Our 46th year providing
​An Ideal Approach to Education
SS4H3 The student will explain the factors that shaped British colonial America.

a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies. 
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.​

SS4H4 The student will explain the causes, events, and results of the American Revolution.

a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. 
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. 
d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

SS4H5 The student will analyze the challenges faced by the new nation.

a. Identify the weaknesses of the government established by the Articles of Confederation.
b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.
c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of powers), and how they relate to the states.

SS4CG1 The student will describe the meaning of:

a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). 
b. “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
c. The federal system of government in the U.S.

SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution.

SS4CG3 The student will describe the functions of government.

a. Explain the process for making and enforcing laws.
b. Explain managing conflicts and protecting rights.
c. Describe providing for the defense of the nation.
d. Explain limiting the power of people in authority.
e. Explain the fiscal responsibility of government.

SS4CG5 The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness).

​SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

f. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).
g. Describe how specialization improves standards of living (such as the differences in the economies in the New England, Mid-Atlantic, and Southern colonies).
h. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America). 
i. Describe how trade promotes economic activity (such as how trade between the colonies and England affected their economies).

ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student:

c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student:

b. Asks relevant questions.
c. Responds to questions with appropriate information.
e. Responds to questions with appropriate information.
f. Displays appropriate turn-taking behaviors.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

GEORGIA STANDARDS OF EXCELLENCE

A visit to The Youth Museum meets the following Georgia Standards of Excellence: