school program correlation to georgia performance...

School Program Correlation to

Georgia Performance Standards

2013-2014 School Year

A River Runs Through It (RR)

Sixth Grade (RR)

1. SS6E1, SS6E5 and SS6E8: Students will analyze different economic systems

a. Compare how traditional, command and market economies answer the economic questions

of 1-what to produce, 2-how to produce and 3-for whom to produce

b. Explain how most countries have a mixed economy located on a continuum between pure

market and pure command

2. SS6H6: Student will analyze the impact of European exploration and colonization on various world

regions

a. Identify the causes of European exploration and colonization; include religion, natural

resources, a market for goods and contributions of Prince Henry the Navigator.

b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa and the Americas.

Seventh Grade (RR)

1. SS7E1 and SS7E5: Students will analyze different economic systems

a. Compare how traditional, command and market economies answer the economic questions

of 1-what to produce, 2-how to produce and 3-for whom to produce.

b. Explain how most countries have a mixed economy located on a continuum between pure

market and pure command.

2. SS7E2: Student will explain how voluntary trade benefits buyers and sellers in Africa

a. Explain how specialization encourages trade between countries. Compare and contrast

different types of trade barriers, such as tariffs, quotas and embargos

b. Explain why international trade requires a system for exchanging currencies between

nations.

Eighth Grade (RR)

1. SS8H2: Students will analyze the colonial period of Georgia’s history

a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement

(charity, economics, and defense), Tomochichi, Mary Musgrove and the city of Savannah.

b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the

Salzburgers, Highland Scots, Malcontents, and the Spanish threat from Florida.

c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery,

government, and the impact of the royal governors.

2. SS8H5: Students will explain significant factors that affected the development of Georgia as part of the

growth of the United States between 1789 and 1840.

a. [Not applicable]

b. [Not applicable]

c. Explain how technological developments, include the cotton gin/ railroads, had impact on

Georgia’s growth.

3. SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different

historical periods.

4. SS8E2: Students will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods.

b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in

trade.

5. SS8E3: Students will evaluate the influence of Georgia’s economic growth and development.

a. Define profit and describe how profit is an incentive for entrepreneurs.

b. Explain how entrepreneurs take risks to develop new goods and services to start a business.

c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as

Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot.

6. SS8G1: Students will describe Georgia with regard to physical features and location.

a. Locate Georgia in relation to region, nation, continent, and hemispheres

b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley

and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.

c. Locate and evaluate the importance of key physical features on the development of Georgia;

include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and

Savannah Rivers, and barrier islands.

d. Evaluate the impact of climate on Georgia’s development.

7. SS8G2: Students will explain how the Interstate Highway System, Hartsfield-Jackson International

Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy

a. Explain how the four transportation systems interact to provide domestic & international

goods to the people of Georgia.

b. Explain how the four transportation systems interact to provide producers and service

providers in Georgia with national and international markets.

c. Explain how the four transportation systems provide jobs for Georgians.

High School (RR)

1. ACCT-FMS-1 : Acquire an understanding of the maritime transportation system.

a. Define terms related to the maritime transportation system, including system users, Federal,

State and Local Governments, private industry, waterways, ports, intermodal connections,

vessels, vehicles, marketplace, stakeholders and logistics.

b. Examine the components of the maritime transportation system in terms of waterways,

ports, intermodal connections, vessels, vehicles, and system users.

c. [Not applicable]

d. Assess the relationship of the local maritime transportation system between the

marketplace and local, national and international economy.

2. ACCT-FMS-2 : Analyze the history that influenced the maritime industry and the growth of free trade.

a. Describe critical historical events that contributed to the development of the United States

Maritime Industry.

b. Not applicable

c. Outline the origins of the maritime industry worldwide and the impact on free trade.

d. Examine the global economic impact of the United States shipyards and shipbuilding.

e. Not applicable

f. Evaluate Georgia’s contribution in the development of the United States Maritime role.

3. SSEF6: Students will explain how productivity, economic growth, and future standards of living are

influenced by investment in factories, machinery, new technology, and the health, education, and

training of people.

a. Define productivity as the relationship of inputs to outputs.

b. Give illustrations of investment in equipment and technology and explain their relationship

to economic growth.

c. Give examples of how investment in education can lead to a higher standard of living.

4. SSEM12: Students will explain how the Law of Demand, the Law of Supply, prices and profits work to

determine production and distribution in a market economy.

a. Define the Law of Supply and the Law of Demand

b. Describe the role of buyers and sellers in determining market clearing price.

c. [Not applicable]

d. Explain how prices serve as incentives in a market economy.

5. SSEM13: Students will explain how markets, prices and competition influence economic behavior.

6. Ethnic Studies: Standard 1 – Identifies various ethnic groups in the United States.

7. SSWG1: Students will explain the physical aspects of geography.

a. Describe the concept of place by explaining how physical characteristics such as landforms,

bodies of water, climate, soils, natural vegetation, and animal life are used to describe a

place.

b. Explain how human characteristics, such as population settlement patterns, and human

activities, such as agriculture and industry, can describe a place.

c. Analyze the interrelationship between physical and human characteristics of a place.

Breaking the Bonds: African-Americans in Savannah History (BB)

Fourth Grade (BB)

1. SS4H3: Students will explain factors that shaped British colonial America

a. Compare/contrast life in the New England, mid-Atlantic and Southern States.

b. Describe colonial life in America for large landowners/farmers/artisans/women/ indentured

servants/slaves/Native Americans.

2. SS4H5: Students will analyze the challenges faced by new nation.

a. [Not applicable]

b. Include major leaders of Constitutional Convention and describe major issues they

debated—rights of states, Great Compromise, slavery.)

3. SS4CG1: Students will describe meaning of…

a. natural rights as found in Declaration of Independence (life, liberty, pursuit of happiness)

4. SS4CG4: Students will explain the importance of Americans sharing certain central democratic beliefs

and principles, both personal and civic.

a. Explain necessity of respecting rights of others and promoting the common good

5. SS4E1: Students will use basic economic concepts of trade, opportunity cost, specialization, voluntary

exchange, productivity, and price incentives to illustrate historical events.

e. Describe how trade promotes economic activity (such as how trade between colonies and

England affected their economies)

Fifth Grade (BB)

1. SS5H1: Students will explain the causes, major events and consequences of the Civil War

a. [Not applicable]

b. Discuss how issues of states’ rights and slavery increased tensions between North and South.

c. Identify major battles and campaigns: Sherman’s March to the Sea.

d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis,

Stonewall Jackson.

e. Describe the effects of war on the North and South.

2. SS5H2: Students will analyze the effects of reconstruction on American life

a. Describe purpose of 13th, 14th and 15th Amendments

b. Explain the work of the Freedmen’s Bureau

c. Explain how slavery was replaced by sharecropping and how African-Americans were

prevented from exercising their newly won rights; include Jim Crow laws

3. SS5H8: Students will describe the importance of key people, events and developments between 1950 –

1975.

a. [Not applicable]

b. Explain key events/people of Civil Rights movement—include Brown v. Board of Education

(1954)… and civil rights activities of Martin Luther King, Jr.

c. [Not applicable]

d. [Not applicable]

Eighth Grade (BB)



(charity, economics, and defense), Tomochichi, Mary Musgrove and the city of Savannah


Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida





a. Explain the establishment of UGA, Louisville, and the spread of Baptist and Methodist

churches.

b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land

lotteries, and the Yazoo land fraud.


Georgia’s growth.

d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of

Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush,

Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

3. SS8H6: Students will analyze the impact of the Civil War and Reconstruction on Georgia.

a. Explain the importance of key issues and events that led to the Civil War; include slavery,

states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia

Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession

in Georgia, and the role of Alexander Stephens.

b. State the importance of key events of the Civil War; include Antietam, the Emancipation

Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s

Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing

Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th,

and 15th amendments to the constitution; Henry McNeal Turner and black legislators; and

the Ku Klux Klan.

4. SS8E1: The student will give examples of the kinds of goods and services produced in Georgia in

different historical periods

High School (BB)

1. Ethnic Studies: Standard 16 – Describe the causes & nature of slavery within the United States and its

impact on African Americans.

2. Ethnic Studies: Standard 17 – Examines the African-American quest for political, economic and social

equality.

3. Ethnic Studies: Standard 19 – Evaluates the contributions African Americans have made to American

culture.

4. SSSocC1: Students will explain the development and importance of culture.

a. Describe how culture is a social construction.

b. Identify the basic characteristics of culture.

c. Explain the importance of culture as an organizing tool in society.

d. Describe the components of culture to include language, symbols, norms, and values.

5. SSUSH2: Students will trace the ways that the economy and society of British North America

developed.

a. Explain the development of mercantilism and the trans-Atlantic trade.

b. Describe the Middle Passage, growth of the African population, and African-American

culture.

6. SSUSH8: Students will explain the relationship between growing north-south divisions and westward

expansion.

a. Explain how slavery became a significant issue in American politics; include the slave

rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick

Douglass, and the Grimke sisters).

7. SSUSH10: Students will identify legal, political, and social dimensions of Reconstruction.

a. Explain efforts to redistribute land in the South among the former slaves and provide

advanced education (Morehouse College) and describe the role of the Freedmen’s Bureau.

b. Describe the significance of the 13th, 14th, and 15th amendments.

8. SSUSH13: Students will identify major efforts to reform American society and politics in Progressive

Era.

a. [Not applicable]

b. [Not applicable]

c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

9. SSUSH22: Students will identify dimensions of the Civil Rights Movement, 1945-1970.

a. [Not applicable]

b. [Not applicable]

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.

History Lives in Savannah’s Cemeteries (HL)

Fourth Grade (HL) - Colonial Park

1. SS4H3: Students will explain factors that shaped British colonial America.

a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.

b. Describe colonial life in America for large landowners, farmers, artisans, women, indentured

servants, slaves, and Native Americans.

2. SS4H4: Students will explain the causes, events and results of the American Revolution

a. Events shaping Revolution-include French/Indian war; British Imperial Policy leading to 1765

Stamp Act; activities of Sons of Liberty; slogan “no taxation w/out representation”; Boston Tea

Party

b. Explain writing of Declaration of Independence (who wrote it, how it was written, why needed.

c. [Not applicable]

d. Describe key individuals in American Revolution – emphasis on Benjamin Franklin and Thomas

Jefferson.

3. SS4CG5: Students will name positive character traits of key historical figures and government leaders

(honesty, patriotism, courage, trustworthiness).

Fifth Grade (HL) - Laurel Grove

1. SS5H1: Students will explain the causes, major events and consequences of the Civil War.

a. [Not applicable]



d. [Not applicable]


Eighth Grade (HL) - Colonial Park





Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida.



Savannah’s Unique City Plan (CP)

Eighth Grade (CP)








2. SS8G1: Students will describe Georgia with regard to physical features and location.

a. Locate Georgia in relation to region, nation, continent, and hemispheres.

b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and

Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.

c. Locate and evaluate the importance of key physical features on the development of Georgia;

include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and

Savannah Rivers, and barrier islands.

d. Evaluate the impact of climate on Georgia’s development.

Digging History (DH)

Eighth Grade (DH)

1. SS8H1 student will evaluate the development of Native American cultures and the impact of European

exploration and settlement on the Native American cultures in Georgia

a. Describe the evolution of NA cultures (Paleo, Archaic, Woodland, Mississippian) prior to

European contact.

b. Evaluate the impact of European contact on NA cultures; include Spanish missions along the

barrier islands, and the explorations of Hernando DeSoto.

c. Explain reasons for European exploration and settlement of North America, w/ emphasis on the

interests of the French, Spanish and British in the Southeast.

2. SS8H2: Students will analyze the colonial period of Georgia’s history.







School Days: The Heritage Classroom (HC)

Fifth Grade (HC)

1. SS5H1: Students will explain the causes, major events and consequences of the Civil War

a. [Not applicable]



d. [Not applicable]


2. SS5H2: will analyze the effects of reconstruction on American life

a. Describe purpose of 13th, 14th and 15th Amendments.

b. Explain the work of the Freedmen’s Bureau.

History is Monumental (HM)

Eighth Grade (HM)

1. SS8H1: Students will evaluate the development of Native American cultures and the impact of

European exploration and settlement on the Native American cultures in Georgia.

a. [Not applicable]

b. [Not applicable]

c. Explain reasons for European exploration and settlement of North America, w/ emphasis on

the interests of the French, Spanish and British in the Southeast.








3. SS8H3: Students will analyze the role of Georgia in the American Revolution.

a. Explain the immediate and long-term causes of the American Revolution and their impact

on Georgia; include the French and Indian War (Seven Years War), Proclamation of 1763,

Stamp Act, Intolerable Acts, and the Declaration of Independence.

b. Analyze the significance of people and events in Georgia on the Revolutionary War; include

Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall,

George Walton, Battle of Kettle Creek, and siege of Savannah.



a. Explain the establishment of UGA, Louisville, and the spread of Baptist and Methodist

churches.

b. Evaluate the impact of land policies pursued by Georgia; include the headrightsystem, land

lotteries, and the Yazoo land fraud.


Georgia’s growth.

d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of

Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush,

Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.












the Ku Klux Klan.

High School (HM)

1. SSUSH1: Students will describe European settlement in North America during the 17th century.

e. Analyze the impact of location and place on colonial settlement, transportation, and

economic development; include the southern, middle, and New England colonies.

2. SSUSH2: Students will trace the ways that the economy and society of British North America

developed.

a. Explain the development of mercantilism and the trans-Atlantic trade.

b. Describe the Middle Passage, growth of the African population, and African-American

culture.

c. Identify Benjamin Franklin as a symbol of social mobility and individualism.

3. SSUSH3: Students will explain the primary causes of the American Revolution.

a. [Not applicable]

b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act,

and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of

Correspondence.

4. SSUSH4: Students will identify the ideological, military, and diplomatic aspects of the American

Revolution.

a. Explain the language, organization, and intellectual sources of the Declaration of

Independence; include the writing of John Locke and the role of Thomas Jefferson.

b. Explain the reason for and significance of the French alliance and foreign assistance and the

roles of Benjamin Franklin and the Marquis de Lafayette.


expansion.




6. SSUSH9: Students will identify key events, issues, and individuals relating to the causes, course, and

consequences of the Civil War.

a. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T.

Sherman, and Jefferson Davis.

b. Describe the significance of the Emancipation Proclamation.

c. Explain the importance of the growing economic disparity between the North and the South

through an examination of population, functioning railroads, and industrial output.


a. [Not applicable]

b. Explain efforts to redistribute land in the South among the former slaves and provide


c. Describe the significance of the 13th, 14th, and 15th amendments.

I Declare: Meet Thomas Jefferson (ID)

First Grade (ID)

1. SS1H1: Students will read about and describe the life of historical figures in American history.

a. Includes contributions of Benjamin Franklin, Thomas Jefferson.

b. Compare their everyday life (food, clothing, homes, transportation, communication,

recreation) to life today.

2. SS1G1: Students will describe cultural/ geographic systems associated with historic figures listed.

3. SS1CG1: Students will describe how historic figures listed display positive character traits of

fairness, respect for others/ environment, conservation, courage, equality, tolerance, perseverance,

and commitment.

It’s Not ALL Greek! (IG)

Third Grade (IG)

1. SS3H1: Students will explain the political roots of our modern democracy in the USA

a. Identify influence of Greek architecture (Columns-Parthenon/ Supreme Court)/ law/

Olympic Games on present.

b. Explain ancient Athenians’ idea that a community should choose its own leaders.

c. Compare/contrast Athens as direct democracy.

2. SS3G1: Students will locate major topographical features (including locating Greece on map).

Seventh Grade (IG)

1. SS7CG4 student will compare and contrast various forms of government

a. Describe the ways government systems distribute power: unitary, confederation, and

federal.

b. Explain how governments determine citizen participation: autocratic, oligarchic, and

democratic.

c. Describe the two predominant forms of democratic governments: parliamentary and

presidential.

Savannah in the Civil War (CW)

Fifth Grade (CW)

1. SS5H1: Students will explain the causes, major events and consequences of the Civil War.

a. [Not applicable]



d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis,

Stonewall Jackson.

e. Describe the effects of war on the North and South

2. SS5H2: Students will analyze the effects of reconstruction on American life.

a. Describe the purpose of the 13th, 14th, and 15th Amendments.

b. Explain the work of the Freedmen’s Bureau.

c. Explain how slavery was replaced by sharecropping and how African-Americans were

prevented from exercising their newly won rights; include Jim Crow laws.

Eighth Grade (CW)












the Ku Klux Klan.

5. SS8H7: Students will evaluate key political, social, and economic changes that occurred in Georgia

between 1877 and 1918.

a. [Not Applicable]

b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v.

Ferguson, disenfranchisement, and racial violence.

High School (CW)

1. SSUSH7: Students will explain the process of economic growth, its regional and national impact in the

first half of the 19th century, and the different responses to it.

a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the

cotton gin and his development of interchangeable parts for muskets.

b. [Not applicable]

c. Describe reform movements, specifically temperance, abolitionism, and public school.


expansion.




3. SSUSH9: Students will identify key events, issues, and individuals relating to the causes, course, and

consequences of the Civil War.

a. [Not applicable]

b. [Not applicable]

c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T.

Sherman, and Jefferson Davis.

d. [Not applicable]

e. Describe the significance of the Emancipation Proclamation.

f. Explain the importance of the growing economic disparity between the North and the South

through an examination of population, functioning railroads, and industrial output.


a. [Not applicable]

b. Explain efforts to redistribute land in the South among the former slaves and provide


c. Describe the significance of the 13th, 14th, and 15th amendments.

Savannah’s Liberty Tree (LT)

Fourth Grade (LT)


a. Compare/contrast life in the New England, mid-Atlantic, and Southern States.

b. Describe colonial life in America for large landowners/ farmers/ artisans/ women/ indentured

servants/ slaves/ Native Americans

2. SS4H4: Students will explain the causes, events and results of the American Revolution

a. Events shaping Revolution-include French/Indian war; British Imperial Policy leading to 1765

Stamp Act; activities of Sons of Liberty; slogan “no taxation w/out representation”; Boston Tea

Party

b. Explain writing of Declaration of Independence (who wrote it, how it was written, why needed.

c. [Not applicable]

d. Describe key individuals in the American Revolution with emphasis on King George III, George

Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John

Adams.

3. SS4H5: Students will analyze the challenges faced by new nation.

a. [Not applicable]

b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin

Franklin) and describe the major issues they debated, including the rights of states, the Great

Compromise, and slavery.

4. SS4G2: Students will describe how physical systems affect human systems.

a. Explain why each Native American group occupied areas they did and why only some had

permanent villages.

b. Describe how early explorers adapted or not to various physical environments they traveled.

c. Explain how physical geography of New England, Mid-Atlantic, and Southern colonies helped

determine economic activities practiced therein.

d. Explain how each force (American & British) attempted to use physical geography of battle sites

to their benefit.

5. SS4CG1: Students will describe meaning of…

a. Natural rights as found in Declaration of Independence (life, liberty, pursuit of happiness).

6. SS4CG4: Students will explain the importance of Americans sharing certain central democratic beliefs

and principles, both personal and civic.

1. Explain necessity of respecting rights of others and promoting the common good.

2. Explain necessity of obeying reasonable laws/rules voluntarily and why important for citizens to

participate in civic life (vote, volunteer, stay informed).

7. SS4CG5: Students will name positive character traits of key historical figures and government leaders

(honesty, patriotism, courage, trustworthiness).

Lions and Lizards and Shapes, Oh My! (LL)

Pre-Kindergarten

1. SS1c: Becomes aware of the roles, responsibilities and services provided by community workers.

2. SS2b: Demonstrates an emerging awareness and respect for culture and ethnicity.

3. SS3a: Identifies common features in the home and school environment.

4. SS3c: Uses and responds to words to indicate directionality, position, and size.

5. SS3d: Develops awareness of the community, city, and state in which he/she lives.

6. SS3e: Recognizes characteristics of other geographic regions and cultures .

Kindergarten

1. SSKG3: Students will state the street address, city, county, state, nation, and continent in which he

or she lives.

2. SSKE1: The student will describe the work that people do (police officer, fire fighter, soldier, mail

carrier, baker, farmer, doctor, and teacher).

3. SSKCG1: Students will demonstrate an understanding of good citizenship.

a. Explain how rules are made and why.

b. Explain why rules should be followed.

4. MCCK.CC.4: Understand the relationship between numbers and quantities; connect counting to

cardinality.

5. MCCK.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a

line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a

number from 1–20, count out that many objects.

6. MCCK.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings2,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

7. MCCK.MD.3: Classify objects into given categories; count the numbers of objects in each category

and sort the categories by count.

8. MCCK.G.1: Describe objects in the environment using names of shapes, and describe the relative

positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

9. MCCK.G.2: Correctly name shapes regardless of their orientations or overall size.

Massie’s Neighborhood (MN)

Pre-Kindergarten (MN)

1. SS3a: Identifies common features in the home and school environment.

2. SS3b: Creates simple representations of home, school, or community.


4. SS3d: Develops awareness of the community, city, and state in which he/she lives.

5. SS3e: Recognizes characteristics of other geographic regions and cultures.

Kindergarten (MN)

2. SSKH3: Students 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

3. SSKG1: Students will describe American culture by explaining diverse community and family

celebrations and customs.

4. SSKG2: Students will explain that a map is a drawing of a place and a globe is a model of Earth.

a. Differentiate land and water features on simple maps and globes.

b. Explain that maps and globes show a view from above.

c. Explain that maps and globes show features in a smaller size.

5. SSKG3: Students will state the street address, city, county, state, nation, and continent in which he or

she lives.

6. SSKE1: The student will describe the work that people do (police officer, fire fighter, soldier, mail

carrier, baker, farmer, doctor, and teacher).

7. SSKCG1: Students will demonstrate an understanding of good citizenship.

a. Explain how rules are made and why.

b. Explain why rules should be followed.

Moundbuilders and Fishermen: The Indians of Georgia (MF)

Second Grade (MF)

1. SS2H1: Students will read about and describe the lives of historical figures in Georgia history

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and

Mary Musgrove (founding of Georgia).

b. Describe how everyday life of these historical figures is similar to and different from everyday

life in the present (food, clothing, homes, transportation, communication, recreation, rights, and

freedoms).

2. SS2H2: Students will locate major topographical features of Georgia and will describe how these

features define Georgia’s surface.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used

their local resources.

b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

3. SS2G1: Students will locate major topographical features of Georgia and will describe how these


a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain,

Valley and Ridge, and Appalachian Plateau.

b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee,

and Flint.

4. SS2G2: Students will describe the cultural/geographic systems associated with historic figures listed

and Georgia’s Creeks and Cherokees.

a. Identify specific locations significant to the life and times of each historic figure on a political

map.

b. Describe how place (physical and human characteristics) had an impact on the lives of each

historic figure.

c. Describe how each historic figure adapted to and was influenced by his/her environment.

d. Trace examples of travel and movement of these historic figures and their ideas across time.

e. Describe how the region in which these historic figures lived affected their lives and compare

these regions to the region in which the students live.

5. SS2CG3: Students will give examples of how the historical figures demonstrate the positive citizenship

traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience

and compassion.

6. SS2E3: Students will explain that people usually use money to obtain the goods and services they want

and explain how money makes trade easier than barter.

Native Americans in Coastal Georgia - The Debatable Lands (NA)

Fourth Grade (NA)

1. SS4H1: Students will describe how early Native American cultures developed in North America.

a. Locate where Native Americans settled w/ emphasis on Southeast (Seminole).

b. Describe how Native Americans used their environment to obtain food, clothing, and shelter.

2. SS4H2: Students will describe European exploration in North America

b. Describe examples of cooperation/ conflict between Europeans and Native Americans


b. Describe colonial life in America for large landowners/ farmers/ artisans/ women/ indentured

servants/ slaves/ Native Americans.

4. SS4G2 : Students will describe how physical systems affect human systems

a. Explain why each Native American group occupied areas they did & why only some had

permanent villages.

b. Describe how early explorers adapted or not to various physical environments they traveled.

Eighth Grade (NA)

1. SS8H1: Students will evaluate the development of Native American cultures and the impact of

European exploration and settlement on the Native American cultures in Georgia.

a. Describe the evolution of NA cultures (Paleo, Archaic, Woodland, Mississippian) prior to

European contact

b. Evaluate the impact of European contact on NA cultures; include Spanish missions along the

barrier islands, and the explorations of Hernando DeSoto

c. Explain reasons for European exploration and settlement of North America, w/ emphasis on the

interests of the French, Spanish and British in the SE area

2. SS8H2: Students will analyze the colonial period of Georgia’s history.


(charity, economics, and defense), Tomochichi, Mary Musgrove and the city of Savannah


Salzburgers, Highland Scots, Malcontents, and the Spanish threat from Florida.



High School (NA)

1. Ethnic Studies: Standard 1— Identifies various ethnic groups in the United States.

2. Ethnic Studies: Standard 3 – Identifies common cultural characteristics of various tribal groups of

Native Americans.

3. Ethnic Studies: Standard 4 – Traces the development of the relationship between Native American and

other groups throughout United States history: Treaties, Iroquois Confederation, Pontiac, Tecumseh,

Trail of Tears, and, Indian Wars.

4. Ethnic Studies: Standard 7 – Evaluates the contributions of Native American to American culture.

5. SSSocC1: Students will explain the development and importance of culture.

a. Describe how culture is a social construction.

b. Identify the basic characteristics of culture.

c. Explain the importance of culture as an organizing tool in society.

d. Describe the components of culture to include language, symbols, norms, and values.

6. SSWG2: Students will explain the cultural aspects of geography.

a. Describe the concept of place by explaining how the culture of a region is a product of the

region’s physical characteristics.

b. Explain how cultural characteristics of a place can be used to describe a place.

c. Analyze how physical factors such as mountains, climate, and bodies of water interact with

the people of a region to produce a distinctive culture.

d. Explain how the development of customs and traditions help to define a culture and a

people.

7. SSUSH1: Students will describe European settlement in North America during the 17th century.

e. Analyze the impact of location and place on colonial settlement, transportation, and

economic development; include the southern, middle, and New England colonies.

Oglethorpe and Tomochichi (OT)

Second Grade (OT)

1. SS2H1: Students will read about and describe the lives of historical figures in Georgia history

a. Includes contributions of James Oglethorpe, Tomochichi, Mary Musgrove

b. Compare their everyday life (food, clothing, homes, transportation, communication,

recreation, rights and freedoms) to life today

2. SS2H2: Students will locate major topographical features of Georgia and will describe how these


a. Includes locate geographic regions--Coastal Plain;

b. Includes locate rivers—Savannah

3. SSS2G2: Students will describe the cultural/geographic systems associated w/ historic figures listed

and Georgia’s Creeks and Cherokees.

a. Identify specific locations significant on a political map.

b. Describe how place (physical/ human characteristics) had impact on their lives.

c. Describe how they were influenced by environment.

d. Trace examples of travel and movement of figures and their ideas across time.

e. Describe how region they lived affected their lives and compare with regions students live.

4. SS2CG1: Students will define the concept of government and the need for rules/ laws

5. SS2CG3: Students will give examples of how the historical figures demonstrate the positive citizenship

traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience

and compassion.

Recess at Massie (RM)

Pre-Kindergarten (RM)

1. SS1a: Begins to understand family structures and roles.

2. SS1d: Becomes aware of family and community celebrations and events.

3. SS2a: Identifies similarities and differences among people.

4. SS2b: Demonstrates an emerging awareness and respect for culture and ethnicity.


Kindergarten (RM)

1. SSKH3: Students 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

2. SSKG1: Students will describe American culture by explaining diverse community and family

celebrations and customs.

3. SSKCG1: Students will demonstrate an understanding of good citizenship

a. Includes how rules are made.

b. Includes why rules are followed.

Savannah by the Numbers (SBN)

Kindergarten (SBN)

1. MCCK.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20

(with 0 representing a count of no objects).

2. MCCK.CC.4: Understand the relationship between numbers and quantities; connect counting to

cardinality.

3. MCCK.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a

rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from

1–20, count out that many objects.

4. MCCK.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings2,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

5. MCCK.MD.3: Classify objects into given categories; count the numbers of objects in each category and

sort the categories by count.

6. MCCK.G.1: Describe objects in the environment using names of shapes, and describe the relative

positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

7. MCCK.G.2: Correctly name shapes regardless of their orientations or overall size.

First Grade (SBN)

1. MCC1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a

number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition

and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier

or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

2. MCC1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and

adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based

on place value, properties of operations, and/or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning used. Understand that in adding two-

digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Second Grade (SBN)

1. MCC2.OA.1: Use addition and subtraction within 100 to solve one-and two-step word problems

involving situations of adding to, taking from, putting together, taking apart, and comparing, with

unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown

number to represent the problem.

3. MCC2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know

from memory all sums of two one-digit numbers.

4. MCC2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of

operations, and/or the relationship between addition and subtraction.

5. MCC2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or

a given number of equal faces.11 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Third Grade (SBN)

1. MCC3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving

equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol

for the unknown number to represent the problem.

2. MCC3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between

multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3. MCC3.OA.8: Solve two-step word problems using the four operations. Represent these problems using

equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using

mental computation and estimation strategies including rounding.

Fourth Grade (SBN)

1. MCC4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number

answers using the four operations, including problems in which remainders must be interpreted.

Represent these problems using equations with a letter standing for the unknown quantity. Assess the

reasonableness of answers using mental computation and estimation strategies including rounding.

2. MCC4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

3. MCC4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply

two digit numbers, using strategies based on place value and the properties of operations. Illustrate and

explain the calculation by using equations, rectangular arrays, and/or area models.

Fifth grade (SBN)

1. MCC5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

Sixth Grade (SBN)

1. MCC6.NS.2: Fluently divide multi‐digit numbers using the standard algorithm.

2. MCC6.NS.7: Understand ordering and absolute value of rational numbers.

3. MCC6.EE.1: Write and evaluate numerical expressions involving whole‐number exponents.

4. MCC6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.

5. MCC6.EE.6: Use variables to represent numbers and write expressions when solving a real‐world or

mathematical problem; understand that a variable can represent an unknown number, or, depending

on the purpose at hand, any number in a specified set.

6. MCC6.EE.7: Solve real‐world and mathematical problems by writing and solving equations of the form

x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

Seventh Grade (SBN)

1. MCC7.NS.1: Apply and extend previous understandings of addition and subtraction to add and subtract

rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

2. MCC7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions

to multiply and divide rational numbers.

3. MCC7.NS.3: Solve real‐world and mathematical problems involving the four operations with rational

numbers.

4. MCC7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear

expressions with rational coefficients.

5. MCC7.EE.3: Solve multi‐step real‐life and mathematical problems posed with positive and negative

rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply

properties of operations as strategies to calculate with numbers in any form; convert between forms as

appropriate; and assess the reasonableness of answers using mental computation and estimation

strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional

1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4

inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9

inches from each edge; this estimate can be used as a check on the exact computation.

Eighth Grade (SBN)

1. MCC8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical

expressions. For example, 32 × 3(–5) = 3(–3) = 1/(33) = 1/27.

2. MCC8.EE.4 Perform operations with numbers expressed in scientific notation, including problems

where both decimal and scientific notation are used. Use scientific notation and choose units of

appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year

for seafloor spreading). Interpret scientific notation that has been generated by technology.

3. MCC8.EE.7 Solve linear equations in one variable.

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