Educational Outreach and Fort Daniel

Educational outreach efforts by the Foundation in connection with historical and archaeological investigations at Fort Daniel seek to involve students in meaningful learning opportunities consistent with the Georgia State Curriculum and its performance standards.  Georgia Performance Standards (GPS) provide "clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards... (and) isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information."

With the GPS objectives in mind, Foundation member Karen Oates, Ph.D., IT Specialist retired, Georgia State University, has developed the following document appropriate to the Georgia State Curriculum and GPS. This document, in pdf format, may be downloaded here. The document is not copyrighted but we would appreciate knowing if you use it.

 

See also: http://thesga.org/category/georgia-archaeology-resources/teacherstudent/

http://www.nps.gov/archeology/public/teach.htm

THE USE OF ARCHAEOLOGY IN THE GEORGIA STATE CURRICULUM, GRADES 4-8

ARCHAEOLOGY

Archaeology, a sub-discipline of anthropology, is the scientific study of the life and culture of past peoples through the recovery and analysis of physical evidence. It is an excellent topic for unit development for all grades, especially 4-8. Archaeology requires knowledge in the areas of mathematics, science, social studies, map and globe skills, information processing, and reading and writing, and thus lends itself well to cross-curricular activities.  

This document is divided into five sections. The first section is a summary of how the main phases of an archaeological excavation connect to the curriculum. The second section relates archaeological activities to curricula. Please note that statements listed may apply to more than one subject. A list of ideas that teachers might use in creating performance tasks is presented in the third section. Section four addresses Assessment. The last section is a list of the specific Georgia Performance Standards by grade and subject, as they might be applied to the field of archaeology. 

I. EXCAVATION PHASES 

An archaeological excavation can be divided into four phases: (1) research, (2) the excavation itself, (3) lab work and analysis, and (4) modeling and report writing.  

Research: Information is gathered prior to an excavation to gather as much knowledge on the culture, history and topography of the selected site. Archaeologists read and study informational text, such as historical records and documents, prior excavation documents, diaries, ship logs and maps. They apply that knowledge to formulate a background on which an archaeological excavation is conducted. Research involves extensive reading of informational text, identifying relevant data, studying charts and diagrams, and seeking supporting details. Reading across subject areas and learning new vocabulary is imperative. A surface survey and/or test excavation may be conducted during the research phase or at the beginning of the excavation. 

Excavation: Once the background research is completed, the excavation begins. This step of the process involves mathematics, science, and social studies. Excavations require a great deal of measurement, geometry, data analysis and probability, mapping and processing skills. Science is important to excavations as well especially with regard to the impact of weather, time and human existence on the composition of the Earth and manmade structures. Archaeologists use a variety of tools for observing and measuring a site and keeping detailed records. 

Lab Work and Analysis: Once the excavation begins, artifacts are returned to the lab for cleaning, labeling, and identification. Depending on the types of artifacts recovered and their placement at the site, comparisons to previous findings are made. Analyses may be conducted to determine artifact composition and age. Mathematics and science are important to this phase.  

Modeling and Report Writing: Once the analysis is complete, the archaeologist must write a formal paper detailing and explaining the findings. This entails the ability to explain one’s findings clearly and objectively. 

II. ACTIVITIES RELATED TO GEORGIA PERFORMANCE STANDARDS 

Examples of activities conducted during an archaeological excavation are listed below as they apply to curricular subjects.

Mathematics 

In archaeology, provenience of excavated artifacts can be established by measuring horizontal and vertical distance from a datum. (Note the use of new vocabulary in this statement.) 

Archaeological sites are laid out in a grid of equal-sized squares or units (ex. 3 meter squares) using surveying equipment. Each unit is precisely measured and numbered and recorded. 

Using appropriate materials such as a compass and straightedge, the archaeologist draws a two-dimensional plane of the site, labeling it appropriately.  

Size and shape of geometric figures (such as a refuse deposit, fire pits, post holes, etc) found on the grid are examined and compared to determine usage. 

Given a partial artifact, such as a pottery bowl fragment, its size and shape can be estimated based on its curvature and characteristics. 

Artifacts and features found at an archaeological site are measured, weighed and cataloged. The archaeologist keeps detailed records of what is found in each unit. A typical statement might read, “4 fire cracked rock, 7 pieces of ochre, 6 wasteflakes were recovered from unit D14 at a depth of 60-70 centimeters.” 

Descriptive statistics are used to summarize archaeological data – averages or central tendency, simple summary values (more complexity may be used in higher grades). For example, statistics can be used to calculate artifact density (the number of each type of artifacts for each grid square) or the average size or dimensions of artifacts. 

Inferential statistics are used to make a conjecture about the site and its use based on looking at just part of it. 

Two- and three-dimensional objects including artifacts and ground features are sketched and modeled. 

Data is interpreted and reported accurately in a technical report.  

Graphs, such as histograms, are used to analyze and report data. For example, histograms can show the percentage of the various types of artifacts (pottery, lithic flakes, etc) found in a specific unit (grid square) or site. 

Theoretical models and conclusions based on the artifact data recovered are formed and reported. 

Science 

Archaeological investigations follow the scientific method. Examples:  Research Design, artifact analysis, structural analysis, artifact placement, etc. 

Reconstruction of a culture requires the input of various disciplines and specialists including, but not limited to: (1) botany – to identify plants or seeds that are found, (2) geology - to identify kinds of rocks used for tools or building, plus the movement of earth through time, (3) zoology - to identify animal bones, (4) osteology (or forensic anthropology) - to examine human remains, (5) chemistry – to identify the composition of artifacts and soil. Other fields might include linguistics, environmental studies, agriculture, and the visual arts. 

The study of prehistoric cultures requires absolute and relative dating techniques to determine chronology. Radiocarbon dating and dendrology are examples of absolute dating. Stratigraphy and typology are used for relative dating.  

Radiocarbon and thermoluminescence dating techniques require advanced mathematical ability but may be introduced, especially ranges. 

Climate, the environment, and geographical characteristics impact sites. Understanding their effects aids archaeologists in locating and preserving sites. 

Potential excavation sites might be revealed through natural disasters such as floods and earthquakes, the destruction of property due to construction (roads, buildings, dams, etc), written records or neighboring archaeological activity, satellite and aerial images, or vandalism. 

Human activity affects the erosion of the earth’s surface. 

Record keeping – each grid square receives a separate number (coordinate in a plane) so that the location of artifacts can be identified after they are removed. Every artifact found at every level is placed in a bag and labeled. 

Social Studies Including Map and Globe Skills

Archaeology allows us to reconstruct the past and add to our cultural and historic knowledge base. Results of an excavation might determine how people of a past culture lived, ate, hunted, defended themselves, etc. 

Scientific excavation and preservation add to the knowledge base of human history. 

Cultures may be divided into prehistoric (before writing) or historic (after writing).  

The archaeologist must locate on a physical map selected features of the area in which the excavation is to take place.  

Comparing findings to other excavations within and out of state, archaeologists can further reconstruct the history of the area, state and region. 

Aerial photography and satellite transmissions help identify possible archaeological sites. 

Precise maps are drawn of each square indicating all information found including artifact placement and features (food storage pit, refuse pit, cooking area, post hole, burial, etc). Exact measurements and detailed record keeping are required for future analysis. 

New information gained through archaeology may change theories on prehistoric or historic events. 

The archaeologist will explain the impact of a site’s location, the climate and resources of the region, for the lifestyles of the people who lived or worked during a particular time period. 

The excavation site might demonstrate contact between cultures and the impact that contact had on said cultures. For example, finding beads made of shell in an area inland might indicate contact or trade with other cultures who had access to shells.

Processing Skills 

Written records help archaeologists determine the chronology of historic events and add to understanding past cultures. Records might include census; birth, marriage, and death; family and local histories; court, land and probate records; newspaper and periodicals, etc. 

The archaeologist must:

·         Use scientific inquiry to observe, collect (specimens for analysis), and analyze

·         Actively communicate with team members and other staff

·         Use technology to measure and record activities accurately

·         Interpret uses of features and artifacts from site, based on prior knowledge and research

·         Question previously written claims and arguments and possibly challenge prevailing theories

·         Describe and explain his/her findings

·         Draw conclusions based on analysis of data

Compare artifacts and estimate their age and use by shape and style. Examples might include projectile points (arrowheads, spear points, etc), tools, and pottery. 

Once maps of all the squares (units) are assembled, identify patterns of usage or structure. 

Reading/Writing 

The archaeologist must read extensively from various resources to synthesize as much information concerning a specific time period as possible. Information might be obtained from historical recordings, anecdotal data, and folklore, requiring the investigator to evaluate and determine the author’s purpose in writing and which information is applicable. 

Review prior sites in the region to apply to current or future excavations. 

Students in archaeology acquire new vocabulary across the curriculum. Examples of vocabulary include: artifact, datum, dendrology, detritus, feature, lithics, midden, provenience, radiocarbon dating, stratigraphy, thermoluminescence, and so on. This vocabulary is used for writing and in speaking. 

Keep clear and accurate records.  

Document and explain data analysis and techniques used in the lab. 

At the completion of the excavation’s analysis, the archaeologist writes a comprehensive report of appropriate length using expository writing. 

III. PERFORMANCE TASK EXAMPLES 

Following is a list of tasks or projects that may be conducted in the study of archaeology.

1.       What Does Trash Tell Us? – (see http://www.vahistorical.org/sva2003/lparch2.htm for more detail). Students are divided into groups and each group is given a container of trash and rubber gloves. Students will sort and describe what they know from the physical evidence. Examples of container contents might be: cans, coins, animal bones, seeds, empty food boxes, plastic containers, batteries, nails, pieces of pottery (dishes), paper plates, etc. Give each group a different variety of items. (Note: Be careful not to use items that might be considered unsanitary or unsafe).

2.       Cultural Study - Select an occupation (such as farming, medicine, manufacturing, etc) and study its effects on the environment. What are its material remains (artifacts)? What could future archaeologists determine about the culture?

3.       Botany Study - Identify wild plants (herbs, berries, trees, etc) from the area in which you live and study how they might have been used in the past and for what purposes. What types of seeds have been found in excavations? Are those seeds still in use today?

4.       Site Mapping - Visit a local archaeological site and sketch it. Include its location (longitude and latitude, direction) and size, features, artifacts, and its important to history.

5.       Measure and sketch an artifact. Suggest how it might have been used. Research and find similar artifacts. Compare them to your artifact. Estimate its age.

6.       Culture Identification - Create a time capsule for future archaeologists that would suggest the current culture.

7.       Perform a supervised dig on school property after obtaining required permissions. What do you think you will find? Research the history of the area, excavate, analyze and record. Summarize the excavation. What does it mean if nothing is found?

8.       Artifact Identification - Ask students or other teachers to bring in artifacts (heirlooms) that have been passed down in the family and tell the story (or folklore that might be attributed to it) of what it is and how it was used. Compare different cultures. How could archaeologists use these items and stories in their research? What is the value of these stories to archaeologists?

9.       Artifact Comparison - Compare artifacts from two or three different civilizations of the same time period (Mayan, Ancient Egypt, Celtic) or from the same geographical area (i.e., Latin America - Maya, Aztec, Toltecs, OR Woodland and Mississippian Indians in Georgia). Compare and contrast the civilizations, cultures, artifacts, etc.

10.   Have students create reports, graphs and/or charts for any of the performance tasks stated above. 

IV. ASSESSMENT 

The above statements and performance task examples lend themselves well to formative and summative assessments.  Instructional strategies for formative assessment include goal setting, observation, record keeping, and questioning. Summative assessments to determine if students have mastered specific competencies can be administered through end-of-unit tests, chapter tests or final exams.
 

V. GEORGIA PERFORMANCE STANDARDS GRADES 4 THROUGH 8

APPLICABLE TO ARCHAEOLOGY 

A description for each standard follows the table. Standards were obtained from the website at https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx Note: The standards below suggest closest relevance to the field of archaeology; those with an * have increased relevance. Any application of these standards with archaeology is the responsibility of the teacher or educational unit.

 MATHEMATICS 

All Grades – Process Standards 

MxP1. Students will solve problems (using appropriate technology).

MxP2. Students will reason and evaluate mathematical arguments.

MxP3. Students will communicate mathematically.

MxP4. Students will make connections among mathematical ideas and to other disciplines.

MxP5. Students will represent mathematics in multiple ways. 

4^th Grade 

M4N1. Students will further develop their understanding of how whole numbers and decimals are represented in the base-ten numeration system.

M4N2. Students will understand and apply the concept of rounding numbers.

M4N3. Students will solve problems involving multiplication of 2-3 digit numbers by 1 or 2 digit numbers.

M4N4. Students will further develop their understanding of division of whole numbers and divide in problem solving situations without calculators.

M4N5. Students will further develop their understanding of the meaning of decimals and use them in computations.

M4N6. Students will further develop their understanding of the meaning of decimal fractions and common fractions and use them in computations.

M4N7. Students will explain and use properties of the four arithmetic operations to solve and check problems.

M4M1. Students will understand the concept of weight and how to measure weight.

M4M2. Students will understand the concept of angles and how to measure them.

M4G1. Students will define and identify the characteristics of geometric figures through examination and construction.

M4G2. Students will understand fundamental solid figures.

M4G3. Students will use the coordinate system.

M4A1. Students will represent and interpret mathematical relationships in quantitative expressions.

M4D1. Students will gather, organize, and display data according to the situation and compare related features. 

5^th Grade 

M5N1. Students will further develop their understanding of whole numbers.

M5N2. Students will further develop their understanding of decimals as part of the base-ten number system.

M5N3. Students will further develop their understanding of the meaning of multiplication and division with decimals and use them.

M5N4. Students will continue to develop their understanding of the meaning of common fractions and compute with them.

M5N5. Students will understand the meaning of percentage.

M5M1. Students will extend their understanding of area of geometric plane figures.

M5M2. Students will extend their understanding of perimeter to include circumference.

M5M3. Students will measure capacity with appropriately chosen units and tools.

M5M4. Students will understand and compute the volume of a simple geometric solid.

M5G1. Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles.

M5A1. Students will represent and interpret the relationships between quantities algebraically.

M5D1. Students will analyze graphs.

M5D2. Students will collect, organize, and display data using the most appropriate graph. 

6^th Grade 

M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems.

M6M1. Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.

M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit.

M6G1. Students will further develop their understanding of plane figures.

M6G2. Students will further develop their understanding of solid figures.

M6A1. Students will understand the concept of ratio and use it to represent quantitative relationships.

M6A2. Students will consider relationships between varying quantities.

M6A3. Students will evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations.

M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results.

M6D2. Students will use experimental and simple theoretical probability and understand the nature of sampling. They will also make predictions from investigations. 

7^th Grade 

M7N1. Students will understand the meaning of positive and negative rational numbers and use them in computation.

M7G1. Students will construct plane figures that meet given conditions.

M7G2. Students will demonstrate understanding of transformations.

M7G3. Students will use the properties of similarity and apply these concepts to geometric figures.

M7G4. Students will further develop their understanding of three-dimensional figures.

M7A1. Students will represent and evaluate quantities using algebraic expressions.

M7A2. Students will understand and apply linear equations in one variable.

M7A3. Students will understand relationships between two variables.

M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. 

8^th Grade 

M8N1. Students will understand different representations of numbers including square roots, exponents, and scientific notation.

M8G1. Students will understand and apply the properties of parallel and perpendicular lines and understand the meaning of congruence.

M8G2. Students will understand and use the Pythagorean theorem.

M8A1. Students will use algebra to represent, analyze, and solve problems.

M8A2. Students will understand and graph inequalities in one variable.

M8A3. Students will understand relations and linear functions.

M8A4. Students will graph and analyze graphs of linear equations and inequalities.

M8A5. Students will understand systems of linear equations and inequalities and use them to solve problems.

M8D1. Students will apply basic concepts of set theory.

M8D2. Students will determine the number of outcomes related to a given event.

M8D3. Students will use the basic laws of probability.

M8D4. Students will organize, interpret, and make inferences from statistical data

SCIENCE 

4^th Grade 

S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

S4CS5. Students will communicate scientific ideas and activities clearly.

S4CS6. Students will question scientific claims and arguments effectively.

S4CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.

S4CS8. Students will understand important features of the process of scientific inquiry.

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.  

5^th Grade 

S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

S5CS5. Students will communicate scientific ideas and activities clearly.

S5CS6. Students will question scientific claims and arguments effectively.

S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.

S5CS8. Students will understand important features of the process of scientific inquiry.

S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.

S5P1. Students will verify that an object is the sum of its parts.

S5P2. Students will explain the difference between a physical change and a chemical change.

S5P3. Students will investigate the electricity, magnetism, and their relationship. 

6^th Grade 

S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.

S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.

S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S6CS6. Students will communicate scientific ideas and activities clearly.

S6CS7. Students will question scientific claims and arguments effectively.

S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved.

S6CS9. Students will investigate the features of the process of scientific inquiry.

S6E3. Students will recognize the significant role of water in earth processes.

S6E4. Students will understand how the distribution of land and oceans affects climate and weather.

S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

S6E6. Students will describe various sources of energy and with their uses and conservation. 

7^th Grade 

S7CS1. Students will explore of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S7CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.

S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S7CS6. Students will communicate scientific ideas and activities clearly.

S7CS7. Students will question scientific claims and arguments effectively.

S7CS8. Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved.

S7CS9. Students will investigate the features of the process of scientific inquiry.  

8^th Grade 

S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S8CS6. Students will communicate scientific ideas and activities clearly.

S8CS7. Students will question scientific claims and arguments effectively.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.

S8CS9. Students will understand the features of the process of scientific inquiry.

S8P1. Students will examine the scientific view of the nature of matter.

S8P2. Students will be familiar with the forms and transformations of energy.

S8P3. Students will investigate relationship between force, mass, and the motion of objects.

S8P4. Students will explore the wave nature of sound and electromagnetic radiation.

S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.

SOCIAL STUDIES

MAP AND GLOBE SKILLS (All grades)

INFORMATION PROCESSING SKILLS (All grades) 

4^th Grade 

SS4H1 The student will describe how early Native American cultures developed in North America.

SS4H2 The student will describe European exploration in North America.

SS4H3 The student will explain the factors that shaped British colonial America.

SS4H6 The student will explain westward expansion of America between 1801 and 1861.

SS4G1 The student will be able to locate important physical and man-made features in the United States.

SS4G2 The student will describe how physical systems affect human systems. 

5^th Grade 

SS5H1 The student will explain the causes, major events, and consequences of the Civil War.

SS5G1 The student will locate important places in the United States. 

6^th Grade 

SS6G1 The student will locate selected features of Latin America and the Caribbean.

SS6G2 The student will discuss environmental issues in Latin America.

SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean.

SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. 

SS6G5 The student will locate selected features of Canada.

SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

SS6G7 The student will discuss environmental issues in Canada.

SS6H1 The student will describe the impact of European contact on Latin America.

SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

SS6H4 The student will describe the impact of European contact on Canada. 

SS6G8 The student will locate selected features of Europe.

SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.

SS6G11 The student will describe the cultural characteristics of Europe.

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.

SS6G12 The student will be able to locate selected features of Australia.

SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

SS6G14 The student will describe the cultural characteristics of people who live in Australia.

SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.

SS6H9 The student will explain the impact European exploration and colonization had on Australia. 

7^th Grade 

SS7G1 The student will locate selected features of Africa.

SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.

SS7G5 The student will locate selected features in Southwestern Asia (Middle East).

SS7G6 The student will discuss environmental issues across Southwest Asia (Middle East).

SS7G7 The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East).

SS7G9 The student will locate selected features in Southern and Eastern Asia.

SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.

SS7G11 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia. 

8^th Grade 

SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.

SS8H2 The student will analyze the colonial period of Georgia’s history.

SS8H3 The student will analyze the role of Georgia in the American Revolution.

SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.

SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.

SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.

SS8G1 The student will describe Georgia with regard to physical features and location.

SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. 

READING 

All grades - Students will enhance reading in all curriculum areas 

ELA4R1, ELA5R1, ELA6R1, ELA7R1, ELA8R1 - The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA4R2, ELA5R2 - The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA4R3, ELA5R3, ELA6R2, ELA7R2, ELA8R2 - The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELA4R4, ELA5R4, ELA6R3, ELA7R3, 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.

ELA6RC1, ELA7RC1, ELA8RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA6RC2, ELA7RC2, ELA8RC2 The student participates in discussions related to curricular learning in all subject areas.

ELA6RC3, ELA7RC3, ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly.

ELA6RC4, ELA7RC4, ELA8RC4 The student establishes a context for information acquired by reading across subject areas.

WRITING 

ELA4W1, ELA5W1, ELA6W1, ELA7W1, ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

ELA4W2, ELA5W2, ELA6W2, ELA7W2, ELA8W2 The student demonstrates competence in a variety of genres.

ELA4W3, ELA5W3, ELA6W3, ELA7W3, ELA8W3 The student uses research and technology to support writing.

ELA4W4, ELA5W4, ELA6W4, ELA7W4, ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.

CONVENTIONS 

ELA4C1, ELA5C1, ELA6C1 ELA7C1, ELA8C1 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. 

LISTENING/SPEAKING/VIEWING 

ELA4LSV1, ELA5LSV1, ELA6LSV1, ELA7LSV1, ELA8LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

ELA4LSV2, ELA5LSV2, ELA6LSV2, ELA7LSV2, ELA8LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. ELA6LSV2, ELA7LSV2, ELA8LSV2 The student will select and critically analyze messages using rubrics as assessment tools. 

CONTACT INFORMATION 

James J. D’Angelo, RPA, PhD, 4drdee@bellsouth.net, Archaeological Advisor

Karen D. Oates, PhD, koates@gsu.edu, Document Author