Standards

MS Language Arts Framework

2.b. The student will analyze text to understand, infer, draw conclusions, or

synthesize information.

1) Identify and infer the main idea or topic in literary text, literary

nonfiction, and informational text of increasing length and difficulty

citing text-based evidence.

2) Apply knowledge of transitions and cue words to identify and sequence

events in narrative text including text containing flashbacks and events

not in time order.

3) Identify and infer causes and effects in texts.

4) Synthesize information stated in the text with prior knowledge and

experience to draw valid conclusions with supporting evidence

including text-based evidence.

 

2.c. The student will recognize or generate an appropriate summarization or

paraphrasing of the events or ideas in literary text, literary nonfiction, and

informational text of increasing length and difficulty citing text-based

evidence.

 

3.d. The student will compose informational text clearly expressing a main idea

with supporting details, including but not limited to, texts containing

chronological order, cause and effect, compare and contrast, or informal

problem and solution.

 

1) Essays

2) Presentations

3) Poems

4) Functional texts

f. The student will compose text of a variety of modes based on inquiry and

research.

1) Generate questions.

2) Locate sources (e.g., books, interviews, Internet) and gather

relevant information.

3) Identify and paraphrase important information from sources.

4) Present the results.

4. The student will apply Standard English to communicate.

a. The student will use Standard English grammar to compose or edit.

1) Nouns (e.g., singular, plural, common, proper, singular possessive,

plural possessive, concrete, abstract)

2) Verbs, helping verbs and irregular verbs

3) Verb tense (e.g., present, past, future, present perfect)

4) Subject-verb agreement.

5) Articles and conjunctions

6) Adjectives (e.g., descriptive, comparative, superlative)

7) Pronouns (e.g., subject, object, reflexive, singular, singular

possessive, plural, plural possessive, demonstrative)

8) Adverbs (e.g., comparative forms)

9) Interjections

b. The student will use Standard English mechanics to compose or edit.

1) End punctuation (e.g., period, question mark, exclamation point)

2) Periods in common abbreviations (e.g., titles of address, days of

the week, months of the year)

3) Commas (e.g., dates, series, addresses, greetings and closings of

friendly letters, quotations, introductory phrases, appositives)

4) Quotation marks (e.g., quotations, titles of poems)

5) Colons (e.g., time, complex sentences, business letters)

6) Capitalization (e.g., first word in a sentence, proper nouns, proper

adjectives, first word in greetings and closings of friendly and

business letters, the pronoun "I")

7) Spell words commonly found in fifth grade level text.

8) Produce legible text.

c. The student will apply knowledge of sentence structure in composing or

editing.

1) Analyze the structure of sentences (e.g., simple, compound,

complex).

2) Compose simple, compound, and complex sentences.

3) Analyze sentences containing descriptive adjectives, adverbs, and

prepositional phrases.

4) Compose sentences containing descriptive adjectives, adverbs,

and prepositional phrases.

 

MS Social Studies

Fifth Grade Framework

2.   Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)

 Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.).

 

National Standards

NSS-USH.5-12.9 ERA 9: POSTWAR UNITED STATES (1945 TO EARLY 1970s)

Standard 4: Understands the struggle for racial and gender equality and the extension of civil liberties

In addition to these benchmarks and standards, Mississippi has mandated  Civil Rights education in the schools.

HOUSE AND SENATE EDUCATION BILLS
2006 Legislative Session
(April 10, 2006)

SENATE BILL 2718 – provides that the State Board of Education may make civil rights and human rights education a part of the K-12 curriculum instruction in the state's public schools. The bill also establishes the Mississippi Civil Rights Education Commission to provide or assist education officials and other organizations with information, coordination and modification of courses or programs that include the Civil Rights Movement. The Commission will consist of fifteen members, with eleven voluntary positions serving a term of three years. The bill provides that positions on the Commission will be filled by application to a joint committee formed by the William Winter Institute at the University of Mississippi, Tougaloo College, the Oral History Project at the University of Southern Mississippi and Jackson State University. The chairman will be designated from the Commission's membership by the State Superintendent of Education for a term of four years. The State Department of Education is directed to work with the Commission in implementing five guidelines:

  • Provide assistance and advice to K-12 schools regarding the Civil Rights Movement education and awareness programs;

  • Survey and catalog the extent to which Civil Rights education exists in state curricula;

  • Inventory Civil Rights memorials, exhibits and resources that could be used in classrooms and other educational programs;

  • Compile a list of volunteers who are willing to share their knowledge and experiences about the Civil Rights struggle;

  • Prepare reports for the Governor and Legislature on the inclusion of Civil Rights studies in the state's educational systems.

Effective Date: July 1, 2006
Approved by Governor