Georgia Historical Society

Social Studies

Photo Courtesy of Library of Congress, Prints and Photograph Division, [LC-DIG-ppmsc-00047]

SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change.
a. Now, long ago
b. Before, after
c. Morning, afternoon, night
d. Today, tomorrow, yesterday
e. First, last, next
f. Day, week, month, year
g. Past, present, future   

SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.


SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher). SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.


SSKE4 The student will explain that people must make choices because they cannot have everything they want.


SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975.
a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.
c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.
d. Discuss the significance of the technologies of television and space exploration.


SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.
a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag.
b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.
c. Discuss the impact of Andrew Young on Georgia.


SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
a. Explain the importance of President Truman’s order to integrate the U.S. military and the federal government.
b. Identify Jackie Robinson and the integration of baseball.
c. Explain Brown v. Board of Education and efforts to resist the decision.
d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I Have a Dream Speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.


SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s.
a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.
b. Describe the National Organization of Women and the origins and goals of the modern women’s movement.
c. Analyze the anti-Vietnam War movement.
d. Analyze Cesar Chavez and the United Farm Workers’ movement.
e. Explain the importance of Rachel Carson’s Silent Spring and the resulting developments; include Earth Day, the creation of the Environmental Protection Agency (EPA), and the modern environmental movement.
f. Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

English & Language Arts

ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the meaning of
unfamiliar words.
d. Determines meanings of words and alternate word choices using a dictionary
or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
h. Recognizes and uses words with multiple meanings (e.g., sentence, school,
hard) and determines which meaning is intended from the context of the sentence.
i.    Identifies and applies the meaning of the terms antonym, synonym, and homophone.


ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-
monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).


ELA5R3 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unfamiliar words using context clues (e.g., definition,
example).
c. Determines the meaning of unfamiliar words using knowledge of common
roots, suffixes, and prefixes.
d. Determines pronunciations, meanings, alternate word choices, and parts of
speech of words using dictionaries and thesauruses.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard)
and determines which meaning is intended from the context of the sentence.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.


ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-
monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).


ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Determines the meaning of unfamiliar words by using word, sentence, and
paragraph clues.
b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
c. Identifies and interprets words with multiple meanings.
d. Uses reference skills to determine pronunciations, meanings, alternate word
choices, and parts of speech of words.


ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).


ELA7R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Determines the meaning of unfamiliar words using context clues (e.g., contrast,
cause and effect, etc.).
b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine
the meaning of unfamiliar words.
c. Identifies and explains idioms and analogies in prose and poetry.
d. Determines word meanings through the use of definition, example, restatement,
or contrast.


ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(selfmonitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).


ELA7RC3 The student acquires new vocabulary in each content area and uses
it correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.


ELA7RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate
to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.


ELA8R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Determines pronunciations, meanings, alternate word choices, parts of speech,
or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific
to reading and writing.
c. Demonstrates an initial understanding of the history of the English Language.


ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to listeners.
The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).

 
ELA8RC3 The student acquires new vocabulary in each content area and uses
it correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
 
    
ELA8RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate
to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.


ELA9RC3 The student acquires new vocabulary in each content area and uses it correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.


ELA9RC4 The student establishes a context for information acquired by reading across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.


ELA10RC3 The student acquires new vocabulary in each content area and uses it correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.


ELA10RC4 The student establishes a context for information acquired by reading across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.


ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.
b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotations marks, colons, ellipses, hyphens).
c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tenses, agreement).


ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.
b. Correctly uses clauses (i.e., main and subordinate), phrases (i.e., gerund, infinitive, and participial), and mechanics of punctuation (i.e., end marks, commas, semicolons, quotation marks, colons, ellipses, hyphens).
c. Demonstrates an understanding of sentence construction (i.e., subordination, proper placement of modifiers, parallel structure) and proper English usage (i.e., consistency of verb tense, agreement).

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