4.5 are studied in Block I and Block IV
1.
Study the Niger River and the relationship of vegetation zones of forest, savannah, and
desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali
empires.
2.
Analyze the importance of family, labor specialization, and regional commerce in the
development of states and cities in West Africa.
3.
Describe the role of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and
law.
4.
Trace the growth of the Arabic language in government, trade, and Islamic scholarship
in West Africa.
5.
Describe the importance of written and oral traditions in the transmission of African
history and culture.
7.5 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Medieval Japan.
7.5 As stated
7.5.1 through 7.5.6 are studied in Block IV
1.
Describe the significance of Japan's proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
2.
Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese
society and family life during his reign.
3.
Describe the values, social customs, and traditions prescribed by the lord-vassal
system consisting of shogun, daimyo, and samurai and the lasting influence of the
warrior code in the twentieth century.
4.
Trace the development of distinctive forms of Japanese Buddhism.
5.
Study the ninth and tenth centuries' golden age of literature, art, and drama and its
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lasting effects on culture today, including Murasaki Shikibu's Tale of Genji.
6.
Analyze the rise of a military society in the late twelfth century and the role of the
samurai in that society.
7.6 Students analyze the geographic, political, economic, religious, and social structures
of the civilizations of Medieval Europe.
7.6 As stated.
in Blocks II, III, and IV
1.
Study the geography of the Europe and the Eurasian land mass, including its location,
topography, waterways, vegetation, and climate and their relationship to ways of life
in Medieval Europe.
2.
Describe the spread of Christianity north of the Alps and the roles played by the early
church and by monasteries in its diffusion after the fall of the western half of the
Roman Empire.
3.
Understand the development of feudalism, its role in the medieval European
economy, the way in which it was influenced by physical geography (the role of the
manor and the growth of towns), and how feudal relationships provided the
foundation of political order.
4.
Demonstrate an understanding of the conflict and cooperation between the Papacy
and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
5.
Know the significance of developments in medieval English legal and constitutional
practices and their importance in the rise of modern democratic thought and
representative institutions (e.g., Magna Carta, parliament, development of habeas
corpus, an independent judiciary in England).
6.
Discuss the causes and course of the religious Crusades and their effects on the
Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing
contact by Europeans with cultures of the Eastern Mediterranean world.
7.
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and
Europe and describe its impact on global population.
8.
Understand the importance of the Catholic church as a political, intellectual, and
aesthetic institution (e.g., founding of universities, political and spiritual roles of the
clergy, creation of monastic and mendicant religious orders, preservation of the Latin
language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy
with Christian theology, and the concept of "natural law").
9.
Know the history of the decline of Muslim rule in the Iberian Peninsula that
culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.
7.7 Students compare and contrast the geographic, political, economic, religious, and
social structures of the Meso-American and Andean civilizations.
7.7 As Stated, in addition:
The civilizations of the Mayans, Aztecs, and Incas are studied in the 7th grade in
context of the Block III on the Explorers--especially the Spanish conquest--also in
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twice weekly classes on South American language, geography, and culture.
1.
Study the locations, landforms, and climates of Mexico, Central America, and South
America and their effects on Mayan, Aztec, and Incan economies, trade, and
development of urban societies.
2.
Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
3.
Explain how and where each empire arose and how the Aztec and Incan empires were
defeated by the Spanish.
4.
Describe the artistic and oral traditions and architecture in the three civilizations.
5.
Describe the Meso-American achievements in astronomy and mathematics, including
the development of the calendar and the Meso-American knowledge of seasonal
changes to the civilizations' agricultural systems.
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the
Renaissance.
1.
Describe the way in which the revival of classical learning and the arts fostered a new
interest in humanism (i.e., a balance between intellect and religious faith).
2.
Explain the importance of Florence in the early stages of the Renaissance and the
growth of independent trading cities (e.g., Venice), with emphasis on the cities'
importance in the spread of Renaissance ideas.
3.
Understand the effects of the reopening of the ancient "Silk Road" between Europe
and China, including Marco Polo's travels and the location of his routes.
4.
Describe the growth and effects of new ways of disseminating information (e.g., the
ability to manufacture paper, translation of the Bible into the vernacular, printing).
5.
Detail advances made in literature, the arts, science, mathematics, cartography,
engineering, and the understanding of human anatomy and astronomy (e.g., by Dante
Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg,
William Shakespeare).
7.9 Students analyze the historical developments of the Reformation.
1.
List the causes for the internal turmoil in and weakening of the Catholic Church (e.g.,
tax policies, selling of indulgences).
2.
Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
3.
Explain Protestants' new practices of church self-government and the influence of
those practices on the development of democratic practices and ideas of federalism.
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Students study 7.7.1 through 7.7.5 in seventh grade Block III.
7.8 As Stated, in addition:
The principal study of seventh grade history is its Block II and Block III studies of
the European Renaissance and Explorations. Students analyze its origins,
biographies, voyages and discoveries (Marco Polo, Vasco da Gama, Columbus,
Magellan, etc.), arts, architecture, culture and diffusion. They learn of the rebirth
of knowledge of the Classic world in myth, sonnet, fresco, and schools of learning
(e.g. Marsilio Ficino). Students learn from biographies, letters, art, and
architecture of the rise of Humanism and the ideal of the “Renaissance Man” (or
“Woman”) as master of many disciplines, also of the rise of banking with the
Medici, and the promotion of art by secular patronage, etc. Students survey
paintings by Leonardo, Raphael and Michelangelo. The beginnings of empirical
science are found in curiosity and fascination with the natural world, Students
have a first-hand experience of perspective drawing in the Geometry Block where
related themes are covered, e.g. the scriptorium, and projective map-making for
explorations.
7.8.4 See 7.9 on the Reformation
7.9 as stated, and in addition:
7.9.1 through 7.9.7 is studied primarily in Block II. Study of the Renaissance is
followed by study of its diffusion as the European Reformation. They learn of the
religious power structure of the Holy Roman Empire, then of the reformers Luther
and Erasmus, their debate concerning freewill/pre-destination, and the eventual
religious factionalism of the Thirty Years War. The Catholic Counter-Reformation
and Baroque art are studied, the rise of nationhood is surveyed--especially the
consolidation of France following the Hundred Years War. The printing press, the
translation of the Bible into vernacular, and the woodcut picture book are
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4.
Identify and locate the European regions that remained Catholic and those that
became Protestant and explain how the division affected the distribution of religions
in the New World.
surveyed for their contribution both to the dissemination of knowledge and the
religious fervor of reform.
5.
Analyze how the Counter-Reformation revitalized the Catholic church and the forces
that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of
Trent).
7.9.6 is studied in seventh grade Block III.
6.
Understand the institution and impact of missionaries on Christianity and the diffusion
of Christianity from Europe to other parts of the world in the medieval and early
modern periods; locate missions on a world map.
7.
Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain
that promoted creativity in art, literature, and science, including how that cooperation
was terminated by the religious persecution of individuals and groups (e.g., the
Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
7.10 Students analyze the historical developments of the Scientific Revolution and its
lasting effect on religious, political, and cultural institutions.
7.10 As stated, in addition:
7.10.1 is introduced in seventh grade history Block II and is extended in both the
Perspective Drawing and Physics and Astronomy Blocks.
1.
Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian,
and Muslim science; Renaissance humanism; new knowledge from global exploration).
2.
Understand the significance of the new scientific theories (e.g., those of Copernicus,
Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope,
microscope, thermometer, barometer).
3.
Understand the scientific method advanced by Bacon and Descartes, the influence of
new scientific rationalism on the growth of democratic ideas, and the coexistence of
science with traditional religious beliefs.
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and
eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.10.2 Copernicus, Tycho Brahe, Kepler and Galileo are studied in the Astronomy
Block and the Physics Block. Newton will be studied in depth in 8th grade history
and science where Physical Science is emphasized.
7.10.3 The Scientific Experimental Method and the process of inductive reasoning
are applied in Physics block experiments. However, the history of the Scientific
Revolution will be treated in the study of the Modern and Post-Modern world in
8th grade. The 8th grade studies of European History will usually begin with a
survey of Baroque Absolutism (such as the court of Louis XIV in Versailles), then
the Age of Reason and the Enlightenment, leading to the French Revolution. The
Scientific Revolution and the rise of the mathematical and molecular paradigm will
be studied in that context.
7.11 As stated
7.11.1 is studied in seventh grade Block III
1.
Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview.
2.
Discuss the exchanges of plants, animals, technology, culture, and ideas among
Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the
major economic and social effects on each continent.
3.
Examine the origins of modern capitalism; the influence of mercantilism and cottage
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7.11.2 is studied in seventh grade Blocks I and III
7.11.3 is studied in seventh grade Block III
7.11.4 is studied in Block III, and continues in 8th grade historical studies.
th
7.11.5 is studied in seventh grade and continues in 8 grade historical studies.
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industry; the elements and importance of a market economy in seventeenth-century
Europe; the changing international trading and marketing patterns, including their
locations on a world map; and the influence of explorers and map makers.
4.
Explain how the main ideas of the Enlightenment can be traced back to such
movements as the Renaissance, the Reformation, and the Scientific Revolution and to
the Greeks, Romans, and Christianity.
5.
Describe how democratic thought and institutions were influenced by Enlightenment
thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).
6.
Discuss how the principles in the Magna Carta were embodied in such documents as
the English Bill of Rights and the American Declaration of Independence.
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REMARKS
th
7.11.6 Is studied in seventh grade and continues in 8 grade historical studies.
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EIGHTH GRADE
English-Language Arts Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Overview
th
CSCE 8 grade students devote much time to English-Language Arts in all subjectarea main lesson blocks (there are approximately 10 main lesson blocks during the
academic year). During these main lessons, students read passages, novels, and
compostitions, analyze readings, write responses and summaries, engage in oral
recitation of related poetry and quotes, and learn in-context vocabulary and
spelling.
The 8th grade English-Language Arts curriculum specifically consists of one main
lesson block The Art of the Short Story, which teaches the short story genre, and an
8-week block, which meets one period per day, for production of a class play,
usually Shakespeare.
There is also a regular English-Language Arts class that meets three times a week.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and
understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
1.2 Understand the most important points in the history of English language and use
common word origins to determine the historical influences on English word meanings.
1.3 Use word meanings within the appropriate context and show ability to verify those
meanings by definition, restatement, example, comparison, or contrast.
1.0 As stated
1.1 - 1.3 As stated, in addition:
1.1 The use of figurative language has been studied and expressed
th
th
compositionally since 5 grade, and was given special attention in the 7 grade
creative writing block, Wish, Wonder, Surprise. These skills are furthered in the 8th
grade study and writing of a short story.
1.2-1.3 The students have opportunities each week to read information distributed
by the teacher related to the topic at hand. Each area of study brings new
vocabulary words related to the topic covered.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students. In addition, students read one million words annually on
their own, including a good representation of narrative and expository text (e.g., classic and
contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals).
2.2 Analyze text that uses proposition and support patterns.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Find similarities and differences between texts in the treatment, scope, or organization
of ideas.
2.4 Compare the original text to a summary to determine whether the summary accurately
captures the main ideas, includes critical details, and conveys the underlying meaning.
2.5 Understand and explain the use of a complex mechanical device by following technical
directions.
2.6 Use information from a variety of consumer, workplace, and public documents to
explain a situation or decision and to solve a problem.
Expository Critique
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of
text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that
reflect and enhance their studies of history and social science. They clarify the ideas and
connect them to other literary works. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
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REMARKS
2.0 As stated
During history and science main lesson blocks, students read scientific
observations, technical directions, historical documents (songs and poems of the
revolutions, letters, journal entries, proclamations, bills, posters, public
documents)and write summaries of what they have read. When English classes
follow the main lesson, students spend additional time writing, or analyzing the
validity, compositional structure, persuasiveness, grammar, etc of selected
readings.
2.1- 2.7 As stated
During their main lesson studies, students read and comprehend various kinds of
literature (instructional, explanatory, expository), fiction and non-fiction, poetry
and prose, analogies etc.
Students skillfully acquire factual information from media, newspapers,
encyclopedias, magazines, source books, internet, etc. They recall significant
events or details from assignments; they scan charts and graphs, infer meanings,
and use such information in preparation of reports.
Students recall and utilize previously-learned words for contextual clues to
deciphering meaning in related reading documents.
Students synopsize reading material, thereby demonstrating good comprehension
skills, (fiction and non-fiction.)
3.0 As stated
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Structural Features of Literature
3.1 Determine and articulate the relationship between the purposes and characteristics of
different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
REMARKS
3.1 - 3.7 As stated, in addition:
Students have been exposed to poetic forms throughout the lower grades. For
example, epic poetry by Homer was read and spoken during the study of Greek
History in 6th grade. Sonnets by Shakespeare and Renaissance authors were
learned in the 7th grade. And odes and ballads are learned during the survey of
the Romantic movement in the 8th grade History.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax),
the plot's development, and the way in which conflicts are (or are not) addressed and
resolved.
3.3 Compare and contrast motivations and reactions of literary characters from different
historical eras confronting similar situations or conflicts.
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and
meaning of the text.
3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and
contemporary works.
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that
define a writer's style and use those elements to interpret the work.
In the 8th grade main lesson block, The Art of the Short Story, students read stories
authored by masters of the short story genre, such as Poe. This genre permits
complete analysis of literary devices (3.1-3.7) in whole-story context. Students
study basic themes (revenge, irony, star-crossed lovers, horror, good vs. evil, etc.),
character development and motivation, conflict and resolution, plot and subplot
development, foreshadowing, setting and atmosphere, etc. They explore short
story writing exercises during the school year.
Literary Criticism
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes,
and beliefs of its author. (Biographical approach)
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students'
awareness of audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
needed.
1.0 As stated, in addition:
Organization and Focus
1.1 Create compositions that establish a controlling impression, have a coherent thesis, and
end with a clear and well-supported conclusion.
1.2 Establish coherence within and among paragraphs through effective transitions, parallel
structures, and similar writing techniques.
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from
authorities, comparisons, and similar devices.
Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and
modems.
1.5 Achieve an effective balance between researched information and original ideas.
Evaluation and Revision
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and
transitions between paragraphs, passages, and ideas.
1.1 - 1.3 As stated
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In the English classes, which meet 3 days per week, students learn to outline a
topic, compose rough drafts, write sample bibliographies, quote from sources, etc.
Such skills are applied in reports written for the main lesson block. These reports
will require expository and narrative formats.
1.4 - 1.5 As stated
1.6 As stated
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to
700 words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.
Using the writing strategies of grade eight outlined in Writing Standard 1.0, students:
2.0 As stated
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer's attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of characters).
Beginning in the 6 grade, students have had opportunity to write in numerous
genres. This practice is continued in grade 8:
2.2 Write responses to literature:
a. Exhibit careful reading and insight in their interpretations.
b. Connect the student's own responses to the writer's techniques and to specific textual
references.
c. Draw supported inferences about the effects of a literary work on its audience.
d. Support judgments through references to the text, other works, other authors, or to
personal knowledge.
2.3 Write research reports:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information
sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of
each.
d. Organize and display information on charts, maps, and graphs.
2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support arguments,
differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and
answering reader concerns and counterarguments.
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REMARKS
2.1 - 2.4 As stated, in addition:
th
In science, students have learned to write descriptive lab reports, applying an
expository and descriptive style with emphasis on materials, procedures, and
observations. However, essential description of some phenomenon may find its
best expression in poetry, e.g. the six-fold symmetry of a snowflake described for
science and geometry.
In response to History, narrative style is common, though some topics may inspire
contrast and comparison, or dramatic rendering—characters engaged in a
dramatic dialog framed on historical events. History might also be recreated as
diary accounts or letter writing. Students have the opportunity to write oratorical
or persuasive arguments, e.g. in support of the Bill of Rights.
In English class, the students learn to write the point/counterpoint style of essay,
anticipating and addressing objections from an antithetical view. There are many
opportunities to argue analogies, opinions of authorities, etc. as well as uncovering
errors in fact or reason.
Artistic and literary elements of writing— Fluency, color, figurative language,
rhythm, consonance—receive special attention in the main lesson block The Art of
the Short Story. This work is continued during the English-Language studies.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
2.5 Write documents related to career development, including simple business letters
and job applications:
a. Present information purposefully and succinctly and meet the needs of the intended
audience.
b. Follow the conventional format for the type of document (e.g., letter of inquiry,
memorandum).
2.6 Write technical documents:
a. Identify the sequence of activities needed to design a system, operate a tool, or explain
the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Use correct and varied sentence types and sentence openings to present a lively and
effective personal style.
1.2 Identify and use parallelism, including similar grammatical forms, in all written
discourse to present items in a series and items juxtaposed for emphasis.
1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the
relationship between ideas.
Grammar
1.4 Edit written manuscripts to ensure that correct grammar is used.
Punctuation and Capitalization
1.5 Use correct punctuation and capitalization.
Spelling
1.6 Use correct spelling conventions.
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REMARKS
2.5 - 2.6 As stated
1.0 As stated
1.1 - 1.6 As stated, in addition:
Students demonstrate grade -appropriate sentence construction. This includes
their use of more complex sentences with clauses and phrases, descriptors,
conjunctions and transitional phrases.
Students write sequential paragraphs using good structure (initial sentence,
supporting material, closure and transition phrases or information).
Students use appropriate grammar, punctuation, syntax, parts of speech,
vocabulary and spelling (collected from content areas). Students consistently use
commas (for series), quotations, and capitals for proper nouns. They are becoming
proficient with use of colons and semicolons.
Students find spelling errors, and consistently self-edit and proofread (their own
and each other's work) applying all previously-taught skills including
alphabetization and dictionary usage (see grades 5-7). They produce accurate final
drafts of writing projects.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral
communication.
Comprehension
1.1 Analyze oral interpretations of literature, including language choice and delivery, and
the effect of the interpretations on the listener.
1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions
concerning the speaker's content, delivery, and purpose.
Organization and Delivery of Oral Communication
1.3 Organize information to achieve particular purposes by matching the message,
vocabulary, voice modulation, expression, and tone to the audience and purpose.
1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally
includes an introduction; transitions, previews, and summaries; a logically developed body;
and an effective conclusion.
1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers,
and the active rather than the passive voice in ways that enliven oral presentations.
1.6 Use appropriate grammar, word choice, enunciation, and pace during formal
presentations.
1.7 Use audience feedback (e.g., verbal and nonverbal cues):
a. Reconsider and modify the organizational structure or plan.
b. Rearrange words and sentences to clarify the meaning.
Analysis and Evaluation of Oral and Media Communications
1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).
1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic
artists, illustrators, news photographers) communicate information and affect impressions
and opinions.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking
demonstrates a command of standard American English and the organizational and
delivery strategies outlined in Listening and Speaking Standard 1.0.
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1.0 As stated
1.1 - 1.9 As stated, in addition:
Students expand listening skills and imagination through verbal dictations,
dramatic reading, oral reports, oral stories, folk tales and ballads, and songs and
poems of revolutions and romance. Students are able to construct orally dictated
sentences with grade appropriate accuracy. These contain sight vocabulary as well
as appropriate phonetically based spelling.
Students exhibit good listening, verbal memory and comprehension skills through
participation in class lessons. They recall and use factual content required by
subject applications. They use vocabulary from the orally given material.
Students demonstrate full engagement in the orally given story material, through
artistic free rendering and projects depicting the students’ relationship to the
material.
2.0 As stated, in addition:
Well-honed public speaking is supported by extemporaneous speaking, poetry and
prose, and oral reports. It is also supported by work on a class play for 8 weeks, 1
period per day. The play is performed before an audience –the rest of the school
and the parent body. During practice on the play, students work on speech
exercises to enhance projection and articulation.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
Using the speaking strategies of grade eight outlined in Listening and Speaking Standard
1.0, students:
REMARKS
2.1 - 2.2 As stated, in addition:
Students exhibit growing ability to express self-generated reports in clear, concise
and complete verbal presentations. They read with inflection in all genres.
2.1 Deliver narrative presentations (e.g., biographical, autobiographical):
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, and the subject's attitude about, the incident, event, or
situation.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of characters).
Students verbally synopsize reading material, thereby indicating good
comprehension skills (fiction and non-fiction.)
Students memorize materials for recitation in presentations and plays.
2.2 Deliver oral responses to literature:
a. Interpret a reading and provide insight.
b. Connect the students' own responses to the writer's techniques and to specific textual
references.
c. Draw supported inferences about the effects of a literary work on its audience.
d. Support judgments through references to the text, other works, other authors, or
personal knowledge.
2.3 Deliver research presentations:
a. Define a thesis.
b. Record important ideas, concepts, and direct quotations from significant information
sources and paraphrase and summarize all relevant perspectives on the topic, as
appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of
each.
d. Organize and record information on charts, maps, and graphs.
Students recite memorized passages, poems, verses etc. with clear diction,
articulation, inflection, and expression.
Students discuss meanings of a phrase or passage in poetry, prose, expository
writing or the like.
2.3 - 2.5 As stated
2.4 Deliver persuasive presentations:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Differentiate fact from opinion and support arguments with detailed evidence, examples,
and reasoning.
c. Anticipate and answer listener concerns and counterarguments effectively through the
inclusion and arrangement of details, reasons, examples, and other elements.
d. Maintain a reasonable tone.
2.5 Recite poems
(of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice
modulation, tone, and gestures expressively to enhance the meaning.
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EIGHTH GRADE
Mathematics Content Standards
CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
The standards for grades eight through twelve are organized differently from those for
kindergarten through grade seven. In this section strands are not used for organizational
purposes as they are in the elementary grades because the mathematics studied in grades
eight through twelve falls naturally under discipline headings: algebra, geometry, and so
forth. Many schools teach this material in traditional courses; others teach it in an
integrated fashion. To allow local educational agencies and teachers flexibility in teaching
the material, the standards for grades eight through twelve do not mandate that a
particular discipline be initiated and completed in a single grade. The core content of these
subjects must be covered; students are expected to achieve the standards however these
subjects are sequenced
The Mathematics and Geometry Curriculum consists of two main lesson blocks. In
addition to the main lessons, there are daily classes to extend the work begun in
the main lessons. One of the weekly classes concentrates on application of math
and geometry to science.
Summary:
Algebra Equations Block
Many other combinations of these advanced subjects into courses are possible. What is
described in this section are standards for the academic content by discipline; this
document does not endorse a particular choice of structure for courses or a particular
method of teaching the mathematical content.
Geometry Plane and Solid Block
Daily Math Class
When students delve deeply into mathematics, they gain not only conceptual
understanding of mathematical principles but also knowledge of, and experience with, pure
reasoning. One of the most important goals of mathematics is to teach students logical
reasoning. The logical reasoning inherent in the study of mathematics allows for
applications to a broad range of situations in which answers to practical problems can be
found with accuracy.
By grade eight, students' mathematical sensitivity should be sharpened. Students need to
start perceiving logical subtleties and appreciate the need for sound mathematical
arguments before making conclusions. As students progress in the study of mathematics,
they learn to distinguish between inductive and deductive reasoning; understand the
meaning of logical implication; test general assertions; realize that one counterexample is
enough to show that a general assertion is false; understand conceptually that although a
general assertion is true in a few cases, it is not true in all cases; distinguish between
something being proven and a mere plausibility argument; and identify logical errors in
chains of reasoning.
REMARKS
Overview
The students use the Key Curriculum Press Key to Algebra Books continuing from
book 5 begun in the 7th grade with intention to complete through book 8. Books
9 and 10 are available for advanced students. Completion of all 10 books
constitutes completion of High School Freshman Algebra, i.e., Algebra 1.
Books 5-10 of the Key to Algebra Books series are titled:
KA-5:
Rational Numbers
KA-6:
Multiplying and Dividing Rational Expressions
KA-7:
Adding and Subtracting Rational Expressions
KA-8:
Graphs
KA-9:
Systems of Equations
KA-10: Square Roots and Quadratic Equations
Algebra I
Symbolic reasoning and calculations with symbols are central in algebra. Through the study
of algebra, a student develops an understanding of the symbolic language of mathematics
and the sciences. In addition, algebraic skills and concepts are developed and used in a
wide variety of problem-solving situations.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
1.0 Students identify and use the arithmetic properties of subsets of integers and rational,
irrational, and real numbers, including closure properties for the four basic arithmetic
operations where applicable:
As stated
1.1 Students use properties of numbers to demonstrate whether assertions are true or
false.
2.0 Students understand and use such operations as taking the opposite, finding the
reciprocal, taking a root, and raising to a fractional power. They understand and use the
rules of exponents.
3.0 Students solve equations and inequalities involving absolute values.
4.0 Students simplify expressions before solving linear equations and inequalities in one
variable, such as 3(2x-5) + 4(x-2) = 12.
5.0 Students solve multistep problems, including word problems, involving linear equations
and linear inequalities in one variable and provide justification for each step.
6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x +
6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they
sketch the region defined by 2x + 6y < 4).
7.0 Students verify that a point lies on a line, given an equation of the line. Students are
able to derive linear equations by using the point-slope formula.
8.0 Students understand the concepts of parallel lines and perpendicular lines and how
those slopes are related. Students are able to find the equation of a line perpendicular to a
given line that passes through a given point.
9.0 Students solve a system of two linear equations in two variables algebraically and are
able to interpret the answer graphically. Students are able to solve a system of two linear
inequalities in two variables and to sketch the solution sets.
10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students
solve multistep problems, including word problems, by using these techniques.
11.0 Students apply basic factoring techniques to second-and simple third-degree
polynomials. These techniques include finding a common factor for all terms in a
polynomial, recognizing the difference of two squares, and recognizing perfect squares of
binomials.
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REMARKS
Points 1.0 through 25.0 requirements listed below are fulfilled by completion of all
10 books of the Key to Algebra series described above. Many 8th grade students
complete only KA 1 - 7 or KA 1 – 8. Since linear and polynomial equations and
graphing are treated in books KA 8 -10.
The following lists topics found in each book:
Topics in Rational Numbers (KA-5)
Dividing Integers
Equations with Rational Number solutions
Numbers Lines
Graphing Integers
Graphing Rational Numbers
Inequalities
Absolute Value
Graphing Inequalities and Solving Inequalities
Relations and the Signs
Functions
Topics in Multiplying an Dividing Rational Expressions (KA-6)
Reviewing Rational Expressions
Multiplying Fractions and Algebraic Equations
Equivalent Fractions and Algebraic Equations
Rewriting Fractions in Higher Terms and Algebraic Equations
Simplifying Fractions and Algebraic Equations
Reciprocals in the Equation
Dividing with Fractions in Equations
Topics in Adding and Subtracting Rational Expressions (KA-7)
Adding Fractions with a common denominator in Algebraic Expressions
Opposite Fractions
Subtracting Fractions with Common Denominator in Algebraic Expressions
Adding and Subtracting Fractions with Different Denominators in Algebraic
Expressions
Combining Integers and Rational Expressions
Combining Polynomials and Rational Expressions
Finding Least Common Denominators
Using Common Denominators to Solve Equations
Proportions and Cross Multiplying
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CALIFORNIA STATE STANDARDS
12.0 Students simplify fractions with polynomials in the numerator and denominator by
factoring both and reducing them to the lowest terms.
13.0 Students add, subtract, multiply, and divide rational expressions and functions.
Students solve both computationally and conceptually challenging problems by using these
techniques.
14.0 Students solve a quadratic equation by factoring or completing the square.
15.0 Students apply algebraic techniques to solve rate problems, work problems, and
percent mixture problems.
16.0 Students understand the concepts of a relation and a function, determine whether a
given relation defines a function, and give pertinent information about given relations and
functions.
17.0 Students determine the domain of independent variables and the range of dependent
variables defined by a graph, a set of ordered pairs, or a symbolic expression.
18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a
symbolic expression is a function and justify the conclusion.
19.0 Students know the quadratic formula and are familiar with its proof by completing the
square.
20.0 Students use the quadratic formula to find the roots of a second-degree polynomial
and to solve quadratic equations.
21.0 Students graph quadratic functions and know that their roots are the x- intercepts.
CSCE ALIGNMENT
REMARKS
Practice with Ratio Problems
Ratio Problems as Percents and Time Problems
Topics in Graphs and Equations (KA-8)
Cartesian coordinates, ordered pairs
Plotting points, lines, and curves from a table
Graphing Equations with One Variable
Graphing Equations with Two Variables
Linear Equation and their Plot Points
The Slope of a Line and the Y axis intercept
The Linear Equation Form
Finding the Equation of a Line
Graphing Linear Inequalities
Topics in Systems of Equations (advanced students) (KA-9)
Solving Systems of Equations with Graphing
Solving Systems of Equations by Addition and Subtraction
Solving Systems of Equations by Substitution
Converting Word Problems to Systems of Equations
Solving Systems of Inequalities
Topics in Square Roots & Quadratic Eqtns (advanced students) (KA-10)
Squares, Square Roots and Irrational Numbers
Solving Quadratic Equations Without Factoring
Application of the Pythagorean Theorem
Formulas Involving Square Roots
Square Roots, Monomials, Product and Quotient Rules
Complete the Square: Solving the Quadratic Equation
The Quadratic Formula
Application of the Quadratic Formula
Quadratic Functions
22.0 Students use the quadratic formula or factoring techniques or both to determine
whether the graph of a quadratic function will intersect the x-axis in zero, one, or two
points.
23.0 Students apply quadratic equations to physical problems, such as the motion of an
object under the force of gravity.
24.0 Students use and know simple aspects of a logical argument:
24.1 Students explain the difference between inductive and deductive reasoning and
identify and provide examples of each.
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24.2 Students identify the hypothesis and conclusion in logical deduction.
24.3 Students use counterexamples to show that an assertion is false and recognize
that a single counterexample is sufficient to refute an assertion.
25.0 Students use properties of the number system to judge the validity of results, to justify
each step of a procedure, and to prove or disprove statements:
25.1 Students use properties of numbers to construct simple, valid arguments (direct
and indirect) for, or formulate counterexamples to, claimed assertions.
25.2 Students judge the validity of an argument according to whether the properties of
the real number system and the order of operations have been applied correctly at
each step.
25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value
expressions or equations or inequalities, students determine whether the statement is
true sometimes, always, or never.
Geometry
The geometry skills and concepts developed in this discipline are useful to all students.
Aside from learning these skills and concepts, students will develop their ability to
construct formal, logical arguments and proofs in geometric settings and problems.
1.0 Students demonstrate understanding by identifying and giving examples of undefined
terms, axioms, theorems, and inductive and deductive reasoning.
2.0 Students write geometric proofs, including proofs by contradiction.
3.0 Students construct and judge the validity of a logical argument and give
counterexamples to disprove a statement.
4.0 Students prove basic theorems involving congruence and similarity.
5.0 Students prove that triangles are congruent or similar, and they are able to use the
concept of corresponding parts of congruent triangles.
6.0 Students know and are able to use the triangle inequality theorem.
The Geometry Main Lesson Block comprises:
 Introduction to Solid Geometry
 Euclidian proofs in Plane Geometry.
 Geometrical Structures in nature: (Not included in CA Standards)
Series (geometric, arithmetic, Fibonacci numbers); The Golden Proportion;
Golden Proportion in the Human Skeleton; Logarithmic and Archimedean
spirals
1.0 - 8.0 and 12.0 -16.0
Plane Geometry: Introduction to Euclidian plane geometry: Introduction to
Axioms, Theorems and Proofs; Scalene, Isosceles, Obtuse, Acute and Right
Triangles, Similar Triangles, Corresponding parts: Congruence by SSS, SAS, ASA;
Properties of Geometrical Planer Objects and Parallel Lines; perimeters and areas
of polygons; further application of the Pythagorean Theorem, ratios of sides
(introduction to trigonometric relationships); bisections of angles
8.0 - 11.0
Solid Geometry: Review of concepts of points, lines, planes, and solids in space
(Perspective Geometry); Review of 5 Platonic Solids, Construction of Platonic solids
from planar figures using straight edge and compass, Volume and Surface Areas of
sphere, cylinder, cube, triangular and rectangular prisms, etc.; Ratio of surface
area to volume for several solids.
7.0 Students prove and use theorems involving the properties of parallel lines cut by a
transversal, the properties of quadrilaterals, and the properties of circles.
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8.0 Students know, derive, and solve problems involving the perimeter, circumference,
area, volume, lateral area, and surface area of common geometric figures.
9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones,
and spheres; and students commit to memory the formulas for prisms, pyramids, and
cylinders.
10.0 Students compute areas of polygons, including rectangles, scalene triangles,
equilateral triangles, rhombi, parallelograms, and trapezoids.
11.0 Students determine how changes in dimensions affect the perimeter, area, and
volume of common geometric figures and solids.
12.0 Students find and use measures of sides and of interior and exterior angles of triangles
and polygons to classify figures and solve problems.
13.0 Students prove relationships between angles in polygons by using properties of
complementary, supplementary, vertical, and exterior angles.
14.0 Students prove the Pythagorean theorem.
15.0 Students use the Pythagorean theorem to determine distance and find missing lengths
of sides of right triangles.
16.0 Students perform basic constructions with a straightedge and compass, such as angle
bisectors, perpendicular bisectors, and the line parallel to a given line through a point off
the line.
17.0 Students prove theorems by using coordinate geometry, including the midpoint of a
line segment, the distance formula, and various forms of equations of lines and circles.
18.0 Students know the definitions of the basic trigonometric functions defined by the
angles of a right triangle. They also know and are able to use elementary relationships
between them. For example, tan( x ) = sin( x )/cos( x ), (sin( x )) 2 + (cos( x )) 2 = 1.
19.0 Students use trigonometric functions to solve for an unknown length of a side of a
right triangle, given an angle and a length of a side.
20.0 Students know and are able to use angle and side relationships in problems with
special right triangles, such as 30°, 60°, and 90° triangles and 45°, 45°, and 90° triangles.
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21.0 Students prove and solve problems regarding relationships among chords, secants,
tangents, inscribed angles, and inscribed and circumscribed polygons of circles.
22.0 Students know the effect of rigid motions on figures in the coordinate plane and
space, including rotations, translations, and reflections.
Algebra II
Probability and Statistics
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Not applicable
Not applicable
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EIGHTH GRADE
Science Content Standards
CALIFORNIA STATE STANDARDS
Focus on Physical Science
CSCE ALIGNMENT
REMARKS
Overview
The 8th grade science curriculum consists of 3 main lesson blocks, and three
classes per week.
The 3 main block lessons are:
Introduction to Mechanics, Physics, and Meteorology
Introduction to Chemistry
Human Anatomy; Comparative Anatomy; Physiology
th
Topics covered in this latter block are not required of 8 grade students by the
state content standards. There is discussion of the:
 Skeleto-Muscular, Respiratory, Circulatory, Digestive, and Reproductive
systems
 Sensory systems of sight and hearing
 Importance of nutrition and exercise
Additionally, there is science study classes 3 times per week during the entire
school year. One of these weekly classes focuses on methodology, and geometric
and algebraic applications in science.
Motion
1. The velocity of an object is the rate of change of its position. As a basis for understanding this concept:
1a-f As stated
In the Introduction to Mechanics block.
f.
Students know position is defined in relation to some choice of a standard reference
point and a set of reference directions.
g.
Students know that average speed is the total distance traveled divided by the total
time elapsed and that the speed of an object along the path traveled can vary.
h.
Students know how to solve problems involving distance, time, and average speed.
i.
Students know the velocity of an object must be described by specifying both the
direction and the speed of the object.
j.
Students know changes in velocity may be due to changes in speed, direction, or both.
k.
Students know how to interpret graphs of position versus time and graphs of speed
versus time for motion in a single direction.
Forces
2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept: 2a-g As stated
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l.
CSCE ALIGNMENT
Students learn Newton’s 3 Laws of Motion and his Law of Universal Attraction
(gravity). The 7th grade study of simple machines is reviewed for mastery,
including the Law of the Lever, force and mechanical advantage.
Students know a force has both direction and magnitude.
m. Students know when an object is subject to two or more forces at once, the result is
the cumulative effect of all the forces.
n.
Students know when the forces on an object are balanced, the motion of the object
does not change.
o.
Students know how to identify separately the two or more forces that are acting on Ê
a single static object, including gravity, elastic forces due to tension or compression in
matter, and friction.
p.
Students know that when the forces on an object are unbalanced, the object will
change its velocity (that is, it will speed up, slow down, or change direction).
q.
Students know the greater the mass of an object, the more force is needed to achieve
the same rate of change in motion.
r.
Students know the role of gravity in forming and maintaining the shapes of planets,
stars, and the solar system.
REMARKS
Structure of Matter
3. Each of the more than 100 elements of matter has distinct properties and a distinct
atomic structure. All forms of matter are composed of one or more of the elements. As a
basis for understanding this concept:
3a-f As stated
The 3 week block Introduction to Chemistry introduces students to the model of
the atom, the Periodic Table, Ionic bonding (compounds), Solutions and Solubility,
Covalent Bonding (molecules), Polymers, Kinetic Theory, and Reactions. This block
builds on what students learned in the 7th grade block: Life Science: Nutrition,
Physiology, Chemistry, Anatomy.
s.
Students know the structure of the atom and know it is composed of protons,
neutrons, and electrons.
t.
Students know that compounds are formed by combining two or more different
elements and that compounds have properties that are different from their
constituent elements.
u.
Students know atoms and molecules form solids by building up repeating patterns,
such as the crystal structure of NaCl or long-chain polymers.
v.
Students know the states of matter (solid, liquid, gas) depend on molecular motion.
w.
Students know that in solids the atoms are closely locked in position and can only
vibrate; in liquids the atoms and molecules are more loosely connected and can collide
with and move past one another; and in gases the atoms and molecules are free to
move independently, colliding frequently.
x.
Students know how to use the periodic table to identify elements in simple
compounds.
Earth in the Solar System (Earth Science)
4. The structure and composition of the universe can be learned from studying stars and
galaxies and their evolution. As a basis for understanding this concept:
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4a-e As stated
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y.
Students know galaxies are clusters of billions of stars and may have different shapes.
z.
Students know that the Sun is one of many stars in the Milky Way galaxy and that stars
may differ in size, temperature, and color.
aa. Students know how to use astronomical units and light years as measures of distances
between the Sun, stars, and Earth.
REMARKS
Students first learned of the solar system, planets, and milky way galaxy in a 7th
th
grade main lesson block on Astronomy. In 8 grade, students follow-up the study
of Newton’s Universal Law of Gravity with discussion of its astronomic
applications. They learn of the role of gravity in the evolution of stars, and how it
holds together star systems and galaxies. Students calculate planetary distances
and orbital speeds (Kepler’s Laws), they convert distances into light-minutes and
light-years, and they calculate distances to stars and galaxies.
bb. Students know that stars are the source of light for all bright objects in outer space
and that the Moon and planets shine by reflected sunlight, not by their own light.
cc. Students know the appearance, general composition, relative position and size, and
motion of objects in the solar system, including planets, planetary satellites, comets,
and asteroids.
Reactions
5. Chemical reactions are processes in which atoms are rearranged into different
combinations of molecules. As a basis for understanding this concept:
5a-e As stated
See above at 3.0 Structure of Matter and below at 6.0 Chemistry of Living Systems
dd. Students know reactant atoms and molecules interact to form products with different
chemical properties.
ee. Students know the idea of atoms explains the conservation of matter: In chemical
reactions the number of atoms stays the same no matter how they are arranged, so
their total mass stays the same.
ff.
Students know chemical reactions usually liberate heat or absorb heat.
gg. Students know physical processes include freezing and boiling, in which a material
changes form with no chemical reaction.
hh. Students know how to determine whether a solution is acidic, basic, or neutral.
Chemistry of Living Systems (Life Science)
6. Principles of chemistry underlie the functioning of biological systems. As a basis for
understanding this concept:
ii.
Students know that carbon, because of its ability to combine in many ways with itself
and other elements, has a central role in the chemistry of living organisms.
jj.
Students know that living organisms are made of molecules consisting largely of
carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.
kk. Students know that living organisms have many different kinds of molecules, including
small ones, such as water and salt, and very large ones, such as carbohydrates, fats,
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6a-c As stated, in addition:
In the Introduction to Chemistry Main Lesson Block students consider the elements
hydrogen, oxygen, and nitrogen as building blocks of plant and animal tissue:
cellulose, glucose, carbohydrate, protein, etc. Students write chemical equations
and learn basic organic chemistry in context of:
 Plant structure and chemical processes
 Cycles of elements, e.g. calcium, carbon, and nitrogen cycles
 Tests for starch, sugars, proteins and fats.
 Chemical equations of sugars, starches and fats.
 Solubility of elements, molecules and compounds
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proteins, and DNA.
Students report and illustrate demonstrations observed in the progress of this
block.
Periodic Table
7. The organization of the periodic table is based on the properties of the elements and
reflects the structure of atoms. As a basis for understanding this concept:
ll.
Students know how to identify regions corresponding to metals, nonmetals, and inert
gases.
mm. Students know each element has a specific number of protons in the nucleus (the
atomic number) and each isotope of the element has a different but specific number
of neutrons in the nucleus.
7a-c As stated, in addition:
In the Introduction to Chemistry Main Lesson Block students learn of the Periodic
Table in reference to atomic number, mass number, isotopes, and average atomic
mass. They learn of periodic trends in thermal and electrical conductivity, also of
chemical families, metals, non-metals, metalloids, gaseous elements, and the
noble gases.
nn. Students know substances can be classified by their properties, including their melting
temperature, density, hardness, and thermal and electrical conductivity.
Density and Buoyancy
8. All objects experience a buoyant force when immersed in a fluid. As a basis for
understanding this concept:
oo. Students know density is mass per unit volume.
pp. Students know how to calculate the density of substances (regular and irregular solids
and liquids) from measurements of mass and volume.
qq. Students know the buoyant force on an object in a fluid is an upward force equal to
the weight of the fluid the object has displaced.
rr.
8a-d As stated, in addition:
th
Fluid Mechanics is introduced in the 8 grade study of Mechanics, Physics, and
Meteorology. Students study volume displacement, buoyancy, density, and
surface tension. They discuss convection in relation to meteorology (atmospherics
and climatology).
Additionally, students continue to develop basic understandings of acoustics,
magnetism, heat, optics and electricity.
Students know how to predict whether an object will float or sink.
Investigation and Experimentation
9. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
9a-g As stated, in addition:
Investigation and Experimentation occurs during the Science main lesson blocks
as well as during science classes three times per week. One of these science
classes is devoted to mathematical applications of physics, including methodology,
formula writing, calculation, and analysis of graphs.
ss. Plan and conduct a scientific investigation to test a hypothesis.
tt.
Evaluate the accuracy and reproducibility of data.
uu. Distinguish between variable and controlled parameters in a test.
vv. Recognize the slope of the linear graph as the constant in the relationship y = kx and
apply this principle in interpreting graphs constructed from data.
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ww. Construct appropriate graphs from data and develop quantitative statements about
the relationships between variables.
xx. Apply simple mathematic relationships to determine a missing quantity in a
mathematic expression, given the two remaining terms (including speed =
distance/time, density = mass/volume, force = pressure x area, volume = area x
height).
yy. Distinguish between linear and nonlinear relationships on a graph of data.
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EIGHTH GRADE
History-Social Science Content Standards
CALIFORNIA STATE STANDARDS
United States History and Geography: Growth and Conflict
CSCE ALIGNMENT
Students in grade eight study the ideas, issues, and events from the framing of the
Constitution up to World War I, with an emphasis on America's role in the war. After
reviewing the development of America's democratic institutions founded on the JudeoChristian heritage and English parliamentary traditions, particularly the shaping of the
Constitution, students trace the development of American politics, society, culture, and
economy and relate them to the emergence of major regional differences. They learn
about the challenges facing the new nation, with an emphasis on the causes, course, and
consequences of the Civil War. They make connections between the rise of industrialization
and contemporary social and economic conditions
REMARKS
Overview
The 8th grade History/Social Science Curriculum consists of 3 main lesson blocks.
The 3 main block lessons are:
Revolutionaries, Romantics, and Modern World History
American History and US Government
World Geography; People of the Earth
Topics covered in the World Geography; People of the Earth block are not required
th
of 8 grade students by the state content standards. Students examine the
economic impact of geography on civilization, and develop a geographical
understanding of Africa, Asia and Australia, with emphasis on the following:
 Countries, capitals, major mountains, bodies of water
 Seasonal changes
 Biotic zones
 Wind and water currents
 Meridians and parallels of latitude
 Specific land formations (e.g., glaciers, volcanoes, icebergs)
 Comparisons and contrasts of various climates
 Comparisons and contrasts of various vegetation (e.g., tundra, grasslands,
deserts)
 Free hand drawing of continents and bodies of water.
Additionally, there is the study time scheduled for US History, Government, and
Current Affairs in 2 classes per week during the entire school year.
8.1 Students understand the major events preceding the founding of the nation and
relate their significance to the development of American constitutional democracy.
1.
Describe the relationship between the moral and political ideas of the Great
Awakening and the development of revolutionary fervor.
2.
Analyze the philosophy of government expressed in the Declaration of Independence,
with an emphasis on government as a means of securing individual rights (e.g., key
phrases such as "all men are created equal, that they are endowed by their Creator
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8.1 As stated, in addition:
1. Students study the early colonial period to learn how sentiments and lifestyle
set the stage for the American Revolution, e.g. the religious mood of the revivalist
Great Awakening.
2 - 3. Both of these topics are addressed in the survey of Revolutionaries and
Romantics. The teacher describes how philosophers in Europe such as Locke,
Voltaire and Rousseau had propounded many of the ideas that would be
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with certain unalienable Rights").
3.
Analyze how the American Revolution affected other nations, especially France.
4.
Describe the nation's blend of civic republicanism, classical liberal principles, and
English parliamentary traditions.
REMARKS
incorporated into the philosophy of government professed in the Declaration of
Independence. And students learn that The French Revolution of 1789 was
furthered by the success of the American Revolution.
4. Students learn of the unique blending of values and procedures underlying the
framing of the Constitution.
These themes are extended during the 2 classes per week on American History and
US Government.
8.2 Students analyze the political principles underlying the U.S. Constitution and compare
the enumerated and implied powers of the federal government.
1.
Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
2.
Analyze the Articles of Confederation and the Constitution and the success of each in
implementing the ideals of the Declaration of Independence.
3.
Evaluate the major debates that occurred during the development of the Constitution
and their ultimate resolutions in such areas as shared power among institutions,
divided state-federal power, slavery, the rights of individuals and states (later
addressed by the addition of the Bill of Rights), and the status of American Indian
nations under the commerce clause.
8.2.1-.12 As stated
1 - 2. Students were first introduced to the Magna Charta in their 6th grade
th
European History of the Middle Ages. In 8 grade block Revolutionaries and
Romantics, students build upon their knowledge of the Reformation to address the
revolutions of government, laws and rights. They are presented the additional
documents (English Bill of Rights, Mayflower Compact, etc) which extend ideals of
independence (earlier afforded only to aristocrats) to all people.
3. In the American History and US Government block, students are introduced to
the history of government, learning how framers balanced powers and duties
among 3 branches.
4 - 7. Much of the first semester of the American History and US Government class
is devoted to issues, proposals, debates, and documents influencing the
development of the US government up to the present day; these documents
include the Constitution, Bill of Rights, and later Amendments. They learn of the
North-South geo-political and industrial division effecting both the American
Revolution and Civil War.
4.
Describe the political philosophy underpinning the Constitution as specified in the
Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay)
and the role of such leaders as Madison, George Washington, Roger Sherman,
Gouverneur Morris, and James Wilson in the writing and ratification of the
Constitution.
5.
Understand the significance of Jefferson's Statute for Religious Freedom as a
forerunner of the First Amendment and the origins, purpose, and differing views of
the founding fathers on the issue of the separation of church and state.
6.
Enumerate the powers of government set forth in the Constitution and the
fundamental liberties ensured by the Bill of Rights.
7.
Describe the principles of federalism, dual sovereignty, separation of powers, checks
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4 - 5. In Revolutionaries and Romantics, students read stories and biographies of
the Ages of Enlightenment and Revolution. Candidate biographies include George
Washington, Thomas Jefferson, John Quincy Adams, Lafayette, Benjamin Franklin,
Dolly Madison, etc.
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and balances, the nature and purpose of majority rule, and the ways in which the
American idea of constitutionalism preserves individual rights.
8.3 Students understand the foundation of the American political system and the ways in
which citizens participate in it.
1.
Analyze the principles and concepts codified in state constitutions between 1777 and
1781 that created the context out of which American political institutions and ideas
developed.
2.
Explain how the ordinances of 1785 and 1787 privatized national resources and
transferred federally owned lands into private holdings, townships, and states.
3.
Enumerate the advantages of a common market among the states as foreseen in and
protected by the Constitution's clauses on interstate commerce, common coinage,
and full-faith and credit.
4.
Understand how the conflicts between Thomas Jefferson and Alexander Hamilton
resulted in the emergence of two political parties (e.g., view of foreign policy, Alien
and Sedition Acts, economic policy, National Bank, funding and assumption of the
revolutionary debt).
5.
Know the significance of domestic resistance movements and ways in which the
central government responded to such movements (e.g., Shays' Rebellion, the
Whiskey Rebel-lion).
6.
Describe the basic law-making process and how the Constitution provides numerous
opportunities for citizens to participate in the political process and to monitor and
influence government (e.g., function of elections, political parties, interest groups).
7.
Understand the functions and responsibilities of a free press.
8.3 As stated
The foundation of the American political system and citizen participation is studied
during the 2 classes per week on US History, Government, and Current Affairs.
8.4 Students analyze the aspirations and ideals of the people of the new nation.
8.4.1-.4 As stated
1.
Describe the country's physical landscapes, political divisions, and territorial expansion
during the terms of the first four presidents.
The study of American History in the 8 grade moves systematically through the
history of the newly formed nation, its politics, arts and culture.
2.
Explain the policy significance of famous speeches (e.g., Washington's Farewell
Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821
Address).
3.
Analyze the rise of capitalism and the economic problems and conflicts that
accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the
U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic
system of law).
4.
Discuss daily life, including traditions in art, music, and literature, of early national
America (e.g., through writings by Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
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8.5.1-.3 As stated
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1.
Understand the political and economic causes and consequences of the War of 1812
and know the major battles, leaders, and events that led to a final peace.
2.
Know the changing boundaries of the United States and describe the relationships the
country had with its neighbors (current Mexico and Canada) and Europe, including the
influence of the Monroe Doctrine, and how those relationships influenced westward
expansion and the Mexican-American War.
3.
Outline the major treaties with American Indian nations during the administrations of
the first four presidents and the varying outcomes of those treaties.
CSCE ALIGNMENT
8.6 Students analyze the divergent paths of the American people from 1800 to the mid1800s and the challenges they faced, with emphasis on the Northeast.
8.6 As stated, in addition:
1.
Discuss the influence of industrialization and technological developments on the
region, including human modification of the landscape and how physical geography
shaped human actions (e.g., growth of cities, deforestation, farming, mineral
extraction).
2.
Outline the physical obstacles to and the economic and political factors involved in
building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
3.
List the reasons for the wave of immigration from Northern Europe to the United
States and describe the growth in the number, size, and spatial arrangements of cities
(e.g., Irish immigrants and the Great Irish Famine).
4.
Study the lives of black Americans who gained freedom in the North and founded
schools and churches to advance their rights and communities.
5.
Trace the development of the American education system from its earliest roots,
including the roles of religious and private schools and Horace Mann's campaign for
free public education and its assimilating role in American culture.
6.
Examine the women's suffrage movement (e.g., biographies, writings, and speeches of
Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
7.
Identify common themes in American art as well as transcendentalism and
individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau,
Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth
Longfellow).
8.7 Students analyze the divergent paths of the American people in the South from 1800
to the mid-1800s and the challenges they faced.
1.
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Students observe how industrialization contributed to divergent cultures of North
and South. Westward expansion on the frontier led to another emerging
population. The influx of immigrants brought ethnic, cultural and religious
differences which needed reconciliation in the shaping of the nation. Students
follow the lives of the immigrant populations, the Irish, Chinese, Scandinavians,
Polish, etc A movement of universal spirituality and a celebration of the
landscape and nature emerges as an American version of European Romanticism
that stood as balance to Industrial enterprises, and also sought to overcome the
sectarianism among religions. Students learn of the lives and ideas of the
Transcendentalist movement and their support of abolition. During this period of
American History students also learn of the early public education endeavors.
8.7 As stated
Describe the development of the agrarian economy in the South, identify the locations
of the cotton-producing states, and discuss the significance of cotton and the cotton
gin.
2. Trace the origins and development of slavery; its effects on black Americans and on
Revised Petition
REMARKS
These topics are covered during the American History and US Government Block
and during the 2 classes per week on US History, Government, and Current Affairs.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
the region's political, social, religious, economic, and cultural development; and
identify the strategies that were tried to both overturn and preserve it (e.g., through
the writings and historical documents on Nat Turner, Denmark Vesey).
3.
Examine the characteristics of white Southern society and how the physical
environment influenced events and conditions prior to the Civil War.
4.
Compare the lives of and opportunities for free blacks in the North with those of free
blacks in the South.
8.8 Students analyze the divergent paths of the American people in the West from 1800
to the mid-1800s and the challenges they faced.
8.8 As stated
1.
Discuss the election of Andrew Jackson as president in 1828, the importance of
Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the
National Bank, policy of Indian removal, opposition to the Supreme Court).
2.
Describe the purpose, challenges, and economic incentives associated with westward
expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark
expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears,"
settlement of the Great Plains) and the territorial acquisitions that spanned numerous
decades.
3.
Describe the role of pioneer women and the new status that western women achieved
(e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West;
Wyoming granting suffrage to women in 1869).
4.
Examine the importance of the great rivers and the struggle over water rights.
5.
Discuss Mexican settlements and their locations, cultural traditions, attitudes toward
slavery, land-grant system, and economies.
6.
Describe the Texas War for Independence and the Mexican-American War, including
territorial settlements, the aftermath of the wars, and the effects the wars had on the
lives of Americans, including Mexican Americans today.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the
ideals of the Declaration of Independence.
1.
Describe the leaders of the movement (e.g., John Quincy Adams and his proposed
constitutional amendment, John Brown and the armed resistance, Harriet Tubman
and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd
Garrison, Frederick Douglass).
2.
Discuss the abolition of slavery in early state constitutions.
3.
Describe the significance of the Northwest Ordinance in education and in the banning
of slavery in new states north of the Ohio River.
4.
Discuss the importance of the slavery issue as raised by the annexation of Texas and
Revised Petition
Community School for Creative Education
These topics are covered during the American History and US Government Block
and during the 2 classes per week on US History, Government, and Current Affairs.
8.9 As stated
These topics are covered during the American History and US Government Block
and during the 2 classes per week on US History, Government, and Current Affairs.
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CALIFORNIA STATE STANDARDS
CSCE ALIGNMENT
REMARKS
California's admission to the union as a free state under the Compromise of 1850.
5.
Analyze the significance of the States' Rights Doctrine, the Missouri Compromise
(1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the
Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854),
the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
6.
Describe the lives of free blacks and the laws that limited their freedom and economic
opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the
Civil War.
1.
Compare the conflicting interpretations of state and federal authority as emphasized
in the speeches and writings of statesmen such as Daniel Webster and John C.
Calhoun.
2.
Trace the boundaries constituting the North and the South, the geographical
differences between the two regions, and the differences between agrarians and
industrialists.
3.
Identify the constitutional issues posed by the doctrine of nullification and secession
and the earliest origins of that doctrine.
4.
Discuss Abraham Lincoln's presidency and his significant writings and speeches and
their relationship to the Declaration of Independence, such as his "House Divided"
speech (1858),
5.
Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural
addresses (1861 and 1865).
6.
Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E.
Lee) and soldiers on both sides of the war, including those of black soldiers and
regiments.
7.
Describe critical developments and events in the war, including the major battles,
geographical advantages and obstacles, technological advances, and General Lee's
surrender at Appomattox.
8.
Explain how the war affected combatants, civilians, the physical environment, and
future warfare.
8.10 As stated
These topics are covered during the American History and US Government Block
and during the two weekly classes on US History, Government and Current Affairs.
Students read Civil War stories or biographies of Abraham Lincoln, Frederick
Douglas, Sojourner Truth, Harriet Tubman, Robert E. Lee, Ulysses S. Grant,
Jefferson Davis, Bismarck, etc
8.11 Students analyze the character and lasting consequences of Reconstruction.
8.11 As stated
1.
List the original aims of Reconstruction and describe its effects on the political and
social structures of different regions.
These topics are covered during the American History and US Government Block
and during the 2 classes per week on US History, Government, and Current Affairs.
2.
Identify the push-pull factors in the movement of former slaves to the cities in the
North and to the West and their differing experiences in those regions (e.g., the
experiences of Buffalo Soldiers).
Revised Petition
Community School for Creative Education
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CALIFORNIA STATE STANDARDS
3.
Understand the effects of the Freedmen's Bureau and the restrictions placed on the
rights and opportunities of freedmen, including racial segregation and "Jim Crow"
laws.
4.
Trace the rise of the Ku Klux Klan and describe the Klan's effects.
5.
Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the
Constitution and analyze their connection to Reconstruction.
CSCE ALIGNMENT
8.12 Students analyze the transformation of the American economy and the changing
social and political conditions in the United States in response to the Indus-trial
Revolution.
8.12 As stated
1.
Trace patterns of agricultural and industrial development as they relate to climate, use
of natural resources, markets, and trade and locate such development on a map.
2.
Identify the reasons for the development of federal Indian policy and the wars with
American Indians and their relationship to agricultural development and
industrialization.
3.
Explain how states and the federal government encouraged business expansion
through tariffs, banking, land grants, and subsidies.
4.
Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry
(e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
5.
Examine the location and effects of urbanization, renewed immigration, and
industrialization (e.g., the effects on social fabric of cities, wealth and economic
opportunity, the conservation movement).
6.
Discuss child labor, working conditions, and laissez-faire policies toward big business
and examine the labor movement, including its leaders (e.g., Samuel Gompers), its
demand for collective bargaining, and its strikes and protests over labor conditions.
7.
Identify the new sources of large-scale immigration and the contributions of
immigrants to the building of cities and the economy; explain the ways in which new
social and economic patterns encouraged assimilation of newcomers into the
mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
8.
Identify the characteristics and impact of Grangerism and Populism.
9.
Name the significant inventors and their inventions and identify how they improved
the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur
Wright).
Revised Petition
Community School for Creative Education
REMARKS
These topics are covered during the American History and US Government Block
and during the 2 classes per week on US History, Government, and Current Affairs.
Students read stories and biographies of reformers, industrialists and scientists of
the later 19th Century. Candidate biographies include Susan B. Anthony, Andrew
Carnegie, John D. Rockefeller, Thomas Edison, Nicolas Tesla, Alexander Graham
Bell, Orville and Wilbur Wright, Elijah McCoy, George Washington Carver, etc.
Appendix 7
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