DOCUMENT RESUME Basic Curriculum Content for Georgia's ... · Understands left to right pattern of. writing* Dictates meaningful information to adult. for experience story* Science

DOCUMENT RESUME

ED 264 230 SP 026 942

TITLE Basic Curriculum Content for Georgia's PublicSchools.

INSTITUTION Georgia State Dept. of Education, Atlanta.PUB DATE 85NOTE 55p.PUB TYPE Reports - Descriptive (141) -- Guides Classroom Use

- Guides (For Teachers) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Core Curriculum; Educational Improvement; Elementary

Secondary Education; *Public Schools; RequiredCourses; State Curriculum Guides; *State Standards

IDENTIFIERS *Georgia

ABSTRACTOutlines are presented of the basic curriculum

mandated for grades K-12 in the Georgia public schools. Concepts tobe mastered -t each level are listed for: (1) mathematics; (2)language art (written and oral communication); (3) science; (4)social studies; (5) art; (6; music; (7) health and safety; and (8)physical education. At the secondary level foreign languages,technology, traffic safety education, and vocational education areadded. A media skills continuum to help educators plan for improvedstudent skills in acquiring and processing information is appended.(JD)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

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BasicCurriculumContentForGeorgia'sPublicSchools

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (EMI

/This document has been reproduced asrecerved from the person or organizationonginating

U Minor changes have been mad* to improvereproduction Quality

Points of view or opinions stated in thin documerit do not necessarily represent official NIEposition or policy

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Georgia Department of Educationde pig'14v*41'

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SEP 1 ^ 1985

ForewordGeorgia public schools have changed and improved signifi-cantly since Standards for Georgia Public Schools were firstadopted and applied 17 years ago by the Georgia Board ofEducation. Since that time, Standards have been the primaryinstruments for evaluating curriculum in our schools.

With the development of this document, Basic CurriculumContent, Georgia takes a major step to augment andstrengthen the curriculum requirements of Standards. Stan-dards in 1985-86 that relate to this new document are thefollowing.

124. Each teacher in grades kindergarten througn eightuses the state identified Basic Curriculum Content as theminimum curriculum at the prescribed grade level.

125. Each teacher in grades nine through 12 uses thestate identified Basic Curriculum Content as the minimumcurriculum in the prescribed courses.

The purpose of these Standards is to suppor and ensure theeffective and timely implementation of the Basic CurriculumContent throughout our state. Our intent in publishing thecurriculum is ultimately to establish uniformity and con-sistency in curriculum offerings in all Georgia schools. Wemust ensure that students learn the same basic curriculumcontent in every grade and every subject throughout our edu-cation system.

I am pleased with the progress that local school systemshave made in education. I am confident that improvementwill continue as we work together to successfully implementthis uniform curriculum.

Charles Mcr, 'nielState Superintendent of Schools

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PrefaceThis document, Basic Curriculum Content, is an importantpart of the current initiatives to improve education in Geor-gia pubic schools. The Georgia Board of Education hasidentified six tasks to strengthen education in the state, andthe development of uniform curriculum content for each ele-mentary grade and high school subject is one of these.

An advisory task force composed of department of educa-tion representatives, local education representatives, profes-sional organization representatives and lay persons wasappointed to assist the department of education staff indeveloping a statewide consensus on the material thatshould be offered in each elementary grade subject and themost commonly offered high school subjects. Suggestionswere received from the majority of local school systems,many professional organizations and lay persons concernedwith curriculum. Care was taken to ensure that the basiccurriculum content will be coordinated with the statewidetesting program.

A draft of this document was circulated to all Georgia teach-ers and administrators in early 1985. Revisions and additionshave been made as a result of the thoughtful evaluation andsuggestions by those who used the publication. This feedbackhas increased its effectiveness. Staff development will playan essential part in the implementation of this document.

We hope this publication will be useful in helping to establishand improve education in Georgia's schools.

Lucille G. JordanAssociate State SuperintendentOffice of Instructional Services

R. Scott BradshawDirectorDivision of Curriculum Service

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ContentsKindergarten 7

Mathematics 7Language Arts 7Science 7Social Studies 8Art 8Music 8Health and Safety 8Physical Education 8

First Grade 9


Second Grade 12


Third Grade 15


Fourth Grade 18


Fifth Grade 21

Mathematics 21

Language Arts 21

Science 22Social Studies 22Art 22Music 22

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Health and Safety 22Physical Education 23

Sixth Grad. 24


Seventh Grade 27


Eighth Grade 30

Mathematics 30Language Arts 30Science 31Social Studies 31Art 32Musir 32Health and Safety 32Physical Education 32

Grades 9-12 33

English Language Arts 33Fine Arts 34Foreign Language 35Health and Safety Education 36Mathematics 36Physical Education 39Science 39Social Studies 40Technology 41Traffic Safety Education 42Vocational Education 42

Appendix 45

Media Skills Continuum 45

Editor's Not.:

These goal statements are drawn from the Georgia Department of Edu-cation subject area guides. For more specific objectives refer to the subjectarea guides or contact state consultants for curriculum, technology andmedia.For information on computer scope and sequences curricula, contact theGeorgia Department of Education subject area specialists or the stateconsultants referred to above.

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KindergartenMathematicsConcepts

Sorts objects by similaritiesArrangesiorders objects according to size,shape, color*Matches objects of sets one-to-one*Recognizes/names number of items in aset up to five*Counts number of items in a set up to10*

Combines and separates sets of objectsby a given characteristic*Selects numeral that names the numberof elements of a set up to 10*Compares two objects according to size*Measures length by counting nonstandarduniteMoves oneself, or an object from one pointto another point using given directions*Sorts and identifies basic geometricshapes* (circle, square, triangle, rectangle)Recognizes coins and bills as represent-ing a system of exhange*Names coins up to 25 cents and bills upto $5*

Languages ArtsOral CommunicationListening

Listens attentively*Recognizes common sounds*Understands a basic vocabulary*Repeats auditory sequences: letters, wordsnumbersFollows one- and two-part oral directions*Makes judgments*

SpeakingDescribes experiences*Uses understandable language*Uses functional vocabulary*Uses expressive language*

'CRT objectives

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Written CommunicationReading

Demonstrates an interest in reading'Understands the relationship between oraland written language*Recognizes similarities and differences inspoken words*Discriminates visual similarities and differ-ences in colors, shapes, sizes, letters,words*Reproduces shapes, letters, numbers frommemory given visual cueDemonstrates left to right and top to bot-tom progression*Recognizes letters and words includingown name*Analyzes and interprets pictures using ex-pressive language*Tells a story in sequencesClassifies pictures of objects as to color,size, shape, structure and functionUses creative arts to interpret literature

WritingDemonstrates interest in a variety of writ-ten materials*Demonstrates fine motor coordination*Copies simple shapes, designs, numbersand lettersPrints name, letters and some meaning-ful words*Understands left to right pattern ofwriting*Dictates meaningful information to adultfor experience story*

ScienceSorts by shape, color, size, textureIdentifies colorsIdentifies objects by characteristics suchas lighter, heavier; larger, smaller;floatable, nonfloatableDescribes differences in weather fromday to day

Identifies hot, cold; wet, dry; light, darkIdentifies sounds such as loud, soft, high,lowDifferentiates between living, nonliving,plants, animalsObserves growth changes in living thingsIdentifies time frames such as day, night;yesterday, today; tomorrow, hoursIdentifies motion such as push, pullIdentifies and experiences activities usingthe five senses

Social StudiesDemonstrates self-awarenessDescribes families in regard to work andplay, wants and needsDescribes school in regard to rules, work ingroupsIdentifies community rulesDevelops group relations with othersIdentifies community helpersIdentifies children around the world (se-lected case studies)Identifies holidaysDemonstrates appropriate work habitsDemonstrates social studies skills relatedto earthsize, shape and motion (usingmap and globe), information proces-sing, problem solving, social partici-pation, time and chronology

ArtIdentifies and uses shapes/forms, textures,lines and colorsRecognizes similarities and differences inshapes/forms, colors, textures and linesPaints, pastes, draws,weaves, models andcuts with art tools and materialsCommunicates ideas and experiencesthrough artworkIdentifies objects in artworksExpresses verbally thoughts and meaningsregarding own artworks

MusicListens to musicResponds rhythmically to music

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Participates in musical gamesActs out song stories and dramatizationsResponds to simple musical conceptsDemonstrates imagination and mood re-flectionSings simple songsPlays or claps a steady beatClaps simple rhythm patternsPlays rhythm instruments as accompani-ment to musicRecognizes rhythm instrumentsListens for sounds of voices and certainmusical instruments

Health and SafetyKeeps foreign objects out of eyes, ears,nose and mouthIdentifies danger around the homeRecognizes and demonstrates bus safetyDemonstrates safe use of school equipmentIdentifies appropriate pedestrian safetyIdentifies certain parts of bodyDemonstrates habits of cleanlinessIdentifies ways to care for the eyes, earsand teethIdentifies various foods by nameRecognizes the importance of food in thegrowth process

Physical EducationParticipates in developmental activitiesrelated to strength, heart-lung enduranceand flexibilityAcquires basic movement skills: locomo-tor (leap, gallop, slide, walk, run, skip,jump, hop) and axial (bend, curl, stretch,twist, turn, swing, sway)Participates in fundamental and creativerhythmic activitiesDevelops gross motor skills (orientingoneself in space, balance, eye-body co-ordination)Begins development of movement pat-terns: starting, stopping, dodging, throw-ing, kicking and catchingParticipates in rolling, balancing and lift-ing activities

First GradeMathematicsConcepts

Recognizes different names for numbers:whole numbers up to 100 and fractions-1/2s, 1/3s, 1/4s*Relates numbers to models for numbers upto 60 and 1/2s, 1/3s, 1/4?Identifies number of lOs and Is in a givennumber*Recognizes sets that are equivalent*Recognizes ordinal numbers up to ninth'Identifies numerical relations: greater than,less than, equal toIdentifies sets of points and their relationsand properties*Selects items belonging or not belonging toa given set*Identifies mathematical symbols ( t =><)'Selects appropriate units to measure time'(minutes, hours, days, weeks)

Process SkillsDetermines amounts of money up to 50cents and change up to 25 cents*Applies units of measurementtime tohalf-hour, length with nonstandardunits*Adds whole numbersup to three one-digit, two two-digit, with no renaming'Subtracts whole numbersup to two dig-its with no renaming'

Problem SolvingSelects appropriate operationaddition orsubtraction for a given problem situationOrganizes elements of sets according tocharacteristics*Determines sequencing of numbers, pointson a number line and shapes*

'CRT objectivesHeir to criterion - referenced tests ob-jectives for specific assessment characteristics (grades 1,2, 3, 4, 6, 8)

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Counts by Is, 2s, 5s, 10?Interprets data on simple graphs`

Language ArtsOral CommunicationListening

Listens attentively to variety of good liter-atureUnderstands words and ideas when heardin contextUnderstands specific (literal) meaningsof wordsRetells information presented orally

SpeakingCommunicates fluently with peer groupand adultsUses a basic vocabularyUses language understandable to othersCommunicates ideas clearlyUses complete sentencesUses correct verb form with singular orplural nouns


Distinguishes between letter/word, word/sentence, left right, beginning/ending ofwords*Matches beginning sounds, ending sounds,letters and rhyming words*Selects letters representing beginning andending sounds and simple vowel soundsin words'Identifies basic vocabulary words by sightSelects syntactically and semantically ap-propriate words*Recognizes explicitly stated main ideas,details, sequence of events and cause-effect relationships*Makes predictions'Classifies words*Uses creative arts to interpret literature

WritingWrites simple complete sentences usingcapital letters, periods or question marksApplies basic spelling rules to spell sim-ple words and word familiesPrints all letters and numerals 0-9 legiblyWrites creatively; develops storiesParticipates in the writing process: pre-writing, writing, editing and publishing

ScienceSorts and describes objects by shape,color, size, textureIdentifies colors as a sorting characteristicCompares objects: lighter, heavier; larger,smaller; floatable, nonfloatableObserves changes in the weatherNames the four seasonsIdentifies directional motion: back, forth;up, downDifferentiates hot, cold; wet, dryCompares sounds as loud, soft; high, lowRecognizes certain needs of living things:water, foods, temperatureDifferentiates between living and nonlivingmaterialsObserves changes in living things such asgrowth cyclesMeasures length with nonstandard unitsMeasures time and durationIdentifies visible celestial objects (sun,moon, Milky-Way)Discusses periodic motion of sun andmoon.

Social StudiesDemonstrates a positive self-conceptRecognizes the uniqueness of the indivi-dualIdentifies families in regard to childrenand families, wants and needs, the fam-ily at work, families around the worldIdentifies communities in regard to livingby rules, community workers, transporta-tion and communicationRecognizes interdependence among groupsDescribes the U.S. in regard to holidaysDevelops awareness of citizenship respon-sibilitiesExhibits respect for other people and thework they do

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Describes the U.S. in regard to symbols,citizenship responsibilitiesDemonstrates social studies skills relatedto earth-size, shape and motion (usingmap and globe), information proces-sing, problem solving, social participa-tion, time and chronology

ArtIdentifies and uses primary and secondarycolorsCompares and uses texturesUses lines to create shapesRepeats simple shapes to produce a pat-ternDevelops basic understanding of spaceRecognizes geometric and nongeometricshapes/formsCreates original artworks in associationwith writing, story-telling and creativedramaticsDescribes subjects in artworksExpresses individual ideas, thoughts andfeelings in artworks

MusicListens to a variety of musical stylesRecognizes expressive qualities in musicMoves to express mood (in twos andthrees) exhibiting creativityParticipates in musical gamesListens for melody pat.ern, rhythm formListens for high-low-same soundsResponds to simple musical concepts, suchas up/downPlays rhythm instruments and bellsSings simple songs

Health and SafetyDescribes the danger of fireGains basic knowledge of fire preventionRecognizes proper handling of medicinesDemonstrates safety rules that protect oneas a pedestrian and as a bicycle riderRecognizes and practices dental hygieneDescribes the importance of rest and sleepRecognizes reasons people need foodRecognizes impoz lance of a good break-fast

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Physical EducationParticipates in developmental activitiesrelated to strength, heart-lung enduranceand flexibilityContinues development of basic move-ment skillsParticipates in fundamental aerobic andcreative rhythmic activitiesChanges directions and levelsLocates pulse

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Understands directions (left, right, up,down) and levels (high, medium, low)Demonstrates relationships (near andfar, over and under, alongside, front andbehind)Continues development of skill patterns(starting, stopping, dodging, throwingkicking, catching)Creates and participates in simple gamesParticipates in simple tumbling and balanc-ing activities (side and log rolls, one-leggedbalance).

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Second GradeMathematicsConcepts

Recognizes different names for numbers:whole numbers up to 1000 and fractions-1/2s, 1/3s, 1/48 and relates models tonumbers*Relates numbers to modelswhole num-bers and fraction?Identifies number of 100s, 10s, is in agiven number*Recognizes equivalent sets*Identifies numerical relations: greater than,less than, equal to'Determines ordinal numbers to tenth'

c Identifies two-and three-dimensional geo-metric shapes'Identifies like shapes of the same size or dif-ferent sizes'Selects units of measurement and timeminute, hour, week; and lengthinch,centimeter, foot*

Process SkillsDetermines amounts of moneya collectionup to $1 and change less than 50 cents*Selects appropriate symbol (-r --=><)*Applies units of measurementtime (toquarter hours) and length (customary andmetric)*Adds whole numbersup to two digits(with no renaming)*Subtracts whole numbersup to two dig-its (with no renaming)*

Problem SolvingSelects appropriate operationaddition orsubtractionfor given problem situation'

,.. Organizes elements of sets according togiven characteristics*Orders whole numbers and identifies wholenumbers on a number line*Counts by Is, 2s, 5s, 10s, up to 100*Interprets simple bar graphs and picto-graph?

'CRT objectives

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Retells information presented orallyUses listening skills in following direc-tions

SpeakingEnunciates words clearlyUses standard language patternsUses expressive and adaptive language


Selects letters representing beginning orending sounds, matches single vowelsounds in words and rhyming words'Uses context to identify and understandmeanings of wordsRecognizes basic vocabulary by sightSelects syntactically and semantically ap-propriate words*Interprets written instructions'Alphabetizes words to the second letter'Recognizes explicitly stated main ideas,details, sequence of events and cause-effect relationships'Identifies the main character in a story'Recognizes implicitly stated main ideas,details, sequence of events and cause-effect relationship?Makes predictions*Summarizes material read silentlyDistinguishes between fantasy and realismClassifies word?

Writing

Writes complete sentencesUses capitalization and punctuationDemonstrates an interest in literature bychoosing appropriate books

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Uses creative arts to interpret literatureRecognizes noun and verb functionApplies basic spelling rulesPrints legiblyWrites several sentences about one subjectWrites creativelystories, poetryParticipates in the writing process: pre-writing, writing, editing and publishing

ScienceSorts, classifies objects by size, shape,caAos

lienqles colors by hue and shadeC.::-..i_ares objects: lighter, heavier, float-able, nonfloatableDescribes differences in weather by sea-sonsUses simple machinesDescribes sounds: high, low, loud, sort,harsh, pleasantRecognizes certain needs of different livingthings: water, foods, temperatureDifferentiates between living and non-livingmaterialObserves and describes changes in livingthings: growth cyclesMeasures length and timeRecognizes the sun as the primary sourceof light for plant growth on earth

Social StudiesIdentifies communities in regard to peopleliving in neighborhoods, kinds of com-munities, communities around the world,the fact that communities changeIdentifies world of workTraces development of communicationand transportationIdentifies needs and wants of people andhow they obtain themRecognizes interdependence of people,'groups within the communityDescribes natural resources and conser-vationDemonstrates how art, music and litera-ture reflect the cultural values of a societyIdentifies citizenship responsibilities incommunitiesDemonstrates awareness of basic ideasof work

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Demonstrates social studies skills relatedto earthsize, shape and motion (usingmap and globe), information proces-sing, problem solving, social participa-tion, time and chronology

ArtMixes and compares the values (lights,darks) of a colorCreates textures in various waysExplores lines made with a variety of arttools and materialsRepeats a design (color, shape/form, line,texture) in sequence to form a patternUses geometric and nongeometric shapes/forms in artworksCreates original and imaginative artworksexpressing own. ideas and feelingsDescribes subjects and events in art-worksLook at art of different cultures and times

MusicPlays musical gamesListens to a variety of musical stylesRecognizes tone centerDistinguishes beat, melody, rhythm, meterin twos and threes; even and unevenRecognizes musical steps, leaps and re-peated tonesSings on pitch within a comfortable rangeSings, with attention to dynamics, tempo,accurate pitch and rhythmPlays rhythm instruments and bellsUses autoharp to reinforce rhythmic andsinging skillsResponds to musical notationLearns simple musical termsComposes original tunes

Health and SafetyIdentifies procedures to follow in caseof an accident or sudden illnessRecognizes ways to prevent disease bykeeping the home, school and commu-nity cleanDefines germs and communicable diseasesIdentifies basic emotionsDemonstrates positive personal attitudes

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Recognizes the importance of the familyIdentifies food groups and a variety offoods from each groupExplains the importance of eating foodsfrom each food group daily

Physical EducationParticipates in developmental and self-testing activities related to strength, heart-lung endurance and flexibilityIdentifies heart rate increase during exer-cise

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Develops basic movement skills withballs and other equipment (beanbags,ropes, wands, hoops)Participates in fundamental creative andaerobic rhythmic activitiesDemonstrates body shapes( twisted, sym-metrical, wide, narrow)Travels using straight, curved and zigzagpathwaysCreates and performs simple gamesParticipates in simple stunts, tumbling andbalancing activities (rolling, climbing,tipup)

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Third GradeMathematics

ConceptsRecognizes different names for numbers,whole numbers up to 10,000 and frac-tions-112s, 1/3s, 1/4s, 1/8s, 1/10sandrelates models to numbers*Identifies place value*Compares whole numbers up to 100 andcompares fractions with like denomina-tors'Selects appropriate symbol (+x÷) for useDetermines sequence?Determines pairs of numbers given a rela-tion or rule*Determines ordinal numbers to 12th*Identifies even and odd numbers'Recognizes geometric figures or shapeswhich are alike'Locates points on a map or gridsIdentifies geometrical relationsparallel,perpendicular, inside, outside, symmetri-cal, same size, same shape*Selects units of measurement: time,length, volume, weight, temperature (cus-tomary /metric)'

Process SkillsDetermines amounts of money: collectionsup to $5, amount spent and change up to$1'Uses units of measurement: length, vol-ume (capacity), weight and temperature(customary and metric)*Adds whole numbers up to three digits"Subtracts whole numbers up to four dig-its (with regrouping)*Multiplies whole numbers up to two dig-its by one-digit numbers*Divides whole numbersbasic facts onlyUses properties of numbers and opera-tions*

'CRT objectives

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Problem SolvingEstimates results of measurement or com-putation'Selects appropriate operationaddition,subtraction or multiplicationfor givenproblem situation*Solves simple word problems'Organizes data into charts, tables,graphs*Identifies information needed to solve agiven problemInterprets data in charts, tables, graphs*Determines probability of event-likely, notlikely, least likely, most likely*


Summarizes information presented orallyUnderstands words and ideas when heardin context

SpeakingEnunciates words clearlyUses conventional and appropriate lan-guageReads aloud with expression and fluency


Matches similar sounds represented byletters*Interprets semantic relationships'Interprets written instructions*Alphabetizes to the third letter*Uses dictionary and table of contents*Recognizes explicitly s 4 main ideas,details, sequence of ev%. -md cause-effect relationships*

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Recognizes implicitly stated main ideas,details, sequence of events and cause-effect relationships'Makes predictions'Classifies words'Reads for a variety of purposes in a vari-ety of sources; obtains directions, infor.mat ionDemonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literature

WritingUses correct noun/verb agreementPaes descriptive words, elaborative lan-guageUses capitalization and punctuation cor-rectlyApplies basic spelling rules and patternsSpells accurately using dictionary andother spelling aidsWriies cursively using legible letter for-mationWrites a simple paragraph and identifiesthe main idea, summarizes storiesWrites creatively: stories, poetry, auto-biographyParticipates in the writing process: pre-writing, writing, editing and publishing

ScienceCompares objects by characteristicsDescribes states of matter: solid, liquid,gasObserves and describes sky phenomenaDescribes weather phenomenaIdentifies and uses simple machinesDescribes sources of sound productionDifferentiates between living mid nonliv-ing materialsObserves and describes changes in liv-ing thingsand in systemsRecognizes certain needs of different liv-ing thingsMeasures length, time, temperatureObserves relations of locations and pointson mapDifferentiates among land and sea formsas illustrated with mapsRecognizes the earth environments: land,water and air

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Social StudiesDescribes cities in regard to origin, growthand change, comparative studies of owncommunity and other communitiesIdentifies how communities provide needsand services (functions of urban areas)Describes cultural expressions of values(art, music, writing etc.)Relates how people conserie and use nat-ural resourcesExplains how communities change insize, shape and conditionExplains how communities govern them-selvesExplains how people adapt to their en-vironmentExhibits awareness of economic factorsthat affect self, family, school and com-munityDemonstrates social studies skills relatedto earthsize, shape and motion(use ofmap and globe), information proces-sing, problem solving, social participa-tion, time and chronology

ArtExpresses ideas using primary and second-ary colors, warm and cool colorsUses lines, dots, shapes/forms to produceobjects that have textureIdentifies and uses a variety of lines in art-works to create movementUses overlapping shapes to create a feel-ing of depthUses different combinations of art ma-terials, tools and techniques for two-dimensional and three-dimensional art-worksCreates artworks with a foreground anda backgroundCreates artworks which demonstrate anawareness of details observed in the en-vironmentRecognizes art of different cultures

MusicListens to music various ethnic culturalgroupsLearns simple folk rhythmic games

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Recognizes phrases, rhythm and melody,notationDistinguishes between harmony and noharmonyReads simple rhythmic patterns from no-tationPlays instruments to accompany simple:songsIdentifies composers and their worksIdentifies musical instruments by sightSings on pitch within a comfortable rangeSings with attention to dynamics, tempo,accurate pitch and rhythm

Health and SafetyIdentifies safety risks in the immediateenvironmentDescribes the correct procedure in report-ing an emergencyRecognizes the potential dangers of elec-tricity and the importance of electricalsafetyDemonstrates knowledge of bicycle safetyRecognizes individual growth patternsDemonstrates correct brushing andflossing of teethRecognizes importance of exercise andhealthPlans a balanced meal

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Identifies nutritious slacks which promotegood healthIdentifies foods that a:fect growth and de-velopment

Physical EducationDemonstrates understanding of the compo-nents of health-related fitnessParticipates in activities related tostrength, heart-lung endurance and flexi-bilityCounts resting heart rateIdentifies correct stretching techniques(reach and hold for 15-45 seconds, breathecontinuously)Develops basic movement skills with ballsand other equipmentDemonstrates relationships of unison andcontrast, leading and following, meetingand partingParticipates in fundamental, aerobic andcreative rhythmic activitiesParticipates in activities to help refine eye-foot and eye-hand coordinationParticipates in individual, partner andsmall group gamesParticipates in specific stunts and tum-bling skills and apparatus activities (use oftires, climbing frames, balance beams)

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Fourth GradeMathematicsConcepts

Identifies different names for numbers:whole numbers up to one million andfractions; relates models to numbers'Identifies place value for a given digit ina number'Compares numberswhole numbers andfractions'Determines ordinal numbers to 12th'Determines pairs of numbers, given a rela-tion or rule'Determines a missing number from.apair, given a rule'Identifies relations of numbersfactors,multiples, odds, evens'Identifies geometric shapes'Identifies geometric relations'Selects appropriate symbol (+ = ><x+) to use in mathematical statement'

Process SkillsIdentifier geometric shapes'Identifies geometric relations*Identifies shapes alike in size and inshape'Locates points on grid'Selects appropriate units of measurementfor length, area, volume, capacity,weight, time, temperature (customary andmetric)'Determines amounts of money up to $20'Uses units of measurement for length,area, volume, capacity, weight, time,temperature (customary and metric)'Adds, subtracts, multiplies and divideswith whole numbersAdds and subtracts with like fractions'

Problem SolvingEstimates results of computations or mea-surement*Selects appropriate operation for a givenproblem situationSolves simple word problems'

'CRT objectives

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Organizes data in charts, tables, graphs'Interprets data in charts, tables, graphs'Determines probability of eventlikely, notlikely, least likely, most likely'


Listens to and summarizes oral reportsDetermines meaning of unknown wordswhen heard in context

SpeakingUses conventional language patternsSelects appropriate word usageEnunciates words clearly


Matches similar sounds represented byletters'Identifies multiple meanings of wordsInterprets semantic and syntactic relation-ships'Interprets instructionsUses dictionary, index, table of contents,telephone book and other informationalbooks'Recognizes explicitly stated main ideas,details, sequence of events and cause-effect relationships'Recognizes implicitly stated main ideas,details, sequence of events and cause-effect relationships'Makes generalizations, draws conclu-sions'Makes predictions and comparisons'Distinguishes between fact and opinion'Recognizes the relevance of data'Classifies words'Demonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literature

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WritingUses correct punctuation, capitalization andgrammarSpells words used with accuracy usingdictionary and other spelling aidsWrites legiblySummarizes information from a variety ofsources on one topicConstructs paragraph with main idea, topicsentence and supporting detailsWrites creatively: stories, poetry, tales/mythsParticipates in the writing process: pre-writing, writing, editing and publishing

ScienceCompares objects by special characteristicsDescribes states of matter by special char-acteristicsUses models which relate earth's polaraxis to seasonal variationsIdentifies and uses simple machinesObserves sources of lightObserves sources of sound and its effectsDescribes chcrages in living things and insystemsRecognizes and identifies evidences of in-terdependence of living thingsMeasures length, area (by countingblocks), time, temperatureCollects and writes information in tables,charts, graphsReads information in tables, charts,graphsLocates points on maps and globesIdentifies effects of soil/water interaction;observes rainwater, stream and/or beacherosion,

Social StudiesIdentifies the characteristics of the earth'sgeographic patternsdeserts, grasslands,tropical rain-forests, etc.Explains different ways that regions maybe classifiedcultural, political, economic,etc.Explains how people adapt to and modifytheir environmentsIdentifies how people use and coneervetheir natural resourcesIllustrates how the values of a society are

reflected through the arts (music, art,literature, etc.)Describes how societies change over timeExplains that political regions are definedby legal boundariesDescribes the interdependence of peoplein economic systemsDemonstrates an awareness that geo-graphic location may affect occupationsDevelops an awareness unit on Georgiapast, present and governmentDemonstrates social studies skills relatedto earth-size, shape, motion(using mapand globe), information processing,problem solving, social participation,time and chronology

ArtMixes black to darken (shades) and whiteto lighten (tints) colorsUses contrasting colors, shapes/forms, tex-tures to create interest in two-dimensionaland three-dimensional artworksDraws the outlines and details of forms andobjectsCreates artworks by overlapping objectsand by making objects smaller and higheron the pictureIdentifies three-dimensional artworks (ar-chitecture, sculpture and crafts)Generates creative ideas through experi-mentation with different art materials, toolsand techniquesDescribes details in famous artworksGives examples of careers in art

Music

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Listens to musical form and styleDescribes style, form and medium of ex-pressionStudies a variety of melodic patternsRecognizes rhythmic notation, unevenrhythmSings songs in roundsSings foreign songsComposes original work with other stu-dentsIdentifies contemporary musicIdentifies instruments of the orchestra byear and eyeIdentifies composers

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Health and SafetyRecognizes importance of safety rulesDiscusses the digestive and skeletal sys-temRecognizes the importance of water tothe human bodyExplains the structure, function and careof major body partsRecognizes the need for foods that con-tain nutritive valueEvaluates a personal dietRecognizes symptoms of illness that mayindicate a more serious disease

Physical EducationParticipates in developmental activitiesfor strength, heart-lung and muscular

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endurance flexibility, speed, balance,power and agilityBenefits from physical fitness testing andappraisalPerforms basic locomotor skill combina-tionsMoves with changes in tempo, directions,levels and pathwaysParticipates in more complex rhythmic ac-tivities (lummi sticks, tinikling folkdancing)Performs skills of endurance and coordi-nation such as jumping ropeParticipates in activities combining sportsskillsRefines skill patternsParticipates in individual, partner andgroup gamesParticipates in stunts, tumbling and appa-ratus activities

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Fifth GradeMathematicsConcepts

Identifies different names for numberswith whole numbers up to one billion, frac-tions and decimalsCompares and orders whole numbers,fractions, decimalsIdentifies relations of numbers: primes,factors, multiplesDetermines pairs of numbers given a rela-tion or ruleDetermines relation of given pairs of num-bersSelects units of measurement: length,volume, capacity, weight, time, tem-perature (customary and metric)Identifies geometrical relationsIdentifies shapes alike in size and in shape

Process SkillsApplies units of measurement for length,area, volume, capacity, weight, time, tem-perature (customary and metric)Performs computations with whole num-bersPerforms addition and subtraction of deci-mals

Problem SolvingEstimates results of computations or mea-surementsSelects appropriate operation for a givenproblem situationDetermines probabilitiesOrganizes data in charts, tables, graphsInterprets data in charts, tables, graphs


Recalls main idex.s and some supportingdetails of information presented orally

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Discusses the literal and figurative mean-ing of words

SpeakingPresents oral reportsSelects appropriate word usageReads orally, clearly conveys meaning


Uses all basic word attack skillsRecognizes different forms of literature(short story, biography, etc.)Uses a card catalog, atlas, almanac, ency-clopedia to locate informationUses study skills (i.e., SQ3R)Shares and discusses ideas gained fromreading done independentlyReads and interprets different types of ma-terial: books, directories, forms, catalogs,newspaper, etc.6.,,,,Distinguishes betweel fact, opinion, fic-tion, nonfictionOutlines main idea and subtopics froma selection on a given topicReads and interprets maps, charts, graphs,tablesInterprets basic instructions and labelinginformationDemonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literature

Writing

Writes simple, complex, compound senten-ces using correct capitalization and punctua-tionDemonstrates correct word usageUses logical sequence in presenting ideasSpells words used with accuracyEdits and proofreads own workWrites legiblyWrites two quality paragraphs from a givenmain ideaPrepares a bibliographyWrites stories, poems, playsParticipates in the writing process. prewrit-ing, writing, editing and publishing

21

ScienceDescribes mixtures and solutionsDescribes characteristics of matter, i.e.density, structural componentDescribes earth as part of solar systemIdentifies climatic zones of the earthObserves results of electromagnetic forces(attraction, repulsion)Observes light phenomena through lensesand mirrorsClassifies sources of sound as mechani-cal or electricalRecognizes sun as principal source ofearth energyConstructs experiments using simple ma-chinesObserves models of interdependence ofliving things

3 Collects quantitative data by measuringand reading charts and graphs

Social Studies*The middle grades program should be treatedas a block for cultural area studies. The con-tent for achieving the objectives should bedrawn from the following cultural and geo-graphic areas: Anglo- America, Africa, Europe,Middle East, Latin America, Asia andAustralia

'Flexibility wIthin ;lades 5-8 for the organizational pat-tern of the content of cultural and geographic area studiesis allowed: however, the most common pattern used inGeorgia is as follows.

Fifthgrads

Sixthgrade

Seventhgrads

Eighthgrade

Anglo Middle EastAmorica Europe

Africa

Latin AmericaAsiaAustralia

GeorgiaStudies

Identifies selected cultural regions tostudy in regard to geographic patterns,climate, topography, natural resourcesIdentifies ethnic groups and linguistic pat-ternsDescribes historical, political, economic,social, cultural, religious developmentDescribes cultural expressions of values(art, music, literature, etc.)Explains how the value system of a soci-ety exerts great influence on the attitudesand behavior of people

22

Identifies the different types of politicalsystems that have evolved to deal withbasic political decisionsIdentifies different types of economic sys-tems that have evolved to deal with basiceconomic functionsExplains how nations of the modern worldare interdependentDemonstrates social studies skills relatedto earthsize, shape, motion(using mapand globe), information processing, prob-lem solving, social participation, timeand chronology

ArtProduces and uses light and dark, brightand dull colorsUses art materials, tools and techniques tocreate texture or the appearance of textureOrganizes colors, lines, shapes/forms andtextures to create the appearance of move-ment in artworksCreates artworks with forms in the back-ground, middleground and foregroundDescribes difference between two-dimen-sional and three-dimensional artworksIdentifies and describes themes in art-works (Georgia art, friendship, seasons)

MusicListens to a variety of music from differenttimes and placesRelates musical words to visual art workIdentifies major and minor scales andchordsIdentifies homophony, polyphony andform in music and small ensemblesReads rhythmic patterns from musicalnotationPerforms accompaniments on variousinstruments and in various styles by earand from notationComposes original musicParticipates in singing activities

Health and SafetyDescribes how safe behavior can reducerisk of accidentsDemonstrates basic first aid measuresDemonstrates an awareness and accep-tance of self and others

22

Develops beginning skills in interpersonalrelationshipsPlans a balanced diet for one day usingthe basic four food groups and suggestednumbers of servingsIdentifies methods of illness preventionRecognizes that alcohol causes harmfulchanges in the bodyDescribes alternatives to drug use andabuse, i.e. hobbies, interests and other lei-sure time activitiesCounts exercise heartrateRecognizes that smoking tobacco or mari-juana is harmful to the body

Physical EducationParticipates in developmental activities inhealth-related fitnessBenefits from physical fitness testing andappraisal using a health-related fitnessor skill-related fitness test or bothContinues basic skills refineinent

Participates in complex rhythmic activitiesPractices adapting and varying basicmotor skills to different games, sports,dances, and gymnasticsParticipates in lead-up or modified individ-ual, dual and team sportsDescribes strategy and rule conceptsPractices good sportsmanshipParticipates in stunts, tumbling and appa-ratus activities (rolls, handstands, cart-wheels)Identifies correct strength exercise tech-niques (proper form, overload,progressiveincrease)

School systems are encouraged to offer amiddle school program. Some flexibilitymay be necessary in program planning.Refer to subject areas for specific infor-mation(i.e., technology. fine arts, foreign/anguage,science.socia/studies and vo-cational education).

23

23

Sixth GradeMathematicsConcepts

Identifies different names for numbers:whole numbers, fractions, decimals, per-cents*Compares and orders whole numbers,fractions, decimals*Identifies relations and properties of num-bers and operations*Determines pairs of numbers when givenrelations*Determines relation when given pairs ofnumbers*Selects appropriate units of measurement:length, area, volume, capacity, time, temper-ature (customary and metric)*Identifies geometric relations*Determines shapes that are alike in sizeand shape*

Process SkillsApplies formulas: length, area, volumecapacity, time, temperature*Applies units of measurement: lengtharea, volume, capacity, weight, time,temperature (customary and metric)*Performs computations with whole num-bers, fractions, decimals, percents*

Problem SolvingEstimates results of computations of mea-surements*Selects appropriate operation for a givenproblem situation*Solves word problems with one or twooperations*Organizes data into charts, tables, graphs*Determines probabilities*Interprets data in charts, tables, graphs*

'CRT objectives

24


Follows directionsWrites from dictation, interprets correctly

SpeakingPresents oral reportsConducts and reports interviewsDemonstrates understanding of special-ized vocabularies related to subject areas

"Written CommunicationReading

Uses context clues to determine the mean-ing of unknown words*Interprets nonliteral meanings of words*Interprets semantic relationships*Interprets instructions*Selects and uses reference sources: dictio-nary/thesaurus, index, table of contents,telephone book, maps/diagrams and othersources*Uses study strategiesRecognizes explicitly and implicitly statedmain ideas, details, sequence of eventsand cause-effect relationships*Makes generalizations, draws conclus-ions*Makes predictions and comparisons*Distinguishes between fact and opinion*Recognizes relevance of dataOutlines main ideas and supporting detailsfrom two or more sources an a given topicRecognizes persuasion techniques in propa-ganda and advertisingDemonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literature

Writing

Prepares reports with correct word usage,capitalization, punctuation and spellingWrites legibly

24

Writes fora varietyof purposes: inform, enter-tainWrites quality paragraphs on a givensubjectWrites using a variety of forms: reports,stories, poetry, news articles, etc.Participates in the writing process: prewrit-ing, writing, editing and publishing

Science*Describes mixtures and solutions by spe-cial characteristicsObserves diagrams or descriptions of atomicstructuresObserves different types of rocksDescribes specified relationships betweensolar system componentsDefines water cycle and related weatherphenomenaIdentifies and describes results of forcesin electromagnetic attraction, repulsionClassifies light by its originDescribes sound as compression wave phe-nomenaDemonstrates heat as change agentQualitatively describes mechanical advant-ageIdentifies change as necessary for spe-cies survivalDescribes models of interdependence ofliving thingsCollects and organizes quantitative databy measuring and reading charts andgraphs

" Note on 6th - 8th grade scienceSome school systems will find the generalscience approach to science curriculumdevelopment to be appropriate to their ;needs.Such general science curriculum sequenc-ing will contain the instructional objectivesfound in seventh grade life science andeighth grade earth science in addition to thefollowing.

Constructs motors to observe conversion ofelectricity to motionDemonstrates light control using opticaldevicesMeasures sound in terms of energy unitsPredicts changes of direction of forcesusing simple machines

School systems will be required to fol-low the proposed science sequence asthey adopt new textbooks.

25

Social StudiesThe middle grades program should be treatedas a block for cultural area studies. Thecontent for achieving these objectives shouldbe drawn from the following cultural andgeographic areas: Anglo-America, Africa,Europe, Middle East, Latin America, Asia andAustralia.

'Flexibility within grades 5-8 for the organisational pat-tern of the content of cultural and geographic area studiesis allowed; however, the most common pattern used InGeorgia is as follows.

Fifth Sixthgrad. grad.

Seventhgrad.

Eighthgrad.

Anglo-America

Middle East Latin AmericaEuropo AsiaAfrica Australia

GeorgiaStudios

Identifies selected cultural regions tostudy in regard to geographic patterns,climate, topography, natural resourcesIdentifies ethnic groups and linguistic pat-ternsDescribes historical, policical, economic,social, cultural, religiovs developmentDescribes cultural expressions of values(art, music, literature, etc.)Explains how the value system of a soci-ety exerts great influence on the attitudesand behavior of peopleIdentifies the different types of politicalsystems that have evolved to deal withbasic political decisionsIdentifies different types of economic sys-tems that have evolved to deal with basiceconomic functionsExplains how nations of the modern worldare interdependentDemonstrates social studies skills relatedto earthsize, shape, motion (using mapand globe), information processing, prob-lem solving, social participation, timeand chronology

ArtIdentifies, uses different color combinations(primary, secondary)Creates artworks using a variety of color,shapes/forms, sizes, textures and spacearrangements

25

Describes use of colors, lines, shapes,lorms,textures and space to communicate moodsand ideasRecognizes the use of perspective in art-worksIdentifies use of light and shadow in two-dimensional and on three-dimensional art-worksDescribes typical artworks from peoplein a few cultures and time periodsRecognizes the role of artist in society

MusicDescribes the roles of music in societyRelates other perfoaning ak Is to musicListens to familiar music, popular musicand small ensemble music.Analyzes qualities of performanceParticipates in singing activitiesSings songs in three partsPerforms original melodies and rhythmsListens to diverse sound sources (includingelectronics) as media for improvisation andcompositionIdentifies musical instruments

Health and SafetyDemonstrates appropriate emergencyresponse for a variety of accidentsIdentifies methods to prevent the spreadof communicable diseases and risk fac-tors of noncommunicable diseases

26

Describes how drugs can be valuble whenused correctly and safelyDemonstrates knowledge of the most com-monly misused drugsRecognizes the environmental factors whichaffect health in the community

Physical EducationDemonstrates heart-lung endurance, ab-dominal strength, low back/hamstring flex-ibility and upper body strengthBenefits from physical fitness testing andappraisal and remediates in areas ofperformance under the 25th percentileCompute training heart rateContinues refinement of basic movementskills and combination of skills with ballsand other equipmentDemonstrates ability to perform creativeand fundamental rhythmic activitiesIdentifies terminology in area of rhyth-mic activitiesParticipates in individual, dual and teamsports (lead-up and modified)Performs basic skills in two or more indi-vidual sportsDemonstrates knowledge of basic rulesin team sportsPerforms basic skills in team sport lead-upgamesContinues to refine stunts, tumbling cmd;orgymnastic skills (rolls, cartwheels, head-stands and movement sequences)

26

Seventh GradeMathematicsConcepts

Identifies different names for numbers:whole numbers, fractions, decimals, per-centsIdentifies relations and properties of num-bers: prime and composite numbers, ratio,proportion.Selects appropriate units of measurement.length, area, volume, capacity, weight,time, temperature (customary and metric)Determines pairs of numbers when givenrelationsDetermines relations when given pairsof numbersSelects units of measurement: length,area, volume, capacity, weight, time,temperature (customary and metric)Identifies geometric relationsDetermines shapes alike in size and shape

Process SkillsDetermines probabilitiesPerforms computation with whole numbers,fractions, decimals, percentsApplies formulas: length, area, volume,weight, time, temperature (customaryand metric)App.les units of measurement: length, area,volume, capacity, weight (customary andmetric)Solves for missing term in ci proportion

Problem SolvingSelects appropriate operation for a givenproblem situationEstimates results of computations of mea-surementsSolves word problems with one or twooperationsOrganizes data in charts, tables, graphsInterprets data in charts, tables, graphs

27


Organizes, summarizes, interprets infor-mationDiscusses the denotative and connotativemeanings of words hoard in contextTakes notes and develops outlines

SpeakingDemonstrates appropriate word usageReads orally with expression and meaningDescribes the function of dialect and theuse of standard English


Recognizes the structure of four types ofsentences, paragraphsIdentifies parts of speechRecognizes the different uses of all punc-tuation marksRecognizes basic elements of fiction: set-ting, characterization, plot, theme, point ofviewIdentifies types and elements of literaturepoetry, novel, short story, biography,autobk:graphy, news articlesIdentifies types of folk literature: myths,tales, fables, parables, legends, tall talesSelects and uses reference guides and ref-erence materialsReads typical textbook passages and accu-rately interprets the informationReads poetry and recognizes obvious andimplied meaningsDiscusses the culture and values of peo-ple described in literatureDemonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literature

27

WritingFills out commonly used formsApplies rules of capitalization, punctuation,spelling, and grammarUses elaborative language in own writingSpells words used with accuracyEdits and proofreads own workWrites legiblyWrites for a variety of purposes: inform, en-tertain, persuadeUses specialized vocabularies related tosubject areasWrites poetry, stories, plays, tales/myths,biographiesParticipates in the writing process. prewrAl-ing, writing, editing and publishing

Life Science*Uses mixtures and solutions in prescribedand experimental activitiesDifferentiates elements and compoundsRelates elements and compounds to atomicstructureDifferentiates between heat and tempera-tureIdentifies functions of cellular partsDescribes functions of cellular partsDescribes changes as necessity for spe-cies survivalDevelops loos of interdependence ofliving thingsCollects, organizes, interprets and commun-icates quantitative dataCompares models of typical plant andanimal cellsIdentifies evidence of interdependence ofliving things and the physical environmentDemonstrates energy transformations inliving systemsDemonstrates complex body systemsNote on 6th - 8th grade science

Some school systems will find the generalscience approach to science curriculumdevelopment to be appropriate to their needs.Such general science curriculum sequenc-ing will contain the instructional objectivesfound in seventh grade life science andeighth grade earth science in addition to thefollowing.

Constructs motors to observe conversion ofelectricity to motionDemonstrates light control using opticaldevices

28

Measures sound in terms of energy unitsPredicts changes of direction of forcesusing simple machines

School systems will be required to fol-low the proposed science sequence asthey adopt new textbooks.

Social Studies*The middle grades program should be treatedas a block for cultural area studies. The con-tent for achieving these objectives shouldbe drawn from the following cultural andgeographic areas: Anglo-America, Africa,Europe, Middle East, Latin America, Asia andAustralia.

'Flexibility within grades 5-8 for the organisational pat.tern of the content of cultural and geographic area studiosis allowed; however, the most common pattern used inGeorgia is as follows.

Fifthgrade

Sixthgrade

Seventhgrade

Eighthgrade

Anglo- Middle EastAmerica Europe

Africa


GeorgiaStudies

Identifies selected cultural regions tostudy in regard to geogrcrphic patterns,climate, topography, natural resourcesIdentifies ethnic groups and linguistic pat-ternsDescribes historical, policical, economic,social, cultural, religious developmentDescribes cultural expressions of values(art, music, literature)Explains how the value system of a soci-ety exerts great influence on the attitudesand behavior of peopleIdentifies the different types of politicalsystems that have evolved to deal withbasic political decisionsIdentifies different types of economic sys-tems that have evolved to deal with basiceconomic functionsExplains how nations of the modern worldare interdependentDemonstrates social studies skills relatedto earthsize, shape, motion (using mapand globe), information processing, prob-lem solving, social participation, timeand chronology

28

ArtUses receding cool and advancing warm..olors to suggest depth in artworksUses line and color to create the effect oflight and shadeUses color, line and shape/form and spaceto express emotions in artworksProduces artworks showing figures andobjects in motionUses overlapping, size relationship, posi-tion on picture plane and color changesto show perspectiveCompares how art is used to affect ourdaily life (media, advertising, packaging)Compares various art careers

MusicRecognizes music as an expressive formListens and discusses music of various pe-riodsStudies various styles of performanceRelates specific styles of visual art tomusicListens to performances of other studentsExpands use of expressive elements ofmusic through singing and playingDevelops increasing skill in reading andwriting musical notationExpands musical vocabularyCreates compositionExplores the use of rhythm, melody, tonecolor, texture, dynamics and harmony asthey function in creating musical form

Health and SafetyDemonstrates knowledge and understand-ing of the effects of fatigue, emotions anddrugs on accidents

29

, . 29. ,

Identifies factors contributing to accidentsDescribes effective strategies for copingwith physical, social and mental stressDescribes the forces that affect food selec-tionDemonstrates knowledge of diseases,their causes and methods of preventionDescribes the relationship between tobaccouse and the development of serious healthproblemsIdentifies the physical effects alcohol canhave on the body

Physical EducationMaintains heart-lung endurance, abdom-inal strength, low back/hamstring flex-ibility, upper body strength and weightcontrol awarenessUnderstands components of fitness pro-grams (frequency, duration, intensity,type of activity)Engages in a personal fitness programincluding one or more heart-lung endur-ance activitiesBenefits from physical fitness testing ardappraisalSets intelligent personal fitness goalsEfficiently performs combinations of basicmovement patternsParticipates in varied rhythmic and danceactivities such as clogging, folk, modernsquare and rope jumpingParticipates in a variety of individual, dualand team sportsDevelops new and more complex skillsneeded for success in sportsParticipates in varied activities that canbe used throughout life

Eighth GradeMathematicsConcepts

Identifies different names for numbers:whole numbers, fractions, decimals, per-cents*Identifies relations and properties*Compares and orders whole numbers, frac-tions, decimal?Selects units of measurement: length,area, volume, weight, time, temperature(customary and metric)*Identifies relations and properties of sets ofpoints: including geometric shapes andgraph?

Process SkillsDetermines probabilities'Computes with whole numbers, integers,fractions, decimals, percents'Applies formulas'Solves for missing term in a proportion'Applies units of measurement: length,areas, volume, capacity, weight, time,temperature (customary and metric)'

Problem SolvingSelects appropriate opera'ion for givenproblem situation'Solves word problem situation'Saves word problems with two or moreoperations'Organizes data into tables, charts, graphs,diagrams'Interprets data given in tables, charts,graphs, diagrams'Estimates results of computations or mea-surements*


Summarizes, interprets and contrasts infor-mation presented orally

'CRT objectives

30

SpeakingSpeaks to groups formally and informallyDemonstrates good usage with emphasison subject/verb agreement, principalparts of sentences, regular/irregularverbs, pronouns, modifiers, punctuation


Interprets word meanings and patterns oflanguage'Interprets figurative language'Interprets instructions*Selects and uses reference guides and re-ference materials'Demonstrates use of study skillsDemonstrates an interest in literature bychoosing appropriate booksUses creative arts to interpret literatureRecognizes explicitly stated main ideas,details, sequence of events and cause-effect relationships'Recognizes implicitly stated main ideas,details, sequence of events and cause-effect relationships'Makes generalizations and draws con-clusions'Makes predictions and comparisons'Reads from various types of literature fora variety of purposes'Distinguishes between fact and opinion'Recognizes relevance of data'Recognizes propaganda techniques'

Writing

Uses correct semantic and syntactic struc-tureUses all punctuation marks and capital-izes words correctlySpells words used with accuracyEdits and proofreads own writingWrites legiblyUses specialized vocabularies related tovarious subject areasExpands writing activities to include:social writing, business/vocational writing,scholastic/academic writing, self-expres-sion/personal writing

30

Participates in the writing process: prewrit-ing, writing, editing and publishing

Earth Science*Uses mixtures and solutions in prescribedand experimental activitiesDifferentiates elements and compoundsRelates elements and compounds to atomicstructureDescribes forces which change earth'ssurfaceDescribes water cycle and some relatedphenomenaDifferentiates between heat and temper-atureObserve crystal structureObserves and describes crystal structure byshapeDescribes forces making changes on earth'ssurfaceRelates heat transfer conceptsDescribes solar system as part of thegalaxyDescribes earth, solar system and galaxyas parts of the universeExplains water cycle and related weatherphenomenaRelates electro-magnetic forces to structureof matterIdentifies evidence of interdependence ofliving things and the physical environ-mentCollects, organizes, interprets and com-municates quantitative dataDemonstrates energy transformations

" Note on 6th - 8th grade scienceSome school systems will find the generalscience approach to science curriculumdevelopment to be appropriate to theirneeds.Such general science curriculum sequenc-ing will contain the instructional objectivesfound in seventh grade life science andeighth grade earth science in addition to thefollowing.

Constructs motors to observe conversion ofelectricity to motionDemonstrates light control using opticaldevicesMeasures sound in terms of energy unitsPredicts changes of direction of forcesusing simple machines

31

31

School systems will be required to fol-low the proposed science sequence asthey adopt now textbooks.

Social Studies*The middle grades program should be treatedas a block for cultural and geographic areastudies. The content for achieving theseobjectives should be drawn from the follow-ing cultural areas: Anglo-America, Africa,Europe, Middle East, Latin America, Asia andAustralia.

'Flexibility within grades 5-8 for the organisational pat.tem of the content of cultural and geographic area studiesis allowed; however, the most common pattern used inGeorgia is as follows:

Fifthgrads

Sixthgrade

Seventhgrad.

Anglo- Middle EastAmerica Europe

Africa


Eighthgrad.

GeorgiaStudies

Identifies geographic and environmentalpatterns of GeorgiaDescribes historical deve:opment in regardto political, economic, social, cultural de-velopmentIdentifies ethnic groups and linguisticpatternsDescribes cultural expressions of values(art, music, literature) as related to GeorgiaDiscusses modern Georgia in regard tocommunication, transportation, urbanismDescribes technology and a changing soci-ety in GeorgiaDiscusses social issues in modern GeorgiaExplains that the economy of an area is re-lated to available natural and human re-sourcesExplains state and local governmentExplains rights and rt...,ponsibilities of citi-zen in a democracyDescribes the interdependence of Georgiacmd the United States in regard to local,state and national relationships (political,economic, social, cultural)Demonstrates social studies skills relatedto earth size, shape, motion (using mapand globe), information processing, prob-lem solving, social participation, timeand chronology

ArtIncorporates one or more of the design ele-ments of color, line, shape/form and tex-ture in artworksIdentifies the different ways artists haveused color, line shape/form, texture inartworksRepeats shapes/forms, textures, lines andcolors for variety and interestKnows and applies art media, tools andtechniquesRecords the human figure and objects inartworksUses imaginative thinking to create art-worksIdentifies four or more master artists andtheir artworksIdentifies the role of artists in mass media(television, product packaging, advertising)

MusicListens to music literature of various peri-odsDiscusses basic musical involvement forthe consumerListens to social and recreational instru-ments such as keyboard instruments, record-er and guitarListens to music in several different per-formance media, e.g., music, theatre, orches-tra, band, chorus, exploratory musicListens to and discusses a variety of per-forming groupsExplores a variety of musical careersIdentifies major composers

Health and SafetyIdentifies safety factors in the home, auto-mobile, school, lab, bicycling, motorcyclingand water

Demonstrates skills needed in stress man-agementIdentifies health problems associatedwith obesityDescribes causes and effects of contagiousdiseases peculiar to the adolescentIdentifies diseases that result from malfunc-tions of the body systemsIdentifies the effects of alcohol, smokingand other drugs on the unborn childEvaluates advertisements as powerfulinfluences in persuading people to developsmoking habitsDescribe opportunities for careers in thehealth field

Physical EducationParticipates in fitness activities that main-tain health-related fitnessParticipates in continuing physical fitnesstesting and appraisalDemonstrates continuing ability to set per-sonal fitness goals, develop a fitnecaprogram, carry out the program and evalu-ate the resultsIdentifies mental and physical benefits ofexerciseDevelops ability to analyze, review andimprove movement skills basic to theactivity being taughtImproves skills necessary for participa-tion in physical activitiesUnderstands basics of cooperation, com-petition and leadershipParticipates in a variety of individual,dual and team sportsParticipates in a variety of rhythmic anddance activitiesContinues to develop understanding ofrules, strategies, protocol, terminology,safety practices and basic officiatingtechniquesDevelops concept of physical activity asa worthwhile use of leisure timethroughout life

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Grades 9-12English LanguageArtsThe English language arts curriculum inGeorgia's schools should provide a programof instruction which assures each studentthe opportunity to obtain the fundamentallanguage skills necessary to function effec-tively within our society. These fundamentalskillslistening, reading, speaking andwritingshould be the basis upon whichan optimal curriculum of English languagearts is developed. Opportunities for study inareas such as drama, language, literature,mass media, nonverbal communication andspeech should be an integral part of thetotal English language arts curriculum. Thecurriculum should develop the fundamentalskills within the larger context of thediscipline.

Since the English language arts are besttaught as a spiral, each year's instructionshould include the following areas as indi-vidual courses, in a quarter program or inan integrated fashion in quarter, semesteror year long programs.

SpeakingSpeak clearly and expressivelyAdapt words and strategies according tovarying situations and audiencesParticipate productively and harmoniouslyin both small and large groupsPresent arguments in orderly and convinc-ing waysInterpret and assess various kinds of com-municationUse language appropriate to both the sit-uation and the audience

LanguageLearn how the English language has devel-oped, changed and survivedUnderstand that varieties of English usage

33

are shaped by social, cultural and geograph-ical differencesRecognizes that language is a powerfultool for thinking and learningBecome aware of how grammar representsthe orderliness of language and makes mean-ingful communication possibleRecognize how content (topic, purpose,audience) influences the structure anduse of language

Logical ThinkingCreate hypotheses and predict outcomesTest the validity of an assertion by exam-ining the evidenceUnderstand logical relationshipsConstruct logical sequences and under-stand the conclusions to which they leadDetect fallacies in reasoningRecognize that "how to think" is differentfrom "what to think"

WritingWrite clearly to communicate ideasParticipates in the writing process. writing,prewriting, editing and publishingGenerate ideas for writing, select and ar-range them, find appropriate ways for ex-pressing them and evaluate and revisewhat is writtenAdapt expression to various audiencesLearn the techniques of writing for appeal.ing to and persuading othersDevelop creative and imaginative express-ionBe precise in punctuation, capitalization,spelling and other elements of manu-script form

ListeningDetermine a speaker's purposeAttend to detail and relate it to the over-all purpose of a communicationEvaluate the messages and the effects ofmass communication

33

ReadingRecognize that reading may be a vehiclefor self-improvementLearn that reading is a pleasurable activ-ity as well as a means to acquire know-ledgeApproach reading as a search for meaningComprehend material appearing in a vari-ety of formsRead accurately, make valid inferences anddraw proper conclusionsDevelop habits of reading that carry overinto adult life

LiteratureRealize the importance of literature as amirror of human experienceIdentify with fictional characters in humansituations as a means of relating to othersGain insights into behavior from the studyof literatureBe aware of importan writers representingdiverse backgrounds and traditionsBe familiar with the masterpieces of litera-tureDevelop effective ways of telling and writ-ing about literatureJudge literature critically on the basis ofpersonal response and literary quality

The specific content of the literature program shouldreflect and support the school's total program. A typi-cal form of organization offers thematic approaches to lit-erature in the ninth grade, world literature in thetenth grade, American literature in the eleventh gradeand English literature in the twelfth grade.

Fine ArtsThe Fine Arts include high school classes inmusic, visual arts, drama and dance. Thereis no single course but rather a wide varietyof possibilities. A fine arts offering whichfulfills the need for a required course for grad-uation in Georgia schools can be chosen fromthe following types of courses.

MusicMusic historyMusic theoryMusical compositionsMusic analysis

34

Choral musicInstrumental music

School systems are encouraged to offer instrumental andchoral music experiences (i.e., band, orchestra, chorus)in the upper elementary and middle school grades.

Music for LifelongLearning

Identify music in the communityExplore careers in musicStudy music in technologyStudy role of music: avocational and lei-sure music study

Visual Artset Develop perceptual awareness

Value art as an important realm of humanexperienceProduce works of artKnow about art history and its relation-ship to other disciplinesMake and justify judgments concerningaesthetic quality and merit of works otart

Examples of courses include environmental design(community planning, interior design, architecture), cammercial design(lashiondesign, advertising design),photo-graphy, film - making, printmaking, drawing, painting,sculpture, ceramics, jewelry design and fibers. Arthistory/criticism courses may be offered or the major con-cepts and skills may be included within the studioCOMM.

DramaStudy the theatre and theatre historyRead dramatic literatureActStudy movement for actorsStudy beginning/advanced actingStudy oral interpretation and reader'stheatreRecognize drama in radio, television andfilmDirect theatreStudy technical theatreStudy artistic designLearn production techniques, stagingStudy the management of major product-ions

If advanced placement credit is to be awarded for art ofmusic, content and specific objectives developed bythe College Board should be awarded.

34

DanceStudy and perform different forms of dance(ballet, modern, jazz, tap, folk, square,social, ethnic)Study different dance techniques(Cecchetti, Graham, Luigi)Study dance literature, notation, historyand filmsStudy different styles of dance improvisa-tion and choreography

Foreign LanguageThe instruction of foreign languages in thegrades 9-12 Georgia public schools curricu-lum should have as its focus linguistic skilldevelopment and the acquistion of knowl-edge of foreign cultures. In the case of themodern foreign languages, emphasis shouldbe placed on the teaching of spoken lan-guage with attention also being given toteaching the skills of listening, reading andwriting. Instruction in the classical languagesmay not center around the teaching of oralfacility but certainly should include empha-sis in all skill areas. Of equal importancein the foreign language classroom is theteaching of culture. While daily customs andfolkways are of importance, teachers shouldfirst seek to develop in students an aware-ness of the different value systems embracedby the foreign cultures. The awareness andacceptance of cultural differences shouldbe primary goals of culture instruction in theforeign language classroom.

Modern LanguagesGeneral Concepts phonology, morphol-ogy, syntax, vocabulary, culture (geography,history, literature, folklore, gestures, workand leisure time, education, religion)

Skills Comprehend spoken language with-in vocabulary and structural range; speaklanguage with adequate pronunciation, into-nation and comprehension, within vocabularyand structural range; read language bothsilently and aloud with adequate pronuncia-tion intonation and comprehension, withinvocabulary and structural range; write lan-guage with adequate sentence structure

35

Content (Knowledge, Formation andUse of Grammatical Concepts)

FrenchArticles (definite, indefinite, partitive)Nouns (gender, number)Pronouns (subject, object, disjunctive,relative, demonstrative, interrogative; yand en)Adjective (number, gender, position, posses.sive, demonstrative, common irregular, de-scriptive, comparative, superlative)Numbers (cardinal, ordinal)Verbs (infinitives; simple and compoundtenses of the indicative mood; presentsubjunctive, imperative mood; reflexiveverbs)Adverbs of quantity(beaucomp, un peu,tree)Prepositions; idioms, negatives and nega-tionFormation of questions inversion, est-ceque)

GermanWord order (verb first, second and lastpositions)Nouns (number, gender, all cases)Determiners (definite and indefinite art-icles; dieser-words, efn-words; determinersof quantityPronouns (personal, possessive, interroga-tive)Verbs (regular and irregular forms inpresent, future, conversational and narra-tive post tenses, indicative mood pres-ent conditional; reflexive verbs; separa-ble prefix; modals)Adjectives (strong, weak and mixed declen-sions; comparison)Numbers (cardinal, ordinal)Negation (kein, nicht, doch)Prepositions gov\vming accusative and/ordativeAdverbs; conjunctionsCommand forms; questions and replies(wo, wohin and woher)Basic idiomatic expressions; Da-and wo-compounds

SpanishArticles (definite, indefinite)Nouns (gender, number)

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Pronouns (subject, object, reflexive, stress-ed. possessive, demonstrative, relative)Adjectives (agreement, placement; compar-ative and superlative, demonstrative, posses-sive)Numbers (cardinal, ordinal)Verbs (infinitives; simple and compoundtenses of the indicative mood, presentsubjunctive, imperative mood; reflexiveverbs)Adverbs (formation and use)Interrogative words; negation and nega-tives; preposition; idiomsWord order, basic sentence patterns, contrac-tions

Classical LanguageLatin

Pronunciation (vowels, diphthongs, Conso-nants and consonant combinations)Nouns (nominative, genitive, dative, accusa-tive, ablative, vocative, locative; formationand usage irregular nouns; declensionsand gender indentification)Pronouns (formation, use, translation;demonstrative, personal, reflexive, inten-sive, relative, interrogative, indefinite)Prepositions (translation and function)Adjectives (formation, use, translation; regu-lar and irregular comparative and superla-tive degree)Verbs (formation, use, translation; tenses;present, imperfect, future, perfect, pluper-fect, future perfect in active and passivevoice; active and passive periphrastic;deponent verbs; moods; indicative, subjunc-t:ve, imperative; verbals: infinitives, part-iciples, gerunds, gerundives, supines; verbstems and principal parts)Adverbs (formation, use, translation forregular and irregular; comparative andsuperlative degree)Numerals (cardinals, ordinals, Romannumerals)Idioms/vocabulary; translation/readingcomprehensionDerivation/word study; Roman civilization/culture

'Foreign language objectives annum completion of twoyears of foreign language study. School systems are encour-aged to offer foreign language Instruction in the elementaryand middle school grades. At least two years of one foreignlanguage should be offered.

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Health and SafetyEducation

Personal health habitsMental healthNutritionAlcohol, tobacco and drug use and abuseDisease recognition and preventionConsumer healthEnvironmental healthFirst aid and emergency assistanceSafety (home, occupational, recreational,vehicular)Community healthHealth care services and resourcesHealth care career opportunitiesFamily life education (at the discretion oflocal school systems)Cardiopulmonary resuscitation CPR (at thediscretion of local school systems)

MathematicsThe mathematics program in Georgia schoolsshould provide opportunities for studentsin grades 9-12 in the following areas.

General Mathematics IBasic computation add, subtract, multi-ply and divide whole numbers, fractions,decimals and percentsRatio and proportionAmounts of moneyProbability and statisticsData collection, organization and interpre-tation (using tables, charts and graphs)Informal geometry (shape identificationand properties)Estimation and calculation of measure-ment (length. area, time, temperature andvolume), including customary and metricsystemsEstimation of computational problems

General Mathematics IIIntegersScale drawingsApplications of basic arithmetic to problemsituationsCommon formulas techniques of substi-tutions

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BudgetingWise shoppingBanking

Elementary Algebra(Algebra I)

The arithmetic of polynomialsEvaluation of variable expressions by sub-stitutionsTranslation of variable expressions by sub-stitutions (nouns variable, verbs opera-tions and relational symbols, sentences

equations)Formal properties of the real numbersystemSigned number operations with variableexpressionsSolving and graphing linear equationsSolving linear inequalities and graphingsolutions (including absolute value inequa-lities)Factorization of composite whole numbersMultiplication of polynomials using thedistributive property (product of a monom-ial and a polynomial, product of two bi-nomials)Factorization of polynomials (commonmonomial factors, products of binomials,special cases)Irrational numbersNumbers with square root icals (findingequivalent forms, arithmetic operations,rationalizing denominators, simple equa-tions)Radicals and polynomialsQuadratic equations (factoring)Algebraic fractionsEquations with algebraic fractionsPythagorean TheoremApplications in problem situations

GeometryDefined versus undefined termsPoints (coplanar, noncoplanar)Lines (parallel, intersecting, concurrent,skew, perpendicular)Planes (parallel, intersecting)Space (sphere, cone, cylinder)Angles (acute, right, obtuse, supplemen-tary, complementary, vertical)Triangles (equilateral, isosceles, scalene,acute, obtuse, right, 30-60-90, 45-45-90)

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Quadrilaterals (trapezoid, kite, parallelo-gram, rectangle, rhombus, square)Constructions (copy circles, copy segments,copy angles, copy triangles, bisect angler:,perpendicular bisectors, perpendicularfrom point to a line, parallel lines, propor-tional segments)Circles (center, radius, diameter, arc,chord, tangent, secant, central angle, in-scribed angle)Polygon (convex, similar, congruent)Transformations (reflections, rotations, trans-lations, dilations)Perimeter (triangle, quadrilaterals, poly-gons)Area (triangle, quadrilaterals, regularpolygons, sphere, cube)Volume (cube, tetrahedron, right prisms,cylinders, cones, sphere)Nature of proofs (direct and indirect)Similarities (similarity transformations,ratio and proportion)Coordinate systems (distance formula,slope, midpoints of segments, perpendicu-lar and parallel lines, proofs using coord-inates)Inequalities

Intermediate Algebra(Algebra II)

The absolute value functionMatricesRules of exponents (rational exponents)LogarithmsAnalytic geometry (lines, parabolas,circles, hyperbolas, ellipse)Inequalities in the plane (half-planes,inequality regions, interiors of circles,introduce' on to linear programming)Roots o' polynomials (factoring, syntheticclivisioi quadratic equations, complexnumbers,;Systems of equations (linear systems,determinants and Cramer's Rule, sys-tems of lines and parabolas, systemsof lines and circles)Functions (definitions, graphs, absolutevalue, greatest integer, exponential withbase 2, logarithmic, algebra of functions)Applications in problem situations

Advanced AlgebraTrigonometry

Trigonometric functionsRadian measure, circular functions, angu-lar measureGraphs of trigonometric functionsProperties of trigonometric functionsTriangles and vectorsInverse trigonometric functions and trigo-nometric equationsComplex numbersTransformationsInfinite seriesLogarithmsPolar coordinates and polar graphsArea of trianglesThe sine and cosine functions, graphingsine and cosine functions, amplitude andperiod, tangent and cotangent functionsand their graphs, secant and cosecantfunctions and their graphs, identities,angles and their measure)Statements involving circular functions (sum,difference and reduction formulas, dou-ble and half-angle identities, inversevalues, inverse circular functions)Solving triangles (the right triangle, Lawof Cosines, Law of Sines, polar coordi-nates, polar graphs, powers and roots ofcomplex numbers, complex numbersin polar forms, multiplication of complexnumbers, DeMoivre's Theorem)Permutations, combinations, probability,the Binomial TheoremApplications in problem situations

If a school system offers analysis and/orcalculus, suggested course content shouldinclude the following.

AnalysisProbability theorySets and symbolic logic (sets, union andintersection, subsets, truth tables, meth-ods of proof, validity of arguments)Sequences and series (finite sequences andseries, limits, infinite sequences andseries, writing aeries -sigma notation,mathematical induction)Algebra of vectors (number pairs andgeometry, algebra of number pairs, par-allel and perpendicular vectors, applica-tion of vectors)

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Analytic geometry (using numbers to de-scribe points, algebric properties of lines,quadratic equations and their graphs,intersection of graphs, conic sections andtheir application)Functions (relations, linear relation, func-tions, the arithmetic of functions, polyno-mial functions, the arithmetic of poly-nomials, the factor theorem, rational roots,Descartes Rulebounds, irrational rootsof polynomials)The field of complex numbers (definingand representing complex numbers, ad-dition of complex numbers, multiplicationof complex numbers, Fundamental Theo-rem of Algebra, relationships amongroots and coefficients, polynomials withreal coefficients)Graphs of polynomial functions (curvesketching, limits of functions, continuity,tangents to a curve, derivatives of poly-nomials, using derivatives in graphing.applications of maxima and minima)Exponential and logarithmic functions (ex-ponential functions with rational expon-ents, exponential functions with real expon-ents, the exponential function [x.yl; y---Tex,linear interpolation, composition of func-tions,inverse of functions, logarithmic func-tions, additional theorems and application,tangents to the graph of a logs and expo)

CalculusAnalytic geometryLimits and continuity and applied functionsThe derivative (formulas of differentiation,graphic applications of derivatives, trigono-metric functions, inverse trigonometric func-tions, exponential and logarithmic func-tions, differentiation using limits, powerrule, product rule, quotient rule and chainrule, finding slope, maximum and min-imum)The integral-antiderivative (definite inte-grals, applications, Fundamental Theoremof Calculus, computation of areas in aplane, tables of formulas, integration byparts and trigonometric substitution)Sigma notationRiemann sumsTrapezoidal rule

If advanced placement Is to be awarded forCalculus. content and specific objectives devel-oped by the College Board should be used.

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Physical EducationThe physical education program in Georgiaschools should provide opportunities for stu-dents in grades 9-12 to develop skills, lmowl-edges and attitudes necessary for a lifetimeof physical fitness and activity. Instructionalemphasis for the zequired physical educationunit should focus on physical fitness forlife. Study in physical education includes thefollowing.

Lifetime FitnessConcepts

Importance of exercisePhysical fitness for everyoneUnderstanding of fitness conceptsCardiovascular (heart/lung) enduranceMuscular strengthMuscular enduranceFlexibilityExercise, diet and fat controlAssessment of personal fitnessPlanning a personal fitness programInjury preventionSkill-related fitness componentsMotivation for lifetime participationStress, tension and relaxationFitness fads and fallacies

Examples of fitness activities are jogging,weight training, aerobics, bicycling, lapswimming, circuit training, rope skippingand pace walking.

Individual/Dual SportsConcepts

Lifetime activitySelf-testingSport appreciation

Examples of individual and dual sports arearchery, badminton, fencing, golf, gymnastics,tumbling, handball, racquetball, tennis,track and field, wrestling, self-defense andmartial arts.

Team Sports ConceptsTeamworkCooperative/competitionLeadership

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Examples of team sports are basketball,field hockey, soccer, softball and volleyball.

Outdoor ActivitiesConcepts

Outdoor appreciationWise use of environment

Examples of outdoor education activities arebackpacking, hiking, orienteering, canoeing,drownproofing and kcryaking.

Dance ConceptsExpression through creative movementAesthetic awarenessCultural appreciation

Examples of dance courses are folk, square,social, modern, ballet, jazz, tap, ethnic, choreo-graphy, improvisation and rhythmic analysis.

ScienceThe science program in Georgia schoolsshould provide opportunities for students ingrades 9-12 in the following areas.

Physical ScienceDemonstrate a knowledge of the basicprinciples and concepts of physics. chem.istry, geology and astronomyDraw and interpret graphs, charts andtablesDemonstrate an understanding of severalscience related careersConduct activities and experiments usinglaboratory materials and equipment in theappropriate mannerDescribe the common and special proper-ties of matterExplain the relationship between matterand energyCompare the structures of atoms and mole-culesRelate science concepts to everyday lifeDemonstrate an understanding of the meth-ods of science, and the use of measure-ment in science and in everyday lifeDesign, set up and carry out experimentsusing the scientific methodologyDevelop an understanding of the differ-ence between weight and mass, speed and

velocity and the relationships betweenforce and motionDiscuss the nature of matterExplain how matter changes through solu-tion formation and chemical combining

BiologyDemonstrate the proper use of the micro-scope and related laboratory equipmentIdentify basic cell structures and functionsRecognize the diversity among living thingsExplain methods of reproduction amongorganismsCompare and contrast photosynthesisand respirationExplain the general molecular basis ofbiologyExplore careers :elated to biologyCompare and contrast the anatomy andphysiology of various living organismsExplain the interrelationships between liv-ing things and their environment

ChemistryDescribe the atomic structure of matterIdentify fundamental laws of chemistry andtheir practical applicationsUse the science methodology to solve chem-ical problemsUse chemicals and equipment in a scien-tific and safe mannerDescribe the major concepts of chemistrysuch as atomic structure, bonding equilib-rium, acids and bases and the periodictableUse laboratory techniques to handle, mea-sure and observe chemical reactionsPlot data and interpret the results in chem-ical experimentation and independent pro-jectsApply mathematics concepts in quantita-tive solution of chemical problemsExplore: L. -eers related to chemistry

PhysicsInterpret mathematics of vectorsDescribe and interpret wave phenomenaExamine the interrelationship among thevarious forms of energy and their influ-ence on matter

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Describe and measure force, motion, en-ergy, work, power, mass, inertiaPractice graphical and algebraic meth-ods for solving problemsDescribe and interpret states of matterPlot data and interpret the results of exper-imentation and/or individual researchesExplain the major concepts of physics toinclude kinematics, statics, mechanic,optics and light, sound, electricity andmagnetism and nuclear phenomenaExplore careers related to physics

If advanced placement credit is to be awarded forbiology. physics or chemlitlY, content and specific objc-tires developed by the College Board should be used.

Social StudiesThe social studies program in Georgiaschools for students in grades 942 shouldprovide opportunities in the following areasof study. These topics can be organized in anumber of patterns; these are not suggestedas discrete courses.

The social studies skills and concepts to beincorporated into these courses may befound in Social Studies for Georgia Schools

Secondary Program, Georgia Departmentof Education.

United States StudiesUnited States History*/ Government

American CultureAmerican PeopleAn Expanding AmericaReform MovementsAmerican GovernmentAmerican Economic LifeUnited States in World AffairsGeorgia Studies

Principles of Economics/Business/Free Enterprise

Economic ConceptsPrivate EnterpriseProduct and Resource MarketsFunction of GovernmentEconomic Systems

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Citizenship EducationStructure of American GovernmentStructure of Georgia GovernmentBranches of GovernmentPolitical Processfoundation of LawCitizen ParticipationPrinciples of Constitutional GovernmentPrinciples of DemocracyDecision Making Skills

World StudiesWorld History*

Early CivilizationsDevelopment of Western CivilizationDevelopment of Eastern CivilizationDevelopment of Latin American HistoryModern World HistroyCultural Expressions of Various Civiliza-tions (art, music, litatature, etc.)Economic IssuesPolitical IssuesInterdependence

World GeographyThe Nature of GeographyCultural Area Studies

Latin AmericaMiddle EastNorth AmericaEuropeAfricaAsiaAustralia

World Geographic PatternsUrban AnalysisInterdependence

'If advanced placement credit Is to be awarded for worldhistory or American history, content and specific objec-tives developed by t le College Board should be used.

Behavioral SciencesWhen the behavioral sciences are developedas discrete courses, they are generally offer-ed as electives. The following topics are notsuggested as discrete course titles but top-ics which can be organized in a number ofpatterns.

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AnthropologyNature of AnthropologyAnthropological Theories of CulturesSocial Groups, Organizations and Institu-tionsLinguistic Patterns as Reflections of aCulture

PsychologyNature of PsychologyStages of Human Growth and DevelopmentCreative Thinking Process

Learning and LanguageDevelopmentPersonality Theories

Individual DevelopmentDevelopment of Self-conceptUnderstanding RelationshipsIndivid-ual and Groups

SociologyNature of SociologyCulture, Socialization, Groups and Institu-tionsCommunicationsCultural and Social ChangeCultural Contact and Diffusion

TechnologyGeneral education courses should be offeredto every student and not restricted to stu-dents who are in advanced science and mathe-matics programs. Courses should include thefollowing.

Introduction to ComputerOperationPerform proper operation of the computer

History and Theory ofComputersBe aware of the significant events hi the evo-lution of computers

Machine OperationRecognize that a structured, sequential pro-cedure is necessary for computer operation

Machine CommandsBe aware that each computer has its ownbuilt-in commands and functions and how touse these commands

Social Impact ofComputersBe aware of how computers are changinglife at home and on the job

EmploymentOpportunitiesBe aware of comp Ler related jobs and theeducation backgm aid required for employ-ment

School sy:tems are encouraged to offer technology edu-cational experiences in the elementary and middle schoolgrades. Refer to the state Educational Technologyguide for further information.

Traffic SafetyEducationDrive education and motorcycle safety educa-tion can be offered only at the discretionand expense of local school systems.

VocationalEducationVocational education in high school includesa wide variety of programs, both occupa-tional and nonoccupational. To satisfy thestate graduation requirement of an electivein vocational education, students may choosefrom the following programs.

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School systems are encouraged to offer pre-paratory experiences (i.e., home economics,computer literacy, industrial arts) in the mid-dle grades program.

Trade and IndustrialEducation Concepts

Development of job entry skills requiredto enter the occupationDevelopment of employability skills whichare required to enable a student to getalong with supervisors, co-workers and thepublicIdentify proper use and care of tools andequipmentDemonstrate safe working practicesDevelopment of leadership skills throughinvolvement with vocational student organ-izations

Examples of trade and industry courses arebody and fender repair, construction, cosme-tology, diversified cooperative training,drafting, electrical/electronics, electro-mechanical, graphic arts, health, metalwork-ing and quantity food.

AgriculturalAwareness of plans related to and the eco-nomic use of facilities land, water, ma-chinery, chemicals, finance and labor inthe production of plant and animal pro-ductsLearn to sell supplies for agriculturalproduction, provide agricultural servicesand purchase, grade, store, marketand transport agricultural productsLearn to select, operate, maintain, service,sell and use agricultural/agribusiness-power units, machinery, equipment, struc-

tures and utilitiesLearn to process food and nonfood projectsand to inspect those products preparatoryto marketingLearn to produce, process and marketplants, shrubs and treesLearn the conservation and/or improve-ment of natural resourcesLearn to produce, protect and manage tim-ber and specialty forest crops and to usethe forest for multiple purposes such asgame preserves and recreation

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Examples of agriculture courses are produc-tion agriculture, agricultural supplies/services, agricultural mechanics, agriculturalproducts processing and marketing, horticul-ture, renewable natural resources and scienceand forestry

Marketing andDistributive Education

Learn economics and marketing concepts(i.e. national economy, economic fun-damentals, marketing fundamentals, pro-ducts and process goods/services andorganized labor)Develop marketing communication verbaland written process, marketingDevelop selling, merchandising, advortis-ing and display techniquesLearn management and operations skillsLearn to organize a business

Marketing and distributive education pro-grams are offered at the 10th, 11th and 12thgrades. Students have opportunities to explorecareers and learn entry level job skills rela-ted to careers in the marketing field. Studentsenrolled usually work in part-time market-ing jobs during the 11th and 12th grades. Thejob training is related to classroom discus-sions centered around selling, marketing, man-agement, sales promotion, buying, researchand other marketing related areas.

Business EducationDevelop skills in typewriting, accountingand general office technologyDevelop skills in data processing, account-ing and management

Develop basic language skills throughoral communicationLearn to process information in a bus-iness using identified proceduresUnderstand aspects of input/outputprocedure in information processingLearn the major components of data

processing systemsDemonstrate the use of computerequipment and job control language

Examples of courses are divided into two clus-ters: Office Systems and Procedures Clusterand Business Information Systems/Manage-

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ment Clusters. Three specialized programsare an integral part of the two clusters: Vo-cational Office Training, Intensive Office Pro-cedures and Data Processing.

Industrial Arts EducationDevelop an awareness of careers in in-dustryReinforce life role skillsLearn the importance of beginning and com-pleting a taskPlan career activities, i.e. develop a careerplanDevelop consumer education skillsDevelop an understanding of the communi-cations industry, power and transportationindustry, manufacturing industry and theconstruction industries in our technicalsocietyDevelop an understanding of the impactof the high tech on our free enterpriseeconomy and lifestyleApply the principles of math, science andsvial studies to the solving of technicalproblemsDevelop human relations skills of work-ing alone with small groups and largegroupsDevelop computer and automation liter-acy as it applies to industry and techno-logy

Industrial Arts courses are divided into threelevels: Exploratory Level I 7th and 8thgrades, Prevocational Level II 9th and 10thgrades and Pretechnical Level III llthand 12th grades.

Home EconomicsEducation

Prepare students for the occupation ofhomemakingPrepare students for paid employment inhome economics related occupations

Home Economics for Homemaking includeslaboratory experiences and instruction inchild development, foods and nutrition, cloth-ing and textiles, housing, furnishings andhome management, personal finance /con-sumer education

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Home Economics related occupations includepreparation for employment in Care andGuidance of Children, Clothing, Apparel andTextiles Management and Food Services.

Prevocational Home Economics (grades 7-8)includes an introduction to both of the aboveprograms.

Special NeedsVocational Program

Demonstrate a knowledge of the necessityfor establishing and maintaining positiveworking relationships, good attitude andgeneral job employability skills neces-sary to gain and keep jobsDemonstrate an understanding of theworld of work, vocational education oppor-tunities, career exploration and job prepar-ation in relationship to the educationalneeds of each studentDemonstrate an ability to evaluate careeroptions as they reflect personal interestand abilitiesDemonstrate an ability to complete asequential vocational offering skills beingable to function at job entry level or at anoptional exit point in the field for whichthe vocational training occurs

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The special needs vocational programs aredivided into two programs designed to offerspecial support services or assistance tohandicapped (Related Vocational InstructionProgram-RVIP) and disadvantaged (Coordi-nated Vocational Academic Education-CVAE).

Program of Educationand Career Exploration(PECE)

Describe personal needs and unique char-acteristics considered in making careerchoicesUnderstand present and future characteris-tics of broad areas of workDemonstrate knowledge of education/train-ing options for career preparationUnderstand how to use an organized de-cision-making process to select realisticoccupational goalsDemonstrate the ability to locate, apply forand maintain employment

As a basis for future career choices andcareer planning, the PECE program providesan opportunity for students to relate self tobroad areas of work through exploratory ex-periences at community worksites and relatedclassroom activities.

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AppendixMedia Skills ContinuumThis material has been developed to helplocal educators plan for improved studentskills in acquiring and processing informa-tion. This is not a minimum listing. It repre-sents skills that the average student shoulddevelop. With gifted students. additions willneed to be made. For special educationstudents, the sequence should be followed,but the timing of that sequence (i.e. gradelevel) will need to be delayed so that newskills are not introduced until previous skillshave been attained.

During the 1984-85 school year, a comprehen-sive draft of this document was field-testedby several hundred participants in the re-gional media workshops and was reviewedby members of the area media committees.This revision reflects changes made as a re-sult of the field test. Even though this con-tinuum is not at minimum level, additionalskills may be needed to make it comprehen-sive.

Media Skills andInstructionMedia Skills DefinedMedia skills encompass traditional libraryskills, thinking skills, study skills, researchskills and production/presentation skills.These skills involve the processes of finding,evaluating and using information.

The skills used in information processingprovide an opportunity to relate content ofdifferent disciplines and to help students es-tablish relationships among them. Such is thecase, for example, when students developan understanding of using a classificationsystem such as the Dewey Decimal System.When this system of organizing informationis taught in isolation in the media center,there is little opportunity to relate thegrouping of similar materials in the media

center to the grouping of animals or plantsin science or the classifying of words accord-ing to parts of speech in language arts.Therefore, the most effective approach to in-struction in these skills involves cooperativeplanning by teachers and media special-ists in all subject areas at every grade level.

Cooperative Planning DefinedWhen the media specialist plans jointly withall teachers, it is possible to incorporatethe appropriate sequence of media skills intoclassroom instruction and to insure cover-age of the complete scope of these skillsacross grade 1;/els. In addition, the mediaspecialist can secure, adapt or produce mate-rials needed for instruction and can reinforceskill development begun in the classroomwhen students seek information through themedia center.

The study of a foreign country may be usedas an example of cooperative planning. Inthis example, instructional and informationprocessing skills are identified by the class-room teacher and the media specialist.Together, they plan learning activities whichprovid,o opportunities for students to acquireprocess skills while gaining mastery of thecourse content. Perhaps the teacher will wantto schedule several small group activitiesin the media center so that students can pre-pare special presentations on the country'smusic, art, and architecture. The media spe-cialist will be prepared to guide studentsin locating the information that they need,will identify community resources or re-source persons to supply additional informa-tion or experiences, will guide small groupor individual research in the media centerand will facilitate the development and prep-aration of illustrations, papers, productionsor recordings by students.

Cooperative planning also involves coopera-tive evaluation; therefore the teacher andmedia specialist must jointly plan ways tomeasure student gains in both content and

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process skills. Usually evaluation will takeplace in the classroom.

Continuum OrganizationFollowing is a continuum of information pro-cessing objectives which are arranged bygrade levels and which have been keyedto the Georgia Criterion-Referenced Tests asindicated by asterisks (1. Four goals pro-vide a framework for the objectives. Thegoals for each grade grouping are similarexcept for grades six through eight, whereemphasis is placed on skill in research as animportant part of information processing.There is significant, intentional duplicationbetween this list and the objectives foundin the body of the Basic Curriculum Contentin order to provide a scope and sequencefor information processing skills that canserve as the base for planning betweenteachers and media specialist.

Objectives are stated only once. However,two basic assumptions are made: 1. thateducators will introduce, develcp, 4:md rein-force these skills in stages of instructionwhich will usually span many grade levels;2. that remediation will often be needed.The objectives that are printed in regular typeshould be introduced by the teacher in theclassroom. Those in italics should be the re-sponsibility of the media specialist.

KindergartenGoal I - Understands how to identifyand locate information sources

Demonstrates an interest in reading'Demonstrates left to right and top to bot-tom progression'Follows directions to a specific media cen-ter areaDemonstrates interest in a variety of writ-ten material'Follows rules for use of media centerDemonstrates proper care of materialsand equipment

Moves independently to appropriate mediacenter area according to type of materialor equipment needed

Goal II - Understands how to retrievecontent from information sources inall formats

Uses primary encyclopedias and picturedictionaries for pleasureUses picture books as information sourcesUses audio equipment to develop listeningskillsIdentifies and experiences activities usingthe five sensesIdentifies objects in artworks

Goal M - Develops the mental skillsnecessary for comprehending, com-paring, analyzing or applying infor-mation

Recognizes the relationships betweenoral and written language'Analyzes and interprets pictures usingexpressive language'Recognizes common sounds'Listens for sounds of voices and certainmut ical instrumentsSorts objects by similaritiesMake judgments'

Goal N - Develops the techniques andskills necessary for restructuringand sharing information, includingskills needed to organize, plan, pro-duce or present information in anyformat

Tells a story in sequence'Uses creative arts to interpret literatureActs out song stories and dramatizations

Grades One - ThreeGoal I - Understands how to identifyand locate information sources

Recognizes literature forms: nurseryrhymes, picture books, poetry, fairy tales,folk tales and fantasy

At the end of the skills list is a grid that should be used during media specialist/teacher planning to map curriculum contentand grade level coverage Copies of it should be maintained by the media specialist for use in selection of materials; bythe lead teacher, department chairperson, etc. for curriculum development, and by the principal to support Instructionalsupervision. Regular review and revision of the grid should be scheduled.

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Identifies materials format appropriate toequipmentReads for a variety of purposes in a vari-ety of sourcesFollows directions, orally given (grades oneand two) and written (grade three)Demonstrates appropriate media centerbehaviorBorrows materials from the media centerrelated to Instructional content and forenjoyment.


Uses book parts for information: titlepage, table of contents, indexUses the table of contents to locate gen-eral information in a book*Uses guide words to locate topics in dic-tionaries, encyclopedias and card catalogUses alphabetical order to the first letter(grade one), second letter (grade two) andthird letter (grade 3)*Uses abridged dictionaries to identify ap-propriate word meanings or proper spellingSorts materials according to subjectLooks at art of different cultures and timesInterprets data on simple graphsInterprets information on simple mapsUses listening and viewing equipment toobtain informationUses magazines for information andenjoyment

Goal III - Develops the mental skillsnecessary for comprehending, com-paring, analyzing or applying infor-mation

Distinguishes between fantasy and realismDistinguishes fiction from nonfictionMakes predictions*Recognizes explicitly stated main ideas,details, sequence of events, cause-effectrelationships'Uses context to identify and understandmeanings of wordsAdjusts listening strategies according topurpose for listeningOrganizes elements of sets according togiven characteristics'

Identifies main characters in a story'

Goal IV - Develops the techniquesand skills necessary for restructuringand sharing information, includingskills needed to organize, plan, pro-duce or present information in anyformat

Draws illustrations related to contentRetells information presented orallyProduces simple puppets and presentspuppet playsWrites creativelystories and poemsSummarizes material read silentlyWrites several sentences about onesubject

Grades Four, FiveGoal 1 - Understands how to identifyand locate information sources

Recognizes literature forms; short story,autobiography, biography, bibliographyUses alphabetizing rules in the card cata-log to locate desired entryUses the card catalog to locate call num-bers for materials by title entry, subjectheading and author's nameRecognizes that authors' surnames are usedto identify materialsDecodes Dewey decimal numbers to locatematerialsUses the community resource file to Iden-tify resource personsUses the vertical file as a source of timely,brief items and illustrationsIdentifies awards given for children's lit-erature and illustrationUses the telephone book to identify re-source persons and organizations


Uses book parts for information: foreword,preface, glossary, appendixSkims materials to determine approxi-mate value to subject under studyUses subject headings and cross refer-ences to locate information on a topic

Italicised objectives are those for which the meiia specialist is responsible. For unplementation of ail other objectives,the media specialist and teacher must plan together.

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Uses mult'ple sources for information ona single topicUses a book's index to identify specifictopics'Uses general and special atlases andgazetteers'Uses an unabridged dictionary to locatecorrect spelling and definitions of wordsUses general encyclopedias (one-, two-and multivolume) for general informationand bibliographic leads to other sources'Uses biographical and geographical dic-tionaries to locate information about peo-ple and placesUses handbooks with miscellaneous infor-mation to locate interesting or unusualfacts for reportsUses legends and keys as referents onmaps and chartsUses all available material formats onappropriate viewing or listening equip.mentUses periodicals for information or enjoy-mentUses almanacs as ready reference sourcesto locate specific facts, figures and names'


Distinguishes between fact and opinion'Recognizes figurative meanings of words'Recognizes implied main ideas, details,relationships and cause-effectrelationships'Recognizes the relevance of data'Interprets semantic and syntactic relation-ships'Recognizes bias and stereotypes inmaterialsMakes generalizations and draws con-clusions'

Goal IV - Develops the techniquesand skills necessary for restructuringand sharing information, includingskills needed to organize, plan, pro-duce or present information in anyformat

Takes accurate notes, paraphrases andoutlines content accuratelyWrites stories, poetry, plays and songsSummarizes information from a variety ofsources on one topic

Develops organizational plan for present-ing information to othersReads orally with expression and meaningCreates simple products such as transpar-encies, audiotapes, mounted pictures, dis-plays, mobiles and booklets to share infor-mation

Grades Six - EightGoal I - Understands how to identifyand locate information sources

Distinguishes among literature forms:myths, fables, tall tales, parables, sci-ence fiction, novels, documentariesIdentifies organizational strategies used forcollections or reference sources: alpha-betical, numerical, alphanumerical, deci-mal, geographical, chronologicalIdentifies the purpose and order of classi-fication systemsUses knowledge of classification systemto browse for information on a specifictopicContacts organisations for informationContacts museums, government agencies,public and regional libraries for infor-mation


Identifies elements of literary works: set-ting, time, characterization, plot, theme,point of viewUses a variety of biographical resources tocheck facts about individualsUses newspapers as information sourcesUses rhyming, foreign language and ab-breviation dictionariesUses handbooks to locate quotations, his-torical events and literary analysesUses a thesaurus to determine the mostprecise word meanings, antonyms orsynonym?Retrieves current information on topicsby using periodical indexes


Recognizes and analyzes persuasion tech-niques'

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Uses evaluative criteria according to mate-rial formatInterprets nonliteral meanings of words(i.e., similes, hyperboles, metaphors,idioms)*

Goal IV - Develops the techniques andskills necessary for systematic re-search or study of a topic(Note: Goal IV is changed for this gradelevel.)

Analyzes a question to determine thetopic, subtopic, amount and currency ofinformation neededDevelops hypothesesStipulates most likely source to locateinformation for a given purposeIdentifies alternative information sourcesSelects and uses various reference guidesand materials according to the informa-tion neededDistinguishes between essential and non-essential information related to a topicIdentifies similarities and differences incontent of materialsInterpolates and extrapolates from contentProvides evidence to support statedopinionsTakes notes and develops outlinesOrganizes, summarizes and interpretsinformationOutlines main ideas and supporting de-tails from two or more sources on a giventopicDevelops charts, graphs and tables to con-vey informationEdits and corrects written workRestates information using alternate andmore precise wordsWrites bibliographic citations to documentsources of information

Grades 9-12Goal I - Understands the strategiesand materials useful in identifyingand locating information sources

Uses bibliographies or computer databases(when available) for information needsDistinguishes among literary types: satires,sonnets, critical essays, ready referencesources, reviews, abstracts, tragedies,comedies

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4.9

Uses a variety of general crud subject-specific sources for informationBorrows materials not available In schoolcollection from outside sourcesIdentifies information to support twoopposing viewpointsUses directories to identify human re-sources and information about themInterviews human resources for infor-mationUses handbooks and yearbooks for statis-tical information, addresses or recentdevelopments

Goal /I - Understands the strategiesand materials used in retrieving con-tent from all formats

Uses guides with tabular information asready reference sourcesUses subject dictionaries, encyclopedias,handbooks and manuals related to coursecontentUses dictionaries to determine wordetymologiesUses a style manual in preparing reportsand papers

Goal III - Develops the techniquesand mental skills necessary for com-prehending, comparing, analyzing orapplying information

Evaluates information according to rele-vance, appropriateness, accuracy andinterestEstablishes relationships between humanevents and examples in literatureIdentifies assumptions on which mate-rial is basedAnalyzes materials for consistencyAnalyzes arguments presented in materialand determines pertinent points

Goal IV - Develops the techniques andskills necessary for restructuringand sharing information, includingskills needed to organize, plan, pro-duce or present information in anyformat

Makes speeches to groups, formally andinformallyCondenses information on one topic froma variety of sourcesDevelops charts, graphs and grids to ap-propriately transfer information

Uses appropriate production skills to pre-sent information in a variety of formatsWrites annotations describing content ofmaterials

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50

Directionsthe continuum,with eachdressedin the

Grade

Integrationinto Curriculum

to Media Specialist: Duplicateenter the numbers of the

teacher to plan instruction, indicatingUpon completion, copies should

principal's office. Regular review

Level

of Media SkillsContent

this grid in sufficient quantities formedia skills objectives related to the

on the grid the subject areasbe filed in the media center, in the

and revision should be planned.

K-8

with teachers. Fromyour school. Then meet

objective can be ad-instructional units and

use in planninggrades in

in which eachappropriate

Media SkillsObjective

Mathematics LanguageArts

Science SocialStudies

Art Music Health andSafety

PhysicalEducatioa

51[

Integration of Media Skillsinto Curriculum Content 9-12

Directions to Media Specialist: Duplicate this grid in sufficient quantities for use in planning with teachers. Fromthe continuum, enter the numbers of the media skills objectives related to the grades in your school. Then meetwith each teacher to plan instruction, indicating on the grid the subject areas in which each objective can be ad-dressed. Upon completion, copies should be filed in the media center, in the appropriate instructional units andin the principal's office. Regular review and revision should be plannedGrade Level

Media SkillsObjective

Technology EnglishLanguage Arts

Flu.Arts

ForeignLanguage

Mathemcrtics PhysicalEducation

Science SocialStudies

Health/SafetyEducation

VocationalEducation

52

Padua, law prohibits discrimination on the basis of no., color or national origin (Title VI of the Civil Rights Act of 1964); sox(This IX of the Educational Amendments of 1972 and Till. II of the Carl D. Perkins Vocanmel Education Act of 1984), orhandicap (Section 504 of the Rehabilitation Act of 1973) In educational programs or activities receiving federal financialassistance.

Employ..., studonts and the general public an healthy notified that the Georgia Department of Education does notdiscriminate in any educational programs or activities or In employment polkies.

The following Individuals have been designated as the employees responsibly for coordinating the department's effort toImpierriont this nondiscriminatory poiky.

MI. II Ann Lary, Vocational Equity CoordinatorTithe Vi Payton Williams Jr., Associate Superintendent of Stat. Schools and Public Libraries7111. IX Myra Tolbert, CoordinatorSection 504 Jana Late, Coordinator of Spacial Education

inquirhesconcaming the application of Thi. II, nil. VI, Till. IX or Saction 504 to the polklos and practius of the departmentmay be addressed to the parsons ilshed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334, tothe Regional Office for Civil Rights, Atlanta 30323; or to the Director, Offke for Civil Rights, Education Department,Washington, D.C. 20201.

54

BEST COPY AVAILABLE

iNvision of Curriculum ServicesOffice of Instructional ServicesGeorgia Department of EducationCharles McDanielState Superintendent of Schools1985

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Documents

DOCUMENT RESUME Basic Curriculum Content for Georgia's ... · Understands left to right pattern of. writing* Dictates meaningful information to adult. for experience story* Science