Study guide for TCT in middle childhood, 1985

STUDY GUIDE
MIDDLE CHILDHOOD
Georgia Teacher ,. ~ertification Testing Program
(;(zorgia Departm(lnt of Education

STUDY GUIDE FOR TCT IN MIDDLE CHILDHOOD Published August 1984
~
Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334
Edited 1985

National Evaluation Systems, Inc. has prepared for distribution by the Georgia Department of Education the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested. When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verification. These educators provided actual ratings of the Ijob-re1atedness" of the content objectives. At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field. The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further, the statement of these objectives should assist in preparing for the criterionreferenced content knowledge test. We encourage applicants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a rewarding career in education. If you have questions or desire further information, ~ontact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Charles McDaniel State Superintendent of Schools

Acknowledgements

The Georgia Department of Education wishes to express its appreciation to Georgia educators who volunteered their time and expertise to develop this study guide.

Robert L. Dixon, Chairman Atlanta City Schools

Mary Miklos Georgia Southwestern College

Carlton Morse Fort Valley State College

Larry Parker Georgia State University

John Stevens Oglethorpe University

Introduction This study guide was specifically designed for teachers preparing to take the Georgia Teacher Certification Test (TCT) in Middle Childhood. The Middle Childhood Test was developed by the National Evaluation Systems, Inc., and educators in the state of Georgia. The test covers four subareas: Science, Language Arts, Social Studies and Mathematics. The study guide has been organized by these subareas and follows the sequential order found within the published content objectives of the TCT in Middle Childhood. For each of these content subareas, the following is provided in this guide:
1. A numbered listing of selected reference materials. 2. A listing of the content objectives, each of which
is followed by the appropriate reference(s) and page numbers indicating the starting place for finding information about the objective. Asterisks have been used to identify those materials that deal with an objective in a most comprehensive manner. The listing of numerous sources does not mean that all are needed to grasp a particular concept or meet a given objective. Some examinees will have better access to certain sources than to other sources. Additionally, in some cases several objectives have been referenced to the same readings because those readings cover several topics. The references given are suggested references only and are not intended to be an exhaustive or complete listing.

Subareas and number of questions on each are: I Science - 11-20 questions II Language Arts - 21 or more questions III Social Studies - 21 or more questions IV Mathematics - 21 or more questions In order to pass the TCT, it is not necessary to pass each subarea. The total score is determined by the number of correct answers. The TCT items are multiple choice with four possible answers. There are no penalties for guessing when unsure of an answer. While examinees are given 31 hours of actual test time, they may request additional time if needed.
2

Science References 1. Blough, Glen and Schwartz, Julius. Elementary School Science and
How to Teach It. 6th ed. Rinehart and Winston, 1979. Very good job of objectives covered. 2. Esler, William K. and Esler, Mary K. Teaching Elementary Science. 3rd ed. Wadsworth, Inc., 1981. Good job of objectives covered. 3. Gega, Peter C. Science in Elementary Education. 4th ed. John Wiley and Sons, Inc., 1982. Good job of objectives covered. 4. Highsmith, Jr., Richard M. Conservation in the United States. 2nd ed. Chicago: Rand McNally and Company, 1979. 5. Jacobson, William J. and Bergman, Abby B. Science Activities for Children. Prentice-Hall, Inc., 1983. Good job of presenting activities for children. 6. Kauchak, Donald and Eggen, Paul. Exploring Science. Chicago: Rand McNally, 1980. Good job of presenting activities for children. 7. Miklos, Mary Oe11erich Da1noki. A Brief Review of Scientific Competencies for Teachers of Middle Grades. Washington, D.C.: University Press of America, 1982. Excellent as a review of all middle grades objectives. Most comprehensive source by the meaning of possessing the quality by which the student's faculty can grasp the understanding of an objective readily and clearly. Lists and reviews all 33 science objectives for middle grades teachers. Similar publications by the author list and review clearly and concisely 42 mathematical objectives for middle grades teachers, 40 mathematical objectives for early childhood teachers and 28 scientific objectives for early childhood teachers. 8. Schmidt, Victor E. and Rockcast1e, Verne N. Teaching Science with Everyday Things. 2nd ed. McGraw-Hill, Inc., 1982. Good job of objectives covered. 9. Victor, Edward. Science for the Elementary School. 4th ed. Macmillan Co., Inc., 1980. Excellent job of objectives covered.
3

1. Science

Evaluate the accuracy of scientific information through the use of aRpropriate resources and experimentation. {References: 6 (265), 7 (1*17

Organize given items of scientific information by selecting correct labels, names, codes, recording processes, classifications and categories. LFeferences: 2 (55), 6 (275), 7 (4*17

Evaluate the use of the scientific method as a problem-solving technique, and/or indicate valid instances of its use. {References: 6 (265), 7 (8*), 9 (6411

Describe the general structure and function of plant and animal cells. /References: 1 (248), 2 (173), 7 (12*), 9 (499*11

Identify the structural organization of organisms in relation to cells, tissues and organs. /References: 1 (248), 2 (173), 3 (419), 5 (30), 7 (30*), 9 (448*17

Describe the function of the parts of an organism and their relation to each other in coordination, reproduction and growth. /References: 1 (249), 2 (249), 3 (339, 341), 7 (34*), 9 (448*11

Analyze the interdependence of living things including identifying the importance of structure, function, growth, heredity. /References: 1 (347), 2 (201), 5 (3), 6 (146, 241) 7 (40*), -8 (98, 10117

Identify human health problems related to communicable diseases, drugs, alcohol and tobacco. /References: 1 (255), 7 (48*17

Demonstrate appropriate knowledge of safety princjples related to school, home and community. {Reference: 7 (58*11

Describe human influences on natural ~ystems. For example: Identify artificial changes in atmosphere, soil and water; analyze the consequences of change in relation to the natural system. {References: 1 (251),2 (207), 5 (121, 128, 130), 7 (79*11

Relate the structure of atoms and molecules to the characteristic behavior of matter. /References: 1 (355), 2 (347*), 3 (165), 7 (84*), 9 (606*17 -

Di~tinguish amon~ the molecular structure of elements, compounds_ and mixtures. {References: 1 (361), 2 (347), 7 (88*), 9 (608*1/

Identify physical states of matter. For example: Identify gases,

liquids and solids; identify changes in the states of matter (e.g.,

evaporation). /References: 1 (385), 2 (371), 3 (167), 7 (95*),

9 (19217

-

4

Describe the ~ole of chemical reactions in relation to livin~ organisms. [References: 1 (362), 2 (168), 7 (99*), 9 (614l!

Identify fundamental physical quantities (e.g., physical characteri~tics such as mass, length, gravity, potential or kinetic energy). ~eferences: 1 (60), 3 (552), 6 (165, 247), 7 (102*1/

Define types of energy (e.g., identify electrical, chemical, nuclear, heat, light, mechanical, solar energy). IReferences: 1 (355), 2 (371), 3 (121, 165, 197,_257), 5 (69),6 (325), 7 (105*), 8 (154, 172), 9 (616, 6341/

Analyze the physical properties of matter (e.g., identify the characteristics of matter: solids, liquids and gases; elasticity of matter; simple harmonic motion, fluids in motion, fluids at rest). [Referenc~s: 1 (355), 3 (167), 6 (159, 321), 7 (107*), 8 (72), 9 (604*l!

Identify the general characteristics of heat. IReferences: 1 (380*), 2 (371*), 3 (165*), 6 (241), 7 (132*),
-S (176), 9 (663*17

Identify the general characteristics of light. IReferences: 1(367*), 2 (391*), 3 (121*), 5 (77), 6 (157), 7 (133*),8 T154), 9 (702*1/

Identify the characteristics of sound. IReferences: 1 (463*), 2 (447*), 3 (197*), 5 (100), 6 (217, 309), 7 (135*T, 8 (140),9 (690*11

Identify the characteristics of electricity. IReferences: 1 (422*), 2 (427*)~ 3 (257*), 5 (135), 6 (250), 7 (138*)~ 8 (154, 156, 160), 9 (732*1/

Identify the characteristics of magnetism. IReferences: 1 (423*1, 2 (409*), 3 (235*), 5 (135), 6 (233), 7 (140*), 8 (150), 9 (723*1/

Describe the solar system and identify relationships among its components. IReferences: 1 (147*), 2 (271*), 3 (550*), 5 (181), 7 (145*), 9 (250*1/ .

Define the role of exploration of space as it relates to advancements

in the area of communication. IReferences: 1 (486), 3 (554),

7 (156*), 9 (39617

-

Identify the characteristics of moisture as related to humidity, the water cycle, clouds and precipitation. IReferences: 1 (311), 2.(323),3 (391, 506), 5 (66), 6 (149),7 (159*),9 (3521/

Describe the characteristics of air masses and fronts that cause storms. IReferences: 1 (186), 2 (339), 3 (507), 5 (49), 7 (162*), 8 (38), 9-(35217

5

Identify the information necessary for accurate weather forecasting. LReferences: 1 (192), 2 (340), 3 (507), 7 (172*), 9 (363). Identify the components of climate and its effect on work, crops and animals. LReferences: 1 (193), 7 (175*), 9 (36817 Identify the physical characteristics of the earth's structure. LReferences: 1 (81), 2 (303), 3 (461), 7 (179*), 8 (79), 9 {287*17 Describe the effects of natural processes (i.e., weathering, erosion, deposition, earthquake, volcanos) on the earth's surface. /References: 1 (84), 2 (323), 3 (461), 6 (300), 7 (183*), 8 (86), 9 {295, 30117 Identify the composition and general properties of sea water. /References: 7 {188*}, 9 (34317 Identify career opportunities in the sciences. /References: 3 (6), 7 {192*17 Describe the necessity of protecting the earth's environment from pollution in a ~iven area (i.e., protection of air, water and land). /Reference: 4 (1-35617
6

Language Arts References 1. Aaron, I. E. Teaching Word Recognition Skills. Atlanta: Georgia
Department of Education, 1974. 2. Aaron, I. E. Word Recognition Skills Instruction. Atlanta:
Georgia Department of Education, 1982. 3. Aaron, I. E., Callaway, B. and Simpson, H. D. Teaching Comprehen-
sion Skills. Atlanta: Georgia Department of Education, 1964. 4. Anderson, Paul S. and Lapp, Diane. Language Skills in Elementary
Education. New York: MacMillan Publishing Co., Inc., 1979. 5. Burns, P. and Roe, B. Teaching Reading in Today's Elementary
Schools. 2nd ed. Chicago: Rand McNally College Publishing Co., 1980. 6. Coody, Betty and Nelson, D. Teaching Elementary Language Arts. Belmont, CA.: Wadsworth Publishing Co., 1982. 7. Corbett, Edward P. The Little Rhetoric and Handbook. New York: John Wiley and Sons, Inc., 1977. 8. Dagher, Joseph P. Writing: A Practical Guide. Boston: Houghton Mifflin Co., 1976. 9. Dallman, M., Rouch, R., Char, L. and DeBoer, J. The Teaching of Reading. 6th ed. New York: Holt, Rinehart and Winston, 1982. 10. Dechant, E. V. Improving the Teaching of Reading. 3rd ed. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1982. 11. Durkin, D. Teaching Young Children to Read. 3rd ed. Boston: Allyn and Bacon, Inc., 1980. 12. Elsbree, Altizer, Kelly. The Heath Handbook of Composition. Lexington, Mass.: D. C. Heath and Company, 1981. 13. Farr, R. and Roser, N. Teaching a Child to Read. New York: Harcourt Brace Jovanovich, Inc., 1979. 14. Fowler, H. Ramsey. The Little Brown Handbook. Boston: Little, Brown and Co., 1983. 15. Garrell and Laird. Modern English Handbook. 6th ed. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. '
f 16. Guth, Hans P. New En 1ish Handbook. Belmont, CA.: Wadsworth Publishing Co., 982.
7

17. Heilman, A., Blair, T. and Rupley, W. Principles and Practices of Teaching Reading. 5th ed. Columbus, Ohio: Charles E. Merrill Publishing Co., 1981.

18. Holman, Hugh C. A Handbook to Literature. 4th ed. Indianapolis: Bobbs-Merri1l Educational Publishing, 1980.

19. Landy, Alice S. The Heath Introduction to Literature. Lexington, Mass.: D. C. Heath and Company, 1980.

20. Moffett, James and Wagner, Betty Jane. Student Centered Language Arts and Reading, K-13: A Handbook for Teachers. Boston: Houghton Mifflin Co., 1983.

21. Morehead, Albert H., ed. The New American Roget's College Thesaurus. New York: Grosset and Dunlap, 1958.

22.

Norton, Donna E. The Columbus, Ohio:

Effective Charles E.

TMeaecrhriinl r

of Language Arts. Publishing Co., 1980.

23. Shaughnessy, Mina P. Errors and Expectatlons: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1979.

24. Watkins, Dillingham, Martin. Practical English Handbook (Instructor's Annotated Edition). Boston: Houghton Mifflin Co., 1978.

25. Wilson, R. and Hall, M. Programmed Word Attack for Teachers. 2nd ed. Columbus, Ohio: Charles E. Merrill Publishing Co., 1974.

26. lintz, M. The Reading Process: The Teacher and the Learner. 3rd ed. Dubuque, Iowa: William C. Brown Co., 1980.

8

II. Language Arts Use initial and final consonant substitution. /References: 1 (35), 2 (49-54), 4 (388),5 (87), 9 (119,139),10 (2T6-230), 11 (332*, 355*, 387*), 13 (208*), 17 (193*-200), 24 (8*), 26 (20317 Identify common letter combinations representing digraphs used in decoding words. /References: 1 (34-35),2 (42, 51), 5 (93), 9 (120, 143), 10 T231-240), 11 (336-337), 13 (208*), 24 (12*), 26 (51JT Identify blends used in decoding words. /References: 1 (35), 2 (42, 51), 5 (90*), 9 (119,140-141),10-(231-240),11 (336), 13 (208*), 17 (200*), 24 (9*), 26 (21017 Recognize vowels (long and short) and the principles governing their use in decoding words. /References: 1 (35-36), 2 (43-47, 55-58), 4 (386-387, 392-396),5 (93*), 9_(140-143), 10 (242*-256), 11 (337), 13 (208*), 17 (204*), 24 (25*1/ Identify letter combinations which represent diphthongs. /References: 1 (26), 2 (45,58), 4 (387), 5 (95), 9 (120), 101256), T1 (339),13 (208*), 17 (213*), 20 (409-410), 25 (28*), 26 (511/ Identify consonants, vowels and their combinations which represent variant sounds (hard and soft "C" and "g", "r " - controlled, "a" before lilli, "q" before "U", schwa and silent letters). /References: 1 (38), 2 (46, 61-62), 4 (386), 5 (91~ 96), 10 (220), T1 (334-335, 341), 13 (208*), 17 (216), 25 (26, 281/ Demonstrate principles of syllabication (including open and closed syllables) by breaking words into syllables. /References: 1 (39-41), 2 (47-49, 65-66*), 4 (387), 5 (112), 10 (281-2871, 11 (342-348*), 17 (216), 20 (414-415), 25 (42-50), 26 (214-2191/ Determine root words in an inflected form or a derived form. IReferences: 1 (7-9), 2 (16-18, 25-37), 4 (264-270), 5 (104*), "9 (145), 101265-269),11 (399), 13 (226-232),17 (218), 25 (35-41), 26 (214-2191/ Identify and use inflectional and derivational affixes. /References: 1 (7-9), 2 (16-19, 25-37), 5 (104*), 9 (145),
To (265-269, 273-281), 11 (402*, 404*), 13 (226-232), 17 (218),
25 {35-411/ Derive and interpret compound words. /References: 1 (10), 2 (14-15, 23-24), 4 (420), 5 (111), 9 (124-127)~ 10 (269-272), 11 (400), 13 (232-235), 17 (22217 Form contractions and abbreviations. /References: 1 (23, 10), 2 (15-16, 24-25), 4 (420), 5 (110), 9 T263) , 10 (272), 11 (401), 13 (232-23517
9

Identify kinds (levels) of vocabulary development and techniques for their execution. /References: 2 (11, 19), 5 (78*), 6 (213),
9 (285-288), 10 (151),-11 (267*), 13 (190-20417

Distinguish among fact, opinion and preference within a given selection. /References: 1 (29-30), 3 (27-30), 8 (3-9), 13 (276), 17 (29817 -

Rearrange ideas and events in materials presented to demonstrate a

logical sequence. /References: 1 (19-20), 3 (19-20), 4 (414),

5(16817

-

Use context clues to determine the meaning of unknown words. /References: 1 (15), 2 (13-14, 22-23), 4 (346), 5 (114*, 142),
9 (113, 135*), 11 (307-36*), 13 (155-157, 168-188), 17 (224*),
20 (298-300), 25 (57-66l!

Identify the setting, theme and characters of a given selection. /References: 19 (3-9, 58, 159, 381-217

Identify an author's style and purpose from his or her use of exaggerations, figurative laQguage, alliteration, onomatopoeia, images, humor and satire. /References: 1 (9-10), 3 (9-10), 5 (150-152, 277-279), 10 (304), 13 (176),17 (66-70, 462-46417

IQterpre~ both critically and inferentially, materials presented. /References: 1 (27-30), 5 (172-182), 9 (162), 13 (299-302), 17 (292*17

Identify and interpret survival symbols. /Reference: 1 (1417

Determine aEPropriate adjustment of reading rate according to given purpose. [References: 1 i11-13), 5 (239), 9 (167-173), 10 (345-352), 13 (356-362), 17 (303-3061/

Use an index to locate information. /References: 5 (242),

10 (244*), 13 (33517

-

Identify information commonly found in a table of contents. /References: 5 (241), 6 (284-285), 9 (244*), 13 (33217

Use a glossary to find definitions. /References: 5 (243), 9 (249),

13 (334l!

-

Use a thesaurus. [Reference: 21 (217

Use a dictionary to find information, i.e., meaning, synonyms, h~onyms, homographs, accent, etymology and pronunciation. /References: 2 (67-76), 4 (273-284), 5 (120*, 143-147), 9 (263*),
To (306-308), 13 (173, 236), 14 (405-416), 17 (285*, 455*), 26 (22217

10

Interpret charts, diagrams, maps. /References: 1 (24-25), 5 (257-264), 9 (279), 10 (339-344*), 13 (337-356), 17 (289), 26 (269-27417

Classify or categorize a given set of objects, words, data, etc., according to a given or selected theme.

Identify the kinds of information available in a library from the

following sources: card catalog, Dewey decimal system, reader's guide,

reference material. /References: 5 (244, 248), 9 (253*), 13 (307-314),

17 (284*1/

-

Identify the main idea and supportive statements of a given selection. /References: 3 (14-18, 21-23), 4 (414), 5 (158, 165), 9 (161),
To (322-324), 13 (272-278), 17 (258), 26 (2481/

Summarize the main thought and supporting detail of a given selection. [References: 3 (14-18, 21-23), 9 (161), 13 (272-278), 17 (2581/

Identify and use the parts of speech (noun, pronoun, adjective, verb, adverb, preposition, conjunction and interjection). /Ref.: 16 (14-241/

Distinguish a sentence frQm a sentence fragment. [References: 14 (208, 127), 16 (91-941/

Identify the elements of a sentence (subject, predicate, complement). /References: 2 (152), 14 (127, 133-134), 16 (1417

Distinguish amon~ simple, compound or complex sentences. /References: 2 (154), 16 (46817

Distinguish among the four types of sentences~-exc1amatory, declarative, interrogative and imperative. /References: 12 (505), 16 (16-18, 47-48), 24 (111-1121/

Conjugate a verb by giving the verb in its six tenses. /References: 7 (480-486), 8 (396-398), 12 (411-414), 14 (176-180),
24 (8-1517

Determine appropriate subject-verb agreement in sentences. /References: 12 (394-401), 14 (186-192), 15 (249-253), 16 (59-60), 23 (93-105), 24 (17-2317

Identify the correct use of pronouns in terms of form, case and antecedent agreement. [Reference: 14 (160-16817

Identify consistency or inconsistency of verb tense in a given selection. /References: 8 (284-285), 12 (411-414), 23 (93-105), 24 (11, 13,-561/

Use a variety of language patterns appropriate for specific

purposes in written work (i.e., colloquialisms, slang, standard,

formal and informal and dialectical patterns). /References:

8 (295-303), 12 (193-216), 24 (140-15617

-

11

Determine the elements of language change (word making, variable meaning, factors influencing change, speech communities). IReference: 13 (262-28317

Identify and use types of non-verbal communication (signs, symbols or body language).

Use the following components of composition organization: narrowing

topic, developing topic, summarization, sentence structure, para-

graph structure and point of view. IReferences: 12 (25-34),

24 (182-22617

-

Contrast the use of various forms of language (oral reports, discussions and creative stories) for achieving a purpose.

Identify composition skills used in media in terms of scripts, advertisements, editorials or opinions.

Contrast the types of composition used in the following: reports, note-taking ~nd paraphrasing. [References: 7 (189-190, 257-270), 24 (254-26211

Classify material as descriptive, narrative or expository writing. [Reference: 15 (96-9817

Produce forms of cre~tive writing, as poems~ stories, dramatization, riddles and jokes. [Reference: 4 (206-21511

Apply knowledge of appropriate types of written communication

relating to given situations (i.e.,_letters, notes and forms such

as applications and mail orders). IReferences: 7 (334-342),

15 (430-432), 24 (120-12317

-

Apply the rules of capitalization, punctuation, spelling and grammar to a given selection (for the purpose of editing the selection).

Identify for a given selection an appropriate edit for matters of content, organization, style and tone.

Legibly transcribe (print, write) a given selection.

Identify the following types of folk literature: myths, folk tales,

fables and parables, legends and tall tales. IReferences: 4 (215),

20 (291, 287-289), 22 (324-32617

-

Demonstrate a basic knowledge of award-winning children's literature, including works of Georgia authors.

Identify the basic elements of the following types of literature: novel, short story, biography, autobiography, magazine article and news article. [Reference: 12 (4-6)7

12

Identify different types of poetry. Categorize examples of 1isteni~g techniques according to the following: attentive (follow directions)~ marginal, analytical and appreciative. [Reference: 4 (98-991/
Social Studies References 1. Boyce, Ronald R. The Bases of Economic Geography. 2nd ed.
New York: Holt, Rinehart and Winston, 1978. 2. Brock, Jan O. M. and Webb, John W. A Geography of Mankind. 3rd ed.
New York: McGraw-Hill Book Company, 1981. 3. deB1ig, Harm. Geography: Regions and Concepts. 3rd ed.
New York: John Wiley and Sons, 1982. 4. Dictionary of American Biography. 5. Fuson, Robert. Fundamental Place - Name Geography. 5th ed.
Dubuque: Wm. C. Brown Company, 1981.
6. Garraty, John. Encyclopedia of American Biography. 7. High Smith, Jr., Richard M. Conservation in the United States.
2nd ed. Chicago: Rand McNally and Company, 1979. 8. McKay, J. P., Hill, B. D. and Buckler, J. A History of Western
Society. Vo1s. A. Band C. Boston: Houghton Mifflin. 1979. 9. Norton, Mary Beth. et a1. A People and A Nation. Vol. 11:
Since 1865. Boston: Houghton Mifflin Co 1982. 10. Population Reference .Bureau. Population Handbook, PRB.
Washington. D. C 1980. 11. Strahler, Arthur N. Physical Geography. 4th ed. New York:
John Wiley and Sons. 1975. 12. Strayer. J. R. and Gatzkex, H. W. The Mainstream of Civilization.
2 Vols. New York: Harcourt, Brace. Jovanovich, 1979.
13

III. Social Studies Illustrate how the earth's size and shape relate to its rotation and revolution. Identify places on a map. [References: 5 (1-137), 10 (5-17, 40-5817 Demonstrate knowledge of cardinal directions. Classify skills needed for reading measurements on maps (i.e., scales, latitude-longitude and time zones). [References: 10 (15-17, 18-39, 75-8717 Demonstrate a knowledge of the skills needed for reading and interpreting maps (i.e., directions, scales, grid patterns, time zones, s~bols, map terms and interpreting a variety of types of maps). [Reference: 10 (5-3917 Identify symbols found in the legends of maps. Identify map terms (e.g., peninsula, gulf, island). [Ref.: 5 (1-13717 Identify major characteristics of cultures (e.g., shelter, food, clothing, religions, customs_and values) in Asiai Europe, America, South America and Africa. [Reference: 3 (1-5317 Describe the characteristics of a given area (including rivers, mountains, prairies, deserts, grasslands, marshes, swamp lands, tropical lands and forest lands). [References: 11 (239-343, 4131/ Identify the natural resources found in a given area and their characteristics (uses, products, locations, etc.) [References: 1 (147-171), 7 (1-39617 Classify types of poll~tion found in a given area (i.e., ~ir, water or land pollution). [Reference: 7 (Chs. 1, 2, 3, 11, 171/ Identify major characteristics of migration (from country to country, from city to rural town~ from rural town to city, etc.). [Reference: 10 (48-54Jj I~entify major bodies of water by their names and locations. [Reference: 5 (95-1011/ Identify the continents and locate them in the appropriate hemisphere. [Reference: 5 (1-61/ Identify major characteristics that distinguish the structure of a city, a state and a nation. [References: 8 (Vol. C, 766), 9 (49417 Demonstrate a knowledge of methods of investigation used by the anthropologist, economist, historian, political scientist, geographer, etc., and apply aspects of this knowledge to the local community. /Reference: 2 (1-2217
14

Identify_the characteristics of the stages of man's cultural development. {Reference: 12 (311

Compare and contrast the social, economic and political systems of Eastern and Western societies. /References: 8 (C 795), 12 (34517

Identify major characteristics of the Industrial Revolution. /References: 8 (675), 12 (570, 58211

Identify major characteristics of the Renaissance. {References: 8 (371), 12 (34417

Identify major characteristics of the Age of Exploration. {References: 8 (VB 445), 12 (39211

Classify great scientific and technological discoveries in terms of the inventions made and the changes they brought about. /Reference: 8 (VC 96517

Compare the United States industrialization of 1850 to modern industry. /Reference: 8 (VC 675, 96511

Indicate changes in roles of workers as a result of industrialization and technology. /References: 8 (VB C 613, 974), 9 (468, 524, 680), 12 (579, 58411 -

Identify characteristics and/or advantages of given economic systems

(e.g., capitalist, communist). /References: 8 (C 712, 759),

12 (579, 58517

-

Compare and contrast different forms of government found throughout the world (e.g., democracy, totalitarianism). /Reference: 8 (B 483, C 829, 92211

Identify the causes and effects of some of the major wars of the
world. /References: 8 (Vols B &C, 483, 829, 922), 9 (608, 781,
903), 12-(281,446, 522, 68617

Identify the causes and effects of the early exploration of the United States (early explorers, westward expansion, gold rush, etc.).

Identify characteristics of the United States colonial period in the following areas: geography, political growth, intellectual growth, cultural growth, education, religion and leadership.

Identify the causes and effects of the American Revolution. {Reference: 8 (B 64817

Describe the political growth of the United States from 1787 to the present; for example: failure of the Articles of Confederation, formation of the Cons!itution, addition Qf the Bill of Rights, the amendment process. {Reference: 9 (40511

15

Identify characteristics of United States economic growth as they relate to the following: Agricultural South, Industrial North. ~eference: 9 (499, 67317

Describe major developments in the growth of the arts (music, literature, painting, architecture, crafts) in the United States.

Demonstrate knowledge of the geographical, political and economic effects of the development of the infrastructure on the United States. /Reference: 2 (44-7217

Demonstrate a knowledge of the function of the free enterprise system as it relates to the United States economy.

Demonstrate knowledge of the United States economic growth from 1850 to now (considering economic history, supply and demand, division of labor, specializatiQn, economic cycles, corQorate structure and labor unions). [Reference: 9 (469, 67311

Demonstrate a knowledge of the changing social patterns in the United States: changing structure of the family, ethnic variations, and changing roles of women and children.

Identify the effects of the Civil Rights movement on the social, political, economic and cultural life of the United States citizen. /Reference: 9 (92617

Demonstrate a knowledge of the economic, social, political and cultural effects of immigration on the growth of the United States. [References: 9 (497), 12 (112, 18717

Analyze contributions of famous personalities in the United States.

Demonstrate a knowledge of the process for analyzing major social issues.

Analyze the geography of Georgia and relate it to the following: political and physical regions, natural resources, location and uses and environmental studies.

Demonstrate a knowledge of the economic and social growth in Georgia

from 1733 to the present time.

.

Identify aspects of the Civil War era as they relate to Georgia history.

Identify characteristics of United States history from the Reconstruction era to 1900 that relate specifically to Georgia.

Describe the changing cultural patterns of Georgia from 1900 to today.

Describe the function of government in Georgia; contrast the interrelationship between units of government; show an understanding of basic laws, rights and responsibilities of Georgia's citizens.

16

Identify occupations or careers related to social studies.

Mathematics References 1. Dressler, Isidore. Preliminary Mathematics. New York: Amsco
School Publications, Inc., 1981. 2. Galerstein, David H. Mastering Fundamental Mathematics.
New York: Amsco School Publications, Inc., 1976. 3. Heddens, James W. TOda\'s Mathematics. 4th ed. Science Research
Associates, Inc., 980. 4. Kennedy, Leonard M. Guidin Children to Mathematical Discovery.
3rd ed. Wadsworth PubTishing Co., 1980.
5. Kramer, Klaas. Teaching Elementary School Mathematics. 4th ed. Allyn and Bacon, Inc., 1978.
6. Paige, Donald D., Thiessen, Diane and Wild, Margaret. ElementaryMathematical Methods. 2nd ed. John Wiley and Sons, Inc., 1982.
7. Schultz, James E. Mathematics for Elementary School Teachers. 4th ed. Allyn and Bacon, Inc., 1978.
8. Thiessen, Diane and Wild, Margaret. The Elementary Math Teacher's Handbook. John Wiley and Sons, Inc., 1982.

IV. Mathematics

Use set notation and language appropriately. /References: 1 (425*), 3 (8*), 5 (85*1/

Multiply and divide powers of ten written in exponential form and

rename large nymbers in ex~anded exponential forml{e. g.,

2

512.34={5 x 102) + (l x 10 ) x (2 x 1) + (3 x 10- ) + (4 x 10- ).

{References: 1 (612*), 2 (195, 34617

Use the Fundamental Theorem of Arithmetic to classify numbers as prime or composite and to find the least common multiple and greatest common divisor of two or more numbers. /References: 1 (77), 2 (94), 3 (220*), 5 (lOl*), 6 (172), 7 {1371/

Identify and use the field properties of the real number system. /References: 3 (374), 5 (64), 7 {2611/

Select a number sentence appropriate to a given situation or problem and select a problem situation appropriate to a given number sentence. {References: 1 (244), 3 (200), 5 (475), 6 (10), 7 (117

17

Identify different models of each of the four basic operations with whole numbers and rational numbers. [References: 3 (all), 5 (all), 6 (59), 7 (all), 8 (411/

Demonstrate knowledge of multiplication as repeated addition and the

long division process as r~eated subtraction. IReferences: 3 (162),

5 (307), 6 (160*),8 (1061/

-

Define the mathematical operations of 1) division on the set of real numbers based on subtraction and 2) multiplication based on addition. [References: 3 (163, 171), 5 (307, 345), 6 (160, 210), 8 (84, 9317

Use long division algorithm on a pair of whole numbers such that the quotient has at least one zero in it (e.g., 124,186 f 62). [1 (49),2 (41*), 6 (228)]

Identify the contexts in which an ordered pair of natural numbers is a fraction. For instance, which of the following can be represented by the fraction 2/5: February 5, 2 pencils for 5 cents, or 2 parts of 5 parts of a unit? [References: 2 (69), 3 (241), 5 (359), 6 (7817

Given numbers in fractional form and mixed numeral form, rewrite in appropriate decimal notation (and vice versa) and perform the four basic operations on them. IReferences: 1 (169*), 2 (176), 3 (339), 5 (393), 7 (213), 8 (173*~

Given fractions with unlike denominators, compute the sum. IReferences: 1 (83*), 2 (103*), 3 (277), 5 (372), 6 (113), 8 (15017

Given rational numbers greater than one (in fraction and decimal form), indicate the multiplicative inverse of each. IReferences: 3 (299), 5 (361), 7 (17717

Find the quotient of two fractions and state the quotient in simplest terms. [Referenes: 1 (109*), 2 (139*), 3 (294), 5 (379*), 6 (230), 7 (179), 8 (1611/

Identify the decimal notation for a given ercent and vice versa. [References: 1 (180*), 2 (234*), 5 (419*1/

Given any positive irrational number, find a rational approximation to the nearest hundredth. IReferences: 3 (374), 7 (267)7

Given two rational numbers, find three rational numbers between them. ~eferences: 1 (134), 2 (16917

Compute differences of whole numbers using an lI equa1 additions ll algorithm. [References: 5 (265), 6 (14417

Remove parentheses from a given expression and compute the difference. IReferences: 1 (44), 3 (108), 5 (309), 6 (171), 7 (8717

Given a mixed numeral, rewrite it as a fraction. [References: 1 (62*), 2 (83*), 5 (365), 7 (17817

18

Compute the quotient to numbers that yield a quotient less than 1 (e.g., 0018 ~ 6). LReferen.ces: 1 (155), 2 (203), 3 (340), 5 (406), 7 (20617

Identify the appropriate use of greater than, less than, e1ual to symbols to express order relations between two mathem~tica expressions. {References: 1 (336), 2 (204), 5 (1201/

Given five sets of ordered pairs, identify the sets which define equivalence relations and describe that relation by means of an algebraic expression, a graph or words. {Refs.: 1 (445*), 7 (3251/

Given a relation stated in words and the set on which it is defined, recognize the relation as a linear equation in two variables, in a chart or in a graph. {Refs.: 1 (557), 3 (533), 7 (4451/

Select from a given set of geometric figures those which are alike: a) topologically, b) under stretches and shrinks and c) under rotations, reflections and transformations. IReferences: 3 (469), 5 (167), 6 (370), 7 (39317

Identify operations and relations on point sets such as union, intersection, inclusion, inside, outside, parallel, perpendicular, similarity and congruence. /References: 1 (480), 2 (367), 3 (401), 4 (140), 6 (291), 7 (29417 -

Estimate measurements, using metric and English units (including length, area, volume, mass, temperature and time). /References: 1 (225),2 (337), 3 (422), 5 (431, 449), 6 (248), 7 (3441/

Use English and metric units to find a) volume of polyhedra and sheres, b) surface area, c) weight and mass and d) capacity. [References: 1 (456), 2 (367), 3 (452), 7 (34417

Given approximate measures of the circumference and diameter of a circle, find the value of~ to the nearest hundredth. /References: 1 (469), 3 (464), 5 (45), 7 (224), 8 (25917

Identify types of an~les by their measurement. {Refs~: 1 (472*), 2 (376), 3 (400), 5 (148), 6 (262), 7 (336), 8 (224*1/

Classify polygons; find perimeters of polygons and areas of polygonal regions. /References: 1 (461), 2 (338), 3 (453), 4 (455), 5 (150), 6 (286*), 8-(24517

Identify point sets related to a circle (center radius, diameter,

circumference) and compute the area of the circular region.

_

[Refs.: 1 (469*), 3 (463), 4 (453), 5 (436), 6 (309), 7 (333), 8 (2591/

Compute time intervals using clocks and calendars. /Refs.: 1 (213*),

2 (279*), 3 (433), 6 (266), 7 (234), 8 (23217

-

19

Use an arbitrary line segment to find the measure of a given line segment. fRefs.: 1 (206), 2 (260), 3 (422), 4 (409), 5 (434),
6 (251), 7 (326), 8 (20117
Given a graph representing a specific experiment or situation, interpret the graph. [Refs.: 1 (556*), 3 (517), 4 (496*), 5 (187*), 6 (342*), 7 (439*11 Given a well-defined situation containing specific data, find the range, the mean, the median andfor the mode. [Refs.: 1 (254), 3 (515), 6 (349*), 7 (430), 8 (33417 Interpret data and predict the likelihood of specified outcomes based upon mathematical probability. fRefs.: 3 (518), 4 (491*), 5 (193), 6 (356*), 7 (410*), 8 {33617Given a realistic situation such as installment buying, ca1cu1at~ solutions to problems relevant to the situation. [Ref.: 1 (297*11 Solve non-routine problems by using appropriate strategies. fRefs.: 3 (200), 5 (475*), 6 (l*), 7 (1), 8 (117 Given integers, perform the operations of addition and multiplication. fRefs.: 1 (1*), 2 (14*), 3 (168), 4 (150), 5 (233), 6 (98), 7 ( 43), 8" (73)] Given a set of five irrational numbers, order the numbers from the greatest to the least. [Refs.: 2 (169*), 3 (333), 5 (393), 7 (201), 8 {17617 Given a set of meters representing one of the utilities, calculate the user's bill at a given rate per unit for a given period of time. [Reference: GEORGIA POWER COMPANy!
20