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A. Dorothy Hains Elementary School
2023-2024
Mrs. Henderson’s 4th Grade Science Syllabus
Course Description Social Studies:
In fourth grade, students continue with year two of a three-year study of United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students begin the year learning about the French and Indian War and end with the Reconstruction period. The geography strand emphasizes the influence of geography on U.S. history during those same time periods. In the civics/government strand, students learn about concepts and rights contained within our founding documents. The economic strand uses material from the history strand to deepen understanding of economic concepts.
Historical Understandings
SS4H1-- Explain the causes, events, and results of the American Revolution
SS4H2-- Analyze the challenges faced by the framers of the Constitution.
SS4H3-- Explain westward expansion in America.
SS4H4-- Examine the main ideas of the abolitionist and suffrage movements.
SS4H5-- Explain the causes, major events, and consequences of the Civil War.
SS4H6-- Analyze the effects of Reconstruction on American life.
Geographic Understandings
SS4G1-- Locate important places in the United States.
SS4G2-- Describe how physical systems affect human systems.
Government/Civic Understandings
SS4CG1-- Describe the meaning of:
- Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness)
- “We the People” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty
- The federal system of government in the U.S. (federal powers, state powers, and shared powers)
- Representative democracy/republic.
SS4CG2 --Explain the importance of freedoms guaranteed by the First Amendment to the U.S. Constitution.
SS4CG3-- Describe the structure of government and the Bill of Rights.
Economic Understandings
SS4E1 Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
SS4E2 identifies the elements of a personal budget (income, expenditures, and saving) and explains why personal spending and saving decisions are important.
Major Course Project & Instructional Activities: Students will be able to demonstrate a working knowledge of the science standards and they will complete science fair projects. Projects will be counted twice (for conduct grades such as completes assignments, etc. and for actual content) . Late work will impact conduct grades. Students have one week to turn the assignment in to the teacher after the initial due date barring emergencies (illness, for example). After one week, the assignment will no longer be accepted.
Course Assessment Plan: Rubrics will be utilized during the school year to grade students’ projects as well as course work. Students will be given tests weekly or biweekly to measure understanding as well as to monitor growth. Tests will be announced in advance prior to being administered. Test dates are subject to change.
Grades will be assigned as follows: The Richmond County Grading Scale is as follows:
Tests - 40% A – 100 - 90
Projects – 30% B – 80 – 89
Quizzes – 10% C – 75 – 79
Journal/Daily/ In Class Work – 10% D – 70 – 74
Homework – 10% F – Below 70
Classroom Expectations: Students are expected to come to class prepared daily with paper, pencils, textbooks, binders, and homework assignments. Students are expected to have at least (1) notebook for this class, preferably (2). Students are expected to come to class on time, in an orderly manner, prepared to begin their daily assignments. Students are expected to read, review, and study all concepts related to the standards whether independently or with support as needed.
Homework Policy and Grading Scale: Students may be assigned homework to practice or prepare for upcoming assessments, new lessons or for remediation/enrichment. Homework may be graded. Students have ample time to complete assignments in class and/or at home with or without the aid of a computer device.
Parent-Teacher Communication: We are always available by email and class Dojo. Appropriate hours for phone calls vary contingent upon our availability as early as 7am up to 3pm, M-F. If you would like to have an in-person conversation about your child’s progress, please contact the teacher to set up an appointment. We appreciate open communication and enjoy contact even when things are going right, so don’t be surprised if we contact you just to share good news!