Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy
“GOING FROM GOOD TO GREAT” Excellence, Equity, and Empowerment
FRANKLIN MILITARY ACADEMY The Home of The Learning Knights Let’s Make This A Positive & Productive School Year
David A. Hudson – Principal May 13, 2019 https://www.rvaschools.net/FM
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 EMERGENCY ALERTS • LOCK AND HIDE o Crisis Condition. o Return to Class and Secure door. • LOCK AND TEACH o Trouble in the local area. o Secure your facility/room. o Continue teaching until further notice. • LOCK AND CHECK o Bomb threat procedures. • EVACUATE o Exit building due to an emergency. o Take Fire Exit Route. • MAKE PREPARATIONS TO DEPART for primary/alternate shelter location. • RESTRICTIVE MOVEMENT o Only essential personnel may move freely. • SHELTER IN PLACE o Report to designated areas. o Assume required position(s). • REVERSE EVACUATION o Return to your facility. • NORMAL OPERATIONS o Return to business as usual.
Attention, Attention, this is or not a drill.
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Military Academy Daily Uniform Checklist
Wear of Jewelry 1. Cadets may wear a wristwatch and a total of two rings (one per hand) while in uniform. 2. Wearing of earrings is prohibited for males. Females may wear earrings only as a matched pair, with only one earring per ear lobe. Earrings must be post-type earrings in gold, silver, white pearl or diamond (about a quarter of an inch in size = 6mm).
Hair Styles - Females 1. The length and bulk of hair will not be excessive or present a ragged or extreme appearance. Hair will not fall over the eyebrows or extend below the bottom edge of the collar. Colors used must be natural to human hair and not present an extreme or unnatural appearance. Multicolored hair is prohibited. Only manageable braids that can stay in regulation are accepted. 2. Hair holding ornaments must be transparent or similar in color to hair. Females may wear braids and cornrows as long as the braided style is conservative and the braids and cornrows lie snugly at the nape of the neck and is no larger than 3 inches. No free hanging hair should be visible.
Hair Styles – Males 1. Lines or designs will not be cut into the hair or scalp. Sideburns will not extend below the lower part of the exterior ear opening. The face will be clean-shaven, except for permitted mustaches. Hair will be clean and in a tapered cut to present a neat groomed appearance. Males are not authorized to wear fad hair styles: mohawk, ducktail, braids, cornrows, or dreadlocks (twisted, matted, individual parts of hair) while in uniform.
All Cadets 1. Fingernails- Females may wear clear polish, or neutral color while in uniform. Fingernails should be clean and neatly trimmed. 2. Facial piercing is prohibited. Tattoos must not be exposed in Class A uniform. Cadets are expected to maintain good hygiene. 3. Buttons must be buttoned except the top button unless wearing a tie or tab. Cadets will keep shirttails tucked in pants at all times. Cadets are required to wear a white undershirt when wearing class A and a white or black t-shirt when wearing the class B uniform. Colored shirts are not authorized. Cadets are required to wear black shoes, black socks and a black belt. Wearing the uniform properly is a fundamental requirement at Franklin Military Academy!
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Attendance
Non Negotiable
All staff,
You have been specially chosen to be a mentor to our students that have been identified by the district as have chronic absences from last year. You are being asked to connect with these students daily and check on their attendance. If you find that they are not coming to school, please contact parents and inform the team of the information you gain.
You will be shared on a google document and the district is requiring it to be filled out weekly. You will also receive a folder with your students’ information in it.
Thank you for assisting out students with attendance. We appreciate all you do to ensure that our students receive the best education on the planet.
Dr. J. Smith
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
RICHMOND PUBLIC SCHOOLS NEW SCHOOL BOARD POLICY: TOTAL NUMBER OF ALLOWED ABSENCES
Students cannot be absent from school (excused or unexcused reasons) for: 18 or more school days per year, or 18 or more class periods of a course (9 periods for a one-semester course)
Any student who has 18 or more absences will not earn class credit and may be held back in accordance to School Board Policies 5-4.2 and 8-2.4.
*Absences due to the observance of a recognized religious holiday or suspension will not be included in this total number.
MISSING
DAYS IN CLASS / A SCHOOL SCHOOL YEAR = CREDIT
For more information regarding our attendance policy, please contact us at (804) 780-4646 or rvaschools.net
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Crystal Apple Roll Congratulations on Excellence
Mr. Giffin - August 27th Ms. Loney - September 14th Ms. Walker –October 4th Coach Richardson – October 18th Coach Clarke – November 8th Kristina Mitchell November 29th Naiia Smith – January 10th Col. Carlton Day – January 24th Sgt. Gary McCray – February 14th Maj. Andrea Stewart – March 8th Dr. Clara Bannister – March 21st Ms. Elaine Johnson-Macon –April 11th Mr. Norm Marshall – May 2, 2019
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 What tests are required for Federal and State
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Pass/Proficient Pass/Advanced
Background Standard Setting Background Standard Setting Information Summary Information Summary Test Pass/Proficie Pass/Proficie Round 3 Articulation Pass/Advance Pass/Advance Round 3 Articulation Name * nt Cut Score nt Cut Score Median Committee d d Cut Score Median Committee for for New Test for Recommendatio Cut Score for New Test for Recommendatio Previous to Maintain Proficient* n* for to Maintain Advanced* n* Mathematics Previous Previous Previous Test** Level Mathematics Level of of Rigor* Test** Rigor* Algebra I 25 out of 50 21 out of 45 20 out of 45 20 out of 45 45 out of 50 41 out of 45 40 out of 45 40 out of 45 Geometry 25 out of 50 23 out of 45 20 out of 45 20 out of 45 44 out of 50 40 out of 45 40 out of 45 40 out of 45 Algebra II 27 out of 50 23 out of 45 24 out of 45 24 out of 45 43 out of 50 37 out of 45 40 out of 45 40 out of 45
* Tests based on the 2016 Mathematics Standards of Learning have 45 items ** Tests based on the 2009 Mathematics Standards of Learning have 50 items
The cutoff scores for EOC Algebra 1, Geometry, Algebra 2 will change effective this spring with the new tests.
Algebra 1: 20/45 for pass, 40/45 for advance Geometry: 20/45 for pass, 40/45 for advance Algebra 2: 24/45 for pass, 40/45 for advance
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
The Department of Educational Leadership’s Third Annual Summer Institute Virginia State University “Equity Is Not the Problem: It’s the Prescription for Every Student’s Success” June 18, 2019 from 8:30 a.m. until 4:00 p.m. Gateway Conference and Events Center Located at 2804 Martin Luther King Boulevard, Petersburg, VA 23803 Dr. Pedro Noguera will be the featured speaker. Congressman Robert (Bobby) Scott will be the luncheon speaker. Registration is FREE!!! Registration is limited to the first 250 participants. Registration link: https://forms.gle/APjCp4TVt6WegK5X6
2019 VCU Summer Learning Academy
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Registration is now open for the 2019 Summer Learning Academy covering critical topics including restorative justice, implicit bias, technology, ELL best practices and Universal Design Learning. Course descriptions and date offerings are listed below.
The sessions run Mon-Fri, from 9-4pm each day, with a one-hour break for lunch. They will take place at the VCU School of Education in Oliver Hall (rooms to be determined).
Each course costs $500. Seating is limited and assigned on a first-come, first-served basis, so register early via this google form.
Each course will yield participants a certificate of 40 hours of work that can be submitted for recertification points per your school district's discretion.
For questions or more information, please email the Summer Learning Academy Director, Joshua Cole at [email protected]
RESTORATIVE JUSTICE IN THE CLASSROOM: June 24-28, July 8-12, or July 15-19 Instructor: Renowned legal reform and social justice advocate, Sylvia Clute, who designed and implemented a successful restorative justice program for Richmond City Schools. This course provides a critical awareness of how Restorative Justice promotes a positive classroom environment, addresses conflict, and reduces suspensions and expulsions. Training in using Restorative Justice classroom circles will be emphasized. Students will learn how traditional justice and discipline is structured, and how implementing unitive justice structures instead can improve a school culture and strengthen relationships. Several leaders in the Restorative Justice movement will be guest speakers, giving students an understanding of diverse ways in which Restorative Justice is being implemented in Virginia schools. This course is an excellent primer for all who have an interest in issues of justice as they pertain to children, youth and education.
ADVANCED RESTORATIVE JUSTICE CIRCLE FACILITATION: July 22-26 Instructor: Renowned legal reform and social justice advocate, Sylvia Clute, who designed and implemented a successful restorative justice program for Richmond City Schools. This course offers training in two circle processes, each being an integral part of Restorative Justice program implementation. The training is recommended for school staff who have the time required to do mid-level and the three-stage Restorative Justice Circle process (pre-circle, the circle process and post- circle), such as Assistant Principals, School Counselors, In School Suspension staff. Teachers are welcome although these circle processes will often require more time than most teachers have to spare during the school day. Successful facilitators are empathetic, inclusive and fully present.
IMPLICIT BIAS IN EDUCATION: June 24-28 Instructor: Dr. Joshua Cole, Executive Director of Strategic Engagement and former public school principal. This course is structured to build awareness of implicit bias in education and to provide tools and strategies for addressing the impact of implicit bias on our educational system in a purposeful manner. 14
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 The focus of the training is built around each participants' willingness to critically reflect upon their opportunities as educators to create equity through the exploration of various topics of diversity. Purposeful discussion and engaging exercises that are designed to simulate real-world situations where participants can delve deep into courageous conversations about cultural relevant topics to help transcend culturally relevant practices in education will be the driving force of this course. Participants will walk away with an enhanced understanding of what it means to be culturally responsive to issues of implicit bias in education.
ENHANCING INSTRUCTION WITH TECHNOLOGY: July 8-12 Instructors: Jessica Bowden and Heather Causey M.Ed., ITRT and Online Learning Developers. This course will help you make effective choices for the use of technology to support content-based instruction. As part of this session, you will practice effectively integrating technology into K-12 instruction to improve student learning outcomes. You will also have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into your practice using research-driven theoretical frameworks.
TEACHING ENGLISH LEARNERS IN THE CLASSROOM: July 15-19 Instructor: Dr. Hillary Parkhouse, Assistant Professor in the School of Education at VCU. This course is designed for K-12 general and special education teachers of any subject area as well as teacher assistants and anyone else interested in the content. As part of this session, students will practice strategies for adapting instruction so that ELLs of all proficiency levels can comprehend and fully participate in lessons, design content-area lessons that support English language acquisition while also teaching content-area knowledge and skills and consider the cultural and political contexts of teaching ELLs in the Richmond area.
PROFESSIONAL COLLABORATION AND UNIVERSAL DESIGN FOR LEARNING: July 22- 26 Instructor: Erin Willis, Special Education teacher and Christal Corey, science teacher, both RTR Alumni at Boushall Middle. This course is designed for co-teaching pairs to get hands on experience with team building, co-planning, co-teaching, and effective communication. You will learn models of collaboration, best practices for all types of co-teaching pairs, and gain experience working within the Universal Design for Learning framework. Please note: even though the workshop is designed for co-teaching pairs, it is not required that both members of the pair attend.
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Office of Professional Development VERIFICATION FORM Supervision of a Student Teacher ONLY FROM ALL UNIVERSITIES (Not For Practicum or Internship)
SPRING 2019 (ONLY)
In order to process a stipend for you, we MUST have this form completed and returned ASAP, but no later than
(Please Print)
Date ______
Cooperating Teacher’s Name: ______
Cooperating Teacher’s Signature: ______
SS#: ______
School Name:______
Student Teacher’s Name: ______
Student Teacher’s Signature: ______
College/University’s Name: ______
Dates of Supervision: ______
Principal’s Signature: ______
Send to: Ms. Chrisantha J. James Fax #: 804-780-6988 (No cover sheet is required) Scan and Email: [email protected]
NOTE: Remember to follow up with the university to receive your additional stipend. Thank you so much for assisting a future teacher! (You will receive payment in June.)
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Standards of Learning Testing Schedule Grades 6-12 Spring 2019
Going from
to
G R E A T
May 13 – June 5, 2019 Franklin Military Academy
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 CPT Tiffany Frierson - School Testing Coordinator LTC J. Smith - School Testing Coordinator
Franklin Military Academy
STANDARDS OF LEARNING 1. On Monday, May 13 – Wednesday, June 5, 2019, the Spring Administration of the Standards of Learning Tests will take place for students in grades 6 - 12. (See Testing Schedule)
2. Starting Monday, May 13, 2019 and every testing day thereafter, at 7:40 a.m., all middle and high school students will report to formation to be briefed of the day’s activities.
3. 7:55 a.m., all testing students will report to their lockers, restroom, and testing site. Examiner/Proctor, please do not allow any student to enter the test site without permission.
TESTING STUDENTS MUST PLACE THEIR CELL PHONES IN THEIR LOCKERS. NO ELECTRONICS DEVICES ARE ALLOWED IN THE TESTING SITE.
4. During testing, doors are to be unlocked the entire time. No eating or drinking are permitted by anyone.
5. 8:00 a.m., all non-testing students will report to their lockers, restroom, and to class.
6. 8:05 a.m., all students shall be in their test site or assigned class. Non-testing teachers will check attendance online. Attendance for all testing students will be taken by the STC.
7. All testing students arriving to school after 8:05 a.m. will report to the guidance office. Students must see CPT Frierson or LTC Smith for holding area and makeup test date.
NO STUDENT SHALL BE ALLOWED IN THE HALLWAY DURING TESTING TIME. MONITORS WILL BE ON EACH HALLWAY IF AN EMERGENCY ARISES.
8. DO NOT CALL THE OFFICE. Once testing is complete, students will remain in their testing site or assigned class until prompted to move to the next class.
9. Tech students not involved in testing (see attached list) will be picked up at approximately 10:50 a.m. by the hall monitors and escorted to the cafeteria. Do not release them on their own.
TEST EXAMINERS AND PROCTORS:
1. Examiners will carefully read the Examiner’s Manual as well as any local directions given well before testing.
*Follow directions in the Examiner’s Manual. These directions must be read to the students slowly, clearly, and exactly as written.
2. Examiner and proctor will read thoroughly and sign the Examiner’s Test Security Agreement and submit to STC during examiner/proctor SOL Orientation Workshop. 18
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
3. The STC will disseminate test materials/tickets from her office from 7:30 – 7:45 a.m. The examiner or proctor will count materials for accuracy; read and initial (sign out) on the Test Ticket Transmittal Form and Affidavit for Examiners/Proctors.
4. At the end of the test session, all test materials must be returned to the STC. The STC will verify that you have returned all test materials and will initial the “IN” column on the Test Ticket Transmittal Form and Affidavit for Examiners/Proctors. The examiner and/or proctor must sign affirming that the Standards of Learning Assessment(s) were administered according to the School Division Personnel Test Security Agreement.
Please check with your students a day or two before the test to ensure that every child has a place to go on test day. Inform each student of his/her reporting classroom. If your student is not testing and you (the teacher) are involved with testing, make sure your student has a holding place. If you need assistance, please notify the testing coordinator. DO NOT wait until the day of testing to solve these issues.
Testing Schedule DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Monday, TG- VA US Hist 6 8:15 a.m. Library Claiborne Bannister May 13, 2019 TG- Earth Science 1 TG- Algebra 1 2 Tuesday TG EOC Reading 3 8:15 a.m. Library Watson Bannister May 14, 2019 TG- World Hist 1 7 TG- Biology 1 Thursday, TG- Make Ups 8:15 a.m. Library Bannister Loney May 16, 2019 Friday TG- Make Ups 8:15 a.m. Library Bannister Loney May 17, 2019
Monday 7/8 Math- 6th 19 8:15 a.m. 101 Terrell Claiborne May 20, 2019 8 Math- 2nd 14 8:15 a.m. 102 Ashe Matullo 2nd Period 8 Math- 3rd 17 8:15 a.m. 103 Paschall Richardson 8 Math- 5th 10 8:15 a.m. 104 James Metcalf 8 Math 1 Audio 8:15 a.m. 207A Loney Archer 11 English- 2nd 16 D. Gray 8:15 a.m. 106 Williams Lee M. Noel 11 English- 3rd 17 8:15 a.m. 107 Simons Day 11 English- 6th 20 8:15 a.m. 108 Carter Matthews Clarke’s 2nd period class move to room 303C. Stewart’s 2nd period move to room 210. Hall Monitors- 2nd Period nd Dubinsky’s 2 period move to 306. Gilliam - 1st floor nd Scott’s 2 period will move to room 305. Watson – 1st floor Ashe’s non-testing 2nd period will report to room 206. Barclay – 2nd floor Gilliam’s non-testing 2nd period students will report to room 206. Smith – 2nd floor Williams - 3rd floor rd 19 Matthews – 3 floor
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Terrell’s non-testing 2nd period students will report to room 206. Metcalf’s non-testing 2nd period students will report to room 206.
Barclay will hold non-testing students in room 206
DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Tuesday, 6/7 Math- 3rd 13 8:15 a.m. 106 James White May 21, 2019 6/7 Math- 7th 14 8:15 a.m. Library Terrell Bannister 1st Period 6/7 Math 1 SG 8:15 a.m. 207A Claiborne Loney 7 Math- 1st 21 8:15 a.m. 108 Wester Hahn 7 Math- 7th 8 8:15 a.m. 107 Giffin Nunez EOC 11 English & 8:15 a.m. 302 Johnson-M Pomier 8 Math Make Ups Scott’s non-testing 1st period students will move to room 205. Nunez’s non-testing 1st period students will report to room 205. Hall Monitors- 1st Period st Bearman’s 1st period will move to 310. Watson – 1 floor st Scott will hold non-testing students in room 205 Gilliam – 1 floor nd Pomier – 2 floor Swan - 3rd floor rd Wester – 3 floor
DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Wednesday 6 Math- 4th 18 8:15 a.m. 208 Taylor Matullo May 22, 2019 6 Math- 5th 19 8:15 a.m. 102 Marshall Lemley th 4 Period 6 Math- 8th 17 8:15 a.m. 103 Walker Wester Earth Science- 4th 12 8:15 a.m. Library Simons Bannister 4MS Earth Science- 5th 11 8:15 a.m. 107 Watson 5MS Earth Science- 7th 13 8:15 a.m. 105 Clarke Haywood-J 5MS Earth Science- 8th 14 8:15 a.m. 106 Terrell Archer Earth Science SG 1 8:15 a.m. 207A Loney Williams Earth Science 1 Audio 8:15 a.m. 207A Loney Williams Biology- 3rd 16 8:15 a.m. 101 Swan Matullo Biology- 5th 11 8:15 a.m. 108 Smith Boaz Biology- 6th 14 8:15 a.m. 104 Taylor Richardson Chemistry 1 8:15 a.m. 108 Smith Boaz 7 Math Makeups 8:15 a.m. 108 Smith Boaz Metcalf’s 4th period will move to room 304. Hall Monitors- 4th Period Stewart – 1st floor 20 Barclay – 2nd floor - 3rd floor
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Richardson’s non-testing 4th period students will report to room 202. Gilliam’s 4th period will move to room 303B. Ashe’s 4th period will move to room 206. Scott’s 4th period will move to room 207. Dubinsky’s 4th period will move to room 210. Bearmans non-testing 4th period students will move to room 310.
DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Thursday, 8 English- 2nd 8 8:15 a.m. 106 Simons Hahn May 23, 2019 8 English- 3rd 23 8:15 a.m. 107 Johnson-M Carter 3rd Period 8 English- 6th 16 8:15 a.m. 108 Taylor Metcalf 8 English- 7th 13 8:15 a.m. Library Dubinsky Paschall 8 English 1 Audio 8:15 a.m. 207A Loney 6 Math Makeups 8:15 a.m. 207A Loney EOC Science 8:15 a.m. 106 Simons Hahn Make Ups
Gilliam’s 3rd period will move to room 104. Watson’s 3rd period will move to room 204. Hall Monitors- 3rd Period Scott’s 3rd period will move to room 210. Day – 1st Ashe – 2nd McCray – 3rd floor
DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Friday, 7 English – 4th 19 8:15 a.m. 107 Watson Matthews
May 24, 2019 7 English- 5th 17 8:15 a.m. 108 Williams Paschall 2nd Period 7 English- 6th 12 8:15 a.m. Library Richardson Ashe
8 English 8:15 a.m. Library Richardson Ashe
Makeups
Tuesday, MS Math & Read Library Bannister Loney May 28, 2019 Makeups 2nd Period
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 Scott’s 2nd period will move to room 210. nd Hall Monitors – 2 Period Day – 1st floor st Archer – 1 floor James – 2nd floor rd Carter – 3 floor
DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Wednesday, 6 English- 1st 19 8:15 a.m. 208 Watson White May 29, 2019 6 English- 2nd 18 8:15 a.m. 102 Barclay Carter 1st Period 6 English – 3rd 19 8:15 a.m. 103 Swan Thornton 6 English- 7th 25 8:15 a.m. 302 Dubinsky Johnson-M 6 English 2 Audio 8:15 a.m. 105 Claiborne Loney 6 English 1 8:15 a.m. 105 Claiborne Loney SG Algebra 1 -2nd 15 8:15 a.m. 106 Nunez Matullo
6MS Algebra I -4th 14 8:15 a.m. Library Scott Mills
6MS Algebra I -5th 14 8:15 a.m. 101 Williams McCray
6MS Algebra I 1 8:15 a.m. 105 Claiborne Loney Audio Algebra I 1 8:15 a.m. 105 Claiborne Loney SG Geometry – 2nd 13 8:15 a.m. 107 James Pomier
Geometry – 5th 14 8:15 a.m. 108 Giffin Corey
Geometry – 7th 10 8:15 a.m. 104 Terrell Lemley
Geometry – 2nd 1 8:15 a.m. 105 Claiborne Loney SG Algebra II 9 8:15 a.m. 310 Wester
Metcalf’s 1st period will move to room 307. st Richardson’s 1 period will move to room 303B. st Clarke’s 1st period will move to room 201. Hall Monitors – 1 Period Ashe’s 1st period will move to room 306. Bearman’s 1st period will move to room 310. Custodians Taylor’s 1st period will move to room 205.
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 DATE Number Type (Audio, Location of OF TEST Name of Test of Read Aloud) Start of Test Test Name of Name of (mm/dd/yy) Students (hh:mm) (Room #) Examiner Proctor Thursday, 8 Civics- 1st 15 8:15 a.m. Library Smith Haywood-J May 30, 2019 8 Civics- 2nd 15 8:15 a.m. 108 White Barclay 4th Period 8 Civics- 5th 12 8:15 a.m. 107 Claiborne Swan 8 Civics- 6th 18 8:15 a.m. 106 Clarke Taylor 8 Civics 1 SG 8:15 a.m. 207A Loney Marshall 6 English 8:15 a.m. 207A Loney Marshall Makeups th Gilliam’s 4 period will move to room 103. th Watson’s 4th period will move to room 206. Hall Monitors – 4 Period Scott’s 4th period will move to room 205. Carter – 1st floor Richardson’s 4th period will move to room 303B. Clarke – 1st floor nd Thornton – 2 floor McCray – 3rd floor Walker – 3rd floor
DATE Number Type (Audio, Location of Test OF TEST Name of Test of Read Aloud) Start of Test (Room #) Name of Name of (mm/dd/yy) Student (hh:mm) Examiner Proctor s Friday, 7/8 Science- 1st 16 8:15 a.m. Library Terrell Bannister May 31, 2019 8 Science- 4th 10 8:15 a.m. 106 Metcalf Dubinsky 3rd Period 8 Science- 6th 17 8:15 a.m. 107 Clarke Mitchell 8 Science- 8th 10 8:15 a.m. 108 Carter Loney 8 Science 1 SG 8:15 a.m. 108 Carter Loney 8 Civics Makeups 8:15 a.m. 108 Carter Loney
rd Gilliam’s 3 period will move to room 104. rd Watson’s 3rd period will move to room 204. Hall Monitors – 3 Period st Scott’s 3rd period will move to room 210. Day – 1 floor nd Terrell non-testing 3rd period students will report to room 302. Thornton – 2 floor rd Clarke’s non-testing 3rd period students will report to room 302. McCray – 3 floor Johnson-Macon will hold non-testing students in room 302
DATE Number Type Location of Test OF TEST Name of Test of (Audio, Start of Test (Room #) Name of Name of (mm/dd/yy) Students Read (hh:mm) Examiner Proctor Aloud) Monday, Geography- 1st 19 8:15 a.m. 101 Johnson-M Swan June 3, 2019 Geography- 4th 9 8:15 a.m. 102 Giffin Terrell 1st Period Geography- 6th 13 8:15 a.m. 103 James White Geography 2 SG 8”15 a.m. 106 Claiborne Loney World History II 15 8:15 a.m. 104 Wester Thornton 23
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 World History II 13 8:15 a.m. 108 Carter Pomier VA US History 8 8:15 a.m. Library Bannister Braaten 6 Read, 8 Civics, 8:15 a.m. 107 Watson Claiborne 8 Sci Makeups
Tuesday, Geography, 8:15 a.m. Library Loney Bannister 06/04/19 WHistory II, US 2nd Period History Makeups & Retesters
Metcalf’s 1st period will move to room 303B. st Richardson’s 1st period will move to room 307. Hall Monitors – 1 Period Clarke’s 1st period will move to room 201. Gilliam – 1st floor Dubinsky’s 1st period will move to room 301. Watson – 1st floor Ashe’s 1st period will move to room 306. McCray – 3rd floor Bearman’s 1st period will move to room 310. Braaten non-testing students report to room 307
Expedited Retake Schedule TBA
Thank you for a job well done!!
Teachers, please make sure your students know when and where to report on test day.
Monitors, please make sure each floor is covered at all times. Do not release these students for lunch until 10:50. Only these students listed shall be dismissed if not involved in testing to report to the cafeteria. Remind students of the noise level and to use only the "M Street" or "37th Street" stairwell. The hall 24
Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054 monitors will escort these students to lunch. The numbers listed are the classrooms the students are in during 1st and 2nd block.
Richmond Technical Center 2018-2019 2nd Block 1st Block Ahmad, AsiaNai - 303B Anderson, Abdul Carter, Kiandra - 207 Booker, Keshawn Ferguson, Duron- 310 Bullock, Angel Horn, Tavon - 304 Cook, Kyrie Maxey Michael - 304 Finney, Bryanna Moseley, Dyshaun - 207 Fuller-Collins, Marcus Muse, Erving - 303B Jones, Asia Whiting. Omari - 308 Jones, Rechaiya Young, Tamia - 207 Joseph, Malik Kersey, Stanley Marshall, Aaron Do not release the “early dismissal” Mealy, Chelsea students with these tech students. Miles, Deyshon They will be dismissed with all other Moore, Alfonzo students. Sanders, Shanice Smith-Boyce, Jovanni Watterman, Imani
Need 400+ on Tests Below to meet Diploma Requirements
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Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
26 Franklin Military Academy Office of The Principal May Franklin Military Academy701North 37 th Street 2019 Richmond, Virginia 23223 (804) 780-8526 Sun Mon Tue Wed Thufax (804) 780-8054 Fri Sat
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12 13 14 15 16 17 18 EOC TG- VA US EOC TG- EOC Term EOC Term History, Earth Reading, World Grads ONLY Grads Science, Alg. 1 History 1, ONLY Biology RETAKES AP Biology RETAKES AP Calculus 19 20 21 22 23 24 25 EOC First Time EOC First Time EOC First Time EOC First Time 8 Reading Make Testers Testers Testers Testers Ups (Reading) (Reading) MAKE (Science) and (Science) and UPS Retesters Retesters Make 8 Math 8 Math Make 7 Math Make Ups 7 Read Ups Ups 6 Math Make 7 Math 6 Math Ups 8 Read 26 27 28 29 30 31 Memorial Day MS Math & EOC First Time 6 English Make 8 History Make Read Testers (Math) Ups Ups Makeups and Retesters 6 Read 8 History 8 Science
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27 Franklin Military Academy Office of The Principal Franklin Military Academy701North 37th Street June Richmond, Virginia 23223 2019 (804) 780-8526 fax (804) 780-8054 Sun Mon Tue Wed Thu Fri Sat 1 2 1
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EOC First Time EOC First Time Testers Testers (History) (History) and and Retesters Retesters MAKEUPS Expedited Retakes 6 Read, 8 History, 8 Sci Makeups 9 10 11 12 13 14 15
Half Day Expedited Retakes 16 17 18 19 20 21 22
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28 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Ms. Daly Franklin Military Academy Daily Schedule 1st/2nd Period – 7:50 am-9:24 am 3rd/4th Period – 9:27 am-11:01 am 5th/6th Period – 11:04 am-1:08 pm 7th/8th Period – 1:11 pm-2:45 pm High School Lunch – 11:01 am-11:34 am Middle School Lunch – 12:38 pm-1:08 pm
Odd Day Even Day 1st Block - N/A 2nd Period - Terrell/Smith
3rd Block - Smith 4th Period - Giffin
5th Period - Giffin 6th Period - Terrell/Smith
7th Period – Terrell 8th Period - James
Major Smith Students Grade Class Period Room 207 (English) Pull out of English Zora Tyler 11th 3rd Class Alfonzo Moore 11th 3rd Lloyd McDaniels 11th 3rd Angel Kersey 11th 3rd
Emil Jordan 11th 2nd Ahmir Nathan 11th 2nd Malik Joseph 11th 2nd
Angel Bullock 11th 6th Khaliyah Torain-Phillips 11th 6th Davon Young 11th 6th
Cpt. Giffin Students Grade Class Period Room 306 (English)
29 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
PREPARING THE COMPUTERS FOR TESTING - FYI As we enter into the spring testing season, it is important for all schools to ensure that student laptops are receiving district updates. To reduce possible technical difficulties during testing, please follow the steps below each week. With questions, email Valenta Wade.
Step 1: Shutdown all student Laptops/Desktops. Step 2: Turn computers on and log into the RPS network. Step 3: Allow the computer system to run updates (Update times may vary depending on the frequency of computer use at the school before the update. Approx. 5-15 minutes). Step 4: Ensure the lockdown browser for NWEA, INSIGHT, and TestNAV are properly working, by opening the application. If the application opens without an error, then it was properly installed. (The lockdown browser is an icon located on the student’s desktop). Step 5: If you have trouble with a lockdown browser, contact the Service Desk (804-780-7880) and keep a log of your ticket number. Math Algebra Readiness Tutor Schedule
FMA ARI Schedule 2018-19 Semester 1 3rd Period 5th Period 7th Period 4th Period 6th Period 8th Period 1st Period Room # 302 Room # 309B Room # 206 2nd Period Room # 207 Room # 204 Room # 303C 102 308A 309B 209 309B 302 Richardson, Travis Matthews, Frederick Matthews, Frederick Nunez, John Carter, Gilbert Johnson-Macon, Elaine Crenshaw, Sherrod (B) Gales, Nathaniel (A) Kemari Dark Lopez-Tobar, Gary (A) Cheatham, Devon* (B) Coriolan, Tyreke (C) Matthews Carter Barclay Barclay Simons Simons Algebra 1 Math 7 8 Math 8 Math Algebra 1 Algebra 1 102 308A 309B 209 309B 302 Richardson, Travis Matthews, Frederick Matthews, Frederick Nunez, John Carter, Gilbert Johnson-Macon, Elaine Dean, Japharri (A) Green, Rajana (A) Brown, Ty'wun (A) White, Lavert (A) Clark, Trevion (A) Holmes, Johnisha (B) Matthews Carter Barclay Matthews Matthews Simons Algebra 1 Math 7 8 Math Algebra 1 Algebra 1 Algebra 1 102 308A 309B 308 309B 302 Richardson, Travis Matthews, Frederick Matthews, Frederick Mccray, Gary Carter, Gilbert Johnson-Macon, Elaine Hunt, Chance (A) Jordan, Randolph (A) Vasquez, Brizieda Argueta, Walter (C) McClatchie, Caleb* (A) Lopez-Garcia, Michael (A) Simons Carter Barclay Matthews Simons Barclay Algebra 1 Math 7 8 Math Algebra 1 Algebra 1 8 Math 102 308A 309B 309B 309B 309B Richardson, Travis Matthews, Frederick Matthews, Frederick Carter, Gilbert Carter, Gilbert Carter, Gilbert Muse, J'mell (A) White, Keona (A) Spencer, Driona Waller, India (A) Warren, Amonte'* (A) Carroll, Montrelle (A) Simons Carter Barclay Barclay Simons Barclay Algebra 1 Math 7 8 Math 8 Math Algebra 1 8 Math No Students No Students 102 308A 309B 309B 309B 309B Richardson, Travis Matthews, Frederick Matthews, Frederick Carter, Gilbert Carter, Gilbert Carter, Gilbert Young, Brianna (A) Wiggins, Jakayla (A) Lewis, Joseph Wyatt, Jayrone (A) Wyche, Shykeema* (B) Garcia Jimenez, Brian (A) Matthews Carter Barclay Barclay Simons Barclay Algebra 1 Math 7 8 Math 8 Math Algebra 1 8 Math 202 Corey, David 311 309B 102 309B Middle School AdvancedMarshall, Band Norman Carter, Gilbert Richardson, Travis Carter, Gilbert Rojas-Heredia, ChristianCrawley, (C) Alvin (A) Tyler, Tyreke Booker, James (A) Tyler, Isaiah (A) Simons Watson Barclay Simons Barclay Algebra 1 Math 6 8 Math Algebra 1 8 Math 311 309B 102 309B Marshall, Norman Carter, Gilbert Richardson, Travis Carter, Gilbert Fisher, Jaiylen (B) Trusell, Michael Greene, Colin (C) Williams, Jamarion Watson Barclay Simons Barclay Math 6 8 Math Algebra 1 8 Math 311 Marshall, Norman Hicks, James (C) Watson Math 6
30 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
For Immediate Release: April 10, 2019 Contact: Charles B. Pyle, Director of Media Relations (804) 371-2420
2019 SOL Testing: Fewer and Shorter End-of-Course Tests for Students
RICHMOND, Va. — Virginia students are taking fewer end-of-course Standards of Learning tests this spring due to the revised graduation requirements and school accreditation regulations approved by the state Board of Education in 2017.
The new graduation requirements became effective with students who entered the ninth grade in the fall of 2018 (class of 2022). The number of standard credits for a Standard Diploma and for an Advanced Studies Diploma remained the same, but the number of required verified credits — earned by passing a course in the content area and passing the associated end-of-course SOL test — was reduced to five (one each in English reading, English writing, mathematics, science and history/social science) for both diplomas.
In addition, all high school students are no longer required to take end-of-course SOL tests if they have already earned a verified credit in the subject — unless additional testing in mathematics or science or both is required by the Every Student Succeeds Act, also known as ESSA. The federal law requires annual testing in reading and mathematics in grades 3-8 and at least once in high school. Students must also test in science at least once in elementary school, at least once in middle school and at least once during high school.
“The Board of Education sees value in limiting the number of high-stakes assessments required to earn a diploma and in allowing students to demonstrate content knowledge through performance-based assessments,” Board of Education President Daniel Gecker said. "The revised graduation requirements maintain high expectations for learning while providing more flexibility for teachers in delivering instruction and more opportunities for students to develop life skills useful beyond school.”
Superintendent of Public Instruction James Lane noted that because of the reduction in testing this year, pass rates for end-of course SOL tests in mathematics, science and history for 2018- 2019 will mark the beginning of new trend lines.
31 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
“The mathematics, science and history pass rates the department will report for high schools this summer will reflect the achievement of far fewer students because students are no longer required to take an end-of-course SOL test if they’ve already earned a verified credit in the subject area — unless additional testing is required by ESSA,” Lane said. “This is a dramatic change in testing patterns and comparing 2018-2019 pass rates with performance in 2017-2018 would be an apples-to-oranges exercise.”
This spring 2019 testing window also marks the introduction of new mathematics assessments based on the 2016 Mathematics Standards of Learning. The new Algebra I, Geometry and Algebra II end-of-course tests each have 45 items, five fewer than the previous versions of the tests.
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“This year marks a major step toward the creation of a balanced assessment system that supports classroom innovation while maintaining accountability for improving outcomes for students,” Lane said. “It is really exciting to travel around the state and see how teachers are taking advantage of this opportunity to engage their students in real-world challenges that promote deeper learning across the curriculum.”
While eighth graders and high school students took SOL writing tests in March, the main spring testing window opened on April 8. Students in the western part of the state typically test in April and May, while students in central and eastern Virginia test in May and June.
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32 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy The Home of the Mighty Knights - Going from Good To Great Interim Report Cards Go Home May 13th
Tea With Mom May 14th - 6:00 p.m. -8:00 p.m.
8th Grade Dance May 11th -4:00 p.m. – 8:00 p.m.
Military Award May 17th – 9:30 a.m. Memorial Day Holiday May 27th - No School
Spring Music Concert June 5th Field Day – (Middle School Only) June 7th -12:00 p.m.
8th Grade Barbeque June 10th
8th Grade Trip to Bush Gardens June 11th
8th Grade Moving On Program June 13th Invitations Only – 8th Grade Parents
12th Grade Graduation June 12th Invitations Only – 12th Grade Parents & Family
33 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
The Ladies in our Lives Spring Tea
Date: Tuesday, May 14, 2019 Time: 6:00pm-8:00pm Where: Franklin Military Academy
Sponsored by PTSA
RSVP by Wednesday, May 8, 2019 2:30pm PTSA Tea with Moms
Student(s) Name:______
Mother/Guardian:______
Grade: ______PTSA Member ___YES or _____NO
Contact Number(s): ______
(no more than 2 Adults per child)
34 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
FRANKLIN MILITARY ACADEMY PLEASE MAKE SURE DATA IS TURNED IN ON TIME Bi-Weekly Schedule Subject To Change 2018-2019 First Interim – October 5, 2018 October 1st – October 5th Data Due October 12 (Bring Data To Grade Level Meeting) October 8, 2018 – Professional Development Day – Student Holiday October 22nd – October 26th Data Due November 1st (Bring Data To Grade Level Meeting) November 5 - 2 Hour Student Early Dismissal November 5 Parent Teacher Conference – End of 1st Nine Weeks November 6 Parent Teacher Conference/Student Holiday November 12 Report Sent Home November 21-23 – Thanksgiving Holiday – School District
December 3rd – December 12th Data Due December 13th (Bring Data To Grade Level Meeting) December 12– 2nd Interim Report December 20 – 2 Hour Early Dismissal December 21-Jan. 2 – Winter Break for Staff and Students Winter Break – December 21, 2018 – January 2, 2019 January 3rd – January 11th Data Due January 18th (Bring Data To Grade Level Meeting) January 2, 2018 – Winter Break Martin Luther King Holiday – January 21st January 25 - End of the Second Nine Weeks – 1st January 28th – Staff Development - Student Holiday End of 2nd Nine Weeks February 1, 2018 Report Cards Go Home February 5, 2018 February 11th – February 15th Data Due February 21st (Bring Data To Grade Level Meeting) February 25th – March 1st Data Due March 15th (Bring Data To Grade Level Meeting) February 1st – Report Cards Sent Home February 18th Student & Staff Holiday - Make Up Day March 11th – March 15th Data Due March 28th (Bring Data To Grade Level Meeting) March 6 – 2hour Student Early Dismissal – PT – Conference Day March 3 – 3rd Interim Report March 29 – 2 Hour Student Early Dismissal/ Staff Development - End of 3rd Nine Weeks Spring Break April 1st – April 5th April 15th – April 19th Data Due April 18th (Bring Data To Grade Level Meeting) April 12 – Report Cards Sent Home April 19 – Student Half Day/ Professional Development & Work Day April 22 Student and Staff Holiday – Make Up Day AMO: Annual Measurable Objectives for Reading and Language Arts This table shows Virginia’s annual measurable objectives for reading and language arts. For a school or school division to have made AYP during 2004-2005 at least 65 percent of students overall and students in each subgroup must have demonstrated proficiency on Standards of Learning (SOL) tests and other approved assessments in reading and language arts.
35 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
FRANKLIN MILITARY SCHOOL – DAVID A. HUDSON Day of the Week Time
Team Planning
Faculty Meeting THURSDAYS - 3:00 p.m.
Leadership Team Meeting MONDAY 8:00 A.M.
Graduation Meetings THURSDAY 4:00 P.M.
Professional Development Every Thursday 3:00 p.m.
School Planning and Management Team 1STWEDNESDAY OF THE MONTH 3:00 P.M.
Child Study Team TUESDAY ALL DAY
Grade Level Planning WEDNESDAY ALL DAY
Attendance Meeting Thursday 9:30 a.m.
Thursday Meeting 1st Week Instructional & Safety Priorities Sept. 6 3:00 p.m.
Thursday Meeting 2nd Week School Climate and Culture Sept. 13 Committee 3:00 p.m.
Thursday Meeting 3rd Week Instructional Priorities Sept. 20 3:00 p.m.
Thursday Meeting 4th Week Faculty Meeting Sept.27 3:00 p.m.
36 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Wellness Committee The wellness committee will be meeting Wednesday May 8th (All are welcomed: students/staff) at 3:00pm in the gym with Coach Clarke.
We will be doing Zumba/cardio dance: Bring appropriate workout clothes/shoes, water and a positive attitude. Benefits of Zumba/cardio dance: Boosts your heart health Tones your entire body Helps you de-stress Improves coordination v Each session is a $5 dollar donation per staff member. v The money collected will be donated to our instructor Ms. Corey v If you are interested please let Coach Clarke know along with bringing donations by May 3rd for the session. v Hope to see you there! Coach Clarke
37 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy Hall Duty 2018-2019 Second Semester Teacher Period Expectations Capt. Swan 4th Period – 2nd half 2nd Check bathrooms periodically floor Check to ensure no one is roaming or out of place. Capt. Williams 7th period – 2nd floor Check bathrooms periodically Check to ensure no one is roaming or out of place. Capt. Carter 2nd Period – 2nd - floor Check bathrooms periodically Check to ensure no one is roaming or out of place. Capt. White 8th – Period – 2nd floor Check bathrooms periodically Check to ensure no one is roaming or out of place. Col. Day 2nd - Period – 1st – floor Check bathrooms periodically Check to ensure no one is roaming or out of place. SGT. Thornton 5th – Period – 3rd- floor Check bathrooms periodically Check to ensure no one is roaming or out of place. SGT. McCray 3rd Period - 3rd - floor Check bathrooms periodically Check to ensure no one is roaming or out of place. SGT. Gilliam 8th – Period – 1st - Floor Check bathrooms periodically Check to ensure no one is roaming or out of place. Capt. Matthews 8th – Period – 3rd - Floor Check bathrooms periodically Check to ensure no one is roaming or out of place. Capt. Terrell 1st - Period Check bathrooms periodically Check to ensure no one is roaming or out of place.
Be visible at all times and accessible to anything that may arise.
38 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
May 13th – May 17th Bus Duty AM
All Days SFC Gilliam and Mr. Mills
Breakfast (7:15 - 7:30)
Odd Days COL Day, SFC Thornton SSG McCray, James, Watson,Wester, Han/Lee, Metcalf, Matullo, Corey, Pomier and Mitchell, Taylor, Loney
Even Days COL Day, SFC Thornton SSG McCray, Dr. Bannister, Matthews, Paschall, Brimmer, Metcalf, Williams, White and Mitchell, Taylor, Watson, Claiborne
Formation (7:30 - 7:48)
High School COL Day, SFC Thornton, and SSG McCray
Middle School MAJ Stewart, SFC Gilliam, and Mr. Mills
HS Lunch (11:04 - 11:34)
Odd Days COL Day, SFC Thornton, SSG McCray, Carter, Paschall, Brimmer, Walker, White
Even Days COL Day, SFC Thornton, SSG McCray, N. Smith, Giffin, Macon, White, Nunez, Dubinsky and Mitchell
MS Lunch (12:38 - 1:07)
Odd Days SFC Gilliam, Scott, Jones, Metcalf, Stewart and Pomier, Marshall, Lindley
Even Days MAJ Stewart, Gilliam, Nunez, Metcalf, Taylor
Tech Bus (2:15 - 2:45)
All Days Loney and Hicks
Bus Duty PM (2:45 PM)
All Days Administration, COL Day, SFC Thornton, SSG McCray, Marshall
39 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
May 20th - May 24th Bus Duty AM
All Days SFC Gilliam and Mr. Mills
Breakfast (7:15 - 7:30)
Odd Days COL Day, SFC Thornton, SSG McCray, Giffin, Watson, Wester, Han/Lee, Williams, Clarke, Corey, Bratten and Johnson-Macon, James, Loney
Even Days COL Day, SFC Thornton, SSG McCray, Carter, Jones, Dubinsky, Clarke, and Bannister, Watson, Claiborne
Formation (7:30 - 7:48)
High School COL Day, SFC Thornton, and SSG McCray
Middle School MAJ Stewart, SFC Gilliam, and Mr. Mills
HS Lunch (11:04 - 11:34)
Odd Days COL Day, SFC Thornton, SSG McCray, Paschall, Taylor, Braaten
Even Days COL Day, SFC Thornton, SSG McCray, Wester, Lee/Han, Walker, Johnson-Macon, Smith
MS Lunch (12:38 - 1:07)
Odd Days SFC Gilliam, Barclay, Jones, and Metcalf, Scott, Marshall, Lindley
Even Days MAJ Stewart, Nunez, Metcalf
Tech Bus (2:15 - 2:45)
All Days Claiborne and Hicks
Bus Duty PM (2:45 PM)
All Days Administration, COL Day, SFC Thornton, SSG McCray, Marshall
40 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
th th May 27 – May 31 Bus Duty AM
All Days SFC Gilliam and Mr. Mills
Breakfast (7:15 - 7:30)
Odd Days COL Day, SFC Thornton, SSG McCray, Watson, Wester, Han/Lee, Williams, Ashe, Richardson, Loney
Even Days COL Day, SFC Thornton, SSG McCray, Dr. Bannister, Matthews, Paschall, Brimmer, Dubinsky, Ashe, Richardson, Watson, Claiborne
Formation (7:30 - 7:48)
High School COL Day, SFC Thornton, and SSG McCray
Middle School MAJ Stewart, SFC Gilliam and Mr. Mills
HS Lunch (11:04 - 11:34)
Odd Days COL Day, SFC Thornton, SSG McCray, Carter, Paschall, Richardson
Even Days COL Day, SFC Thornton, SSG McCray, Wester, Lee/Han, Richardson, Giffin, Mitchell
MS Lunch (12:38 - 1:07)
Odd Days SFC Gilliam, Scott, Barclay, Marshall, Lindley, Metcalf, Clarke, Ashe
Even Days MAJ Stewart, Scott, Barclay, Metcalf, Clarke, Nunez, Metcalf, Clarke, Ashe
Tech Bus (2:15 - 2:45)
All Days Claiborne, Loney, and Hicks
Bus Duty PM (2:45 PM)
All Days Administration, COL Day, SFC Thornton, SSG McCray, Marshall
Thanks for Making Our School a Safe Environment Duties
41 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
UP COMING COLOR GUARD EVENTS
All events are scheduled but tentative and are placed on the calendar
This is a growing document that events will be added and delated as they come in or are completed.
POC for this info is SSG MCCRAY; [email protected]
1. Honor Guard (Sabre Team); Friday, 17 May 2019; 4--7 PM; Military Wedding, Historic Popular Lawn Park, 351 South Sycamore Street, Petersburg VA 23803
2. Color Guard w/ Soloist & Honor Guard; Wednesday, 23 May 2019, 5-7 PM, Richmond Adult Technical Ctr Graduation Ceremony, Huguenot High School, 7945 Forest Hill Ave, Richmond
3. Color Guard w/ Soloist; Friday, 24 May 2019, 2-4 PM, U. S. Post Office Memorial Day Service; 5801 Technology Blvd, Sandston, VA,
4. Color Guard w/ Soloist; Saturday, 1 June 2019, 4:30 PM-6:30 PM; Memorial Day Ceremony, 2220 Chamberlayne Ave, Richmond, VA 23222
5. Color Guard w/ Soloist; Saturday, 8 June 2019, 1100 AM -1230 PM; RVA East End Day Ceremony, Chimborazo Park, Church Hill, Richmond, VA 23223
6. Honor Guard (Sabre Team) & Color Guard: 12 June 2019, 1:00 - 3:00 PM Franklin Military Academy Graduation, Altria Theater, 6 N Laurel St, Richmond, VA 23220
7. Color Guard w/ Soloist; Saturday, 15 June 2019, 6:00 PM-7:30 PM; Blackwell Elementary School Reunion, 1021 Koger Center Blvd (Midlothian Turnpike), Richmond, VA 23235
8. Valedictorian Luncheon Science Museum, Date, Time and Location to be Determined.
42 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Happy Birthday Month Of May
May 17th – Dr. Clara Bannister
43 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Weekly Schedule Weekly Schedule May 13th-May 17th
Monday- Team will provide services to those students with disabilities Tuesday-Team will provide services to those students with disabilities Wednesday- Team will provide services to those students with disabilities Thursday-Team will provide services to those students with disabilities Friday - Team will provide services to those students with disabilities
TIPS OF THE WEEK
10 Strategies to Help Students Focus Classrooms are busy places! A student’s visual focus and attention can dart around the room due to the many distractions. Other students, teachers, doors opening, windows, lights, bulletin boards, whiteboards, computer screens, the list goes on and on of what can disrupt students’ visual focus and attention. Here are 10 strategies to help students focus in the classroom:
1. Reduce visual distractions in the room such as pictures on walls, mobiles or hanging objects. Research indicates that children in highly decorated classrooms are more distracted, spend more time off-task and demonstrated smaller learning gains than when the decorations were removed. Read more here. 2. Modify worksheets by reducing non-essential visual stimuli. When a teacher makes copies of a worksheet, try covering up and pictures, fancy borders etc. to reduce visual clutter. 3. Provide only one task or assignment at a time. If a student has to complete 3 sections on a worksheet, try cutting up the paper into three different parts. Or place the paper in a folder and cut the folder into thirds. Open up one section at a time to complete the work. 4. Use preferential seating. For example, seat the student close to the front of the room to reduce distractions of other students. 5. Use contrasting colors to increase visual focus. For example, use yellow chalk on the blackboard or color code outlines. 6. Cover up shelving with games, materials, etc. with a sheet. This is a great technique in early elementary classrooms. There can be many temptations to want to play or touch other materials in the classroom. If the student can not see them, the visual distraction is reduced. 7. Use natural sunlight or lamps instead of fluorescent lighting.
44 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
8. The teacher can modify his/her own actions and behaviors to increase focus. For example, the teacher can stay in one location without visual clutter behind his/her while they teach. 9. Vary the type of lessons by using a multisensory approach. It may be easier for some students to visually focus during kinesthetic lessons versus auditory. 10. PRACTICE. Visual focus and attention can improve through practice. Work on sustaining visual focus for longer periods of time. Read 10 Sensory Quick Fixes to Increase Attention Span.
Test Anxiety, Counseling Services, University at Buffalo, State University of New York Virtual Handouts: Test Anxiety, University Counseling Center, George Washington University
45 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Food Allergy Notification Dear Teachers of Franklin Military Academy: We are committed to providing a safe and welcoming environment for all students at our school. Please be aware that a student in your class has a severe allergy to seafood and nuts. Please be sure to not give seafood, nuts, eggs and tomatoes to any student in your class. Below are some guidelines that will help to limit exposure to food allergens for at risk students, and avoid an occurrence of an allergic reaction at school. - Maintain a strict “no food sharing” or “no food trading” rule. - Post the notification in classroom so everyone that enters the room can see. - Refrain from handling any products that contain(s) these ingredients to any extent in the classroom setting, and NEVER give out any item that does not contain an ingredient label. - Encouraging hand washing after food handling and eating. Liquid soap, bar soap, and sanitizing wipes effectively clean hands of potential allergens, but antibacterial sanitizing gels do not. - Wash surfaces after food is eaten or used. Commercial wipes and spray cleaners are most effective at removing peanut protein from tables and other surfaces. - Using nonfood items for classroom projects, academic rewards, and classroom celebrations. - Encouraging packaged food items with ingredient labels, as opposed to home-baked goods. - Avoiding modeling clay, paper mâché, crayons, soaps, and other materials that may contain allergens. - Keeping “safe snacks” in the classroom for unplanned events, along with safe, nonperishable meals in case lunch is compromised or in the event of a shelter-in-place emergency or evacuation to another location. - Provide safe snacks for the entire class so that students with allergies can eat what everyone else does. - Have students store their lunches in specific locations. - Include ‘classroom parent” to have an advanced notice of planned activities that may involve food. - Ask parents to be invited to class events such as field trips so that you can help the teacher monitor your child’s exposure to food allergens. - Make sure that a copy of the student’s Food Allergy & Anaphylaxis Emergency Care Plan is available for substitute teachers.
Sincerely,
D. Claiborne 504 Plan Building Manager
46 Franklin MilitaryFranklin Academy Military Academy Office of The Principal th 701th North 37 Street RICHMOND PUBLIC SCHOOLS 701North Richmond, 37 Street Virginia 23223 Richmond, Virginia 23223 (804) 780-8526 faxTelephone (804) 780-8054 (804) 780-8526 Fax (804) 780-8054
PROCEED CAUTIOUSLY! THERE IS A STUDENT IN THIS CLASSROOM WITH SEVERE FOOD ALLERGIES TO THE FOLLOWING FOOD(S):
PEANUTS, TREE NUTS, SMELL OF FISH,
SHELL FISH, EGGS, AND TOMATOES
47 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Dear Parents/Guardians of Franklin Students:
We are committed to providing a safe and welcoming environment for all of the children in our school. While some allergic reactions can be mild, many students with severe food allergies experience serious, potentially, life threatening symptoms to eating (and in some cases touching and smelling) the food that they are allergic to. To reduce the chance of this occurring, we are asking that you do not send any nut or fish containing products to school with your child that will be eaten in the classroom. Additionally, if your child has nuts or fish before coming to school, please be sure your child’s face and hands have been thoroughly washed before entering the building. Please Contact me if you have any questions. Sincerely,
D. Claiborne 504 Plan Building Manager
48 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
WEEKLY AGENDA
May 13, 2019 incipient Definition
: beginning to come into being or to become apparent Did You Know?
A good starting point for any investigation of incipient is the Latin verb incipere, which means "to begin." Incipientemerged in English in the 17th century, appearing in both religious and scientific contexts, as in "incipient grace" and "incipient putrefaction." Later came the genesis of two related nouns, incipiency and incipience, both of which are synonymous with beginning. Incipere also stands at the beginning of the words inception ("an act, process, or instance of beginning") and incipit, a term that literally means "it begins" and which was used for the opening words of a medieval text. Incipere itself derives from another Latin verb, capere, which means "to take" or "to seize."
49 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Nurse Schedule Randa Elswick, LPN: Bellevue Elementary Mon., Tues. 8:45am – 4:00pm Franklin Military Academy Wed., Thurs., Fri 7:45am – 3:00pm
Veronica Henson, NA: Franklin Military Academy Mon., Tues. 7:45am – 3:00pm Bellevue Elementary Wed., Tues., Wed. 8:45am – 4:00pm
50 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
April 26, 2019 Dear RPS Parent/Caregiver: In May, your child will begin taking Standards of Learning (SOL) tests. As in previous years, the Virginia Department of Education is permitting school districts to offer students in grades 3 - 8 an opportunity to retake the SOL test. Students who are passing their class, but score from 375 - 399 (400 is the score required to pass) on the SOL are eligible to retake the test. RPS will provide tutoring sessions at
It is important to note that participation in the expedited retake is completely voluntary. Your choice will have no effect on your student’s course grade or his/her movement to the next grade level. If you have any questions or concerns about the program, please feel free to contact your child’s principal.
If you wish to have your child participate in an SOL expedited retake, should he/she meet the eligibility criteria, your consent is required per Virginia Department of Education policy. Please sign below and return this letter to your child’s school by Friday, May 10th. You may disregard this letter if you do not want your child to participate.
If your child qualifies for this opportunity and you have provided your permission, your child’s school will follow up with information regarding the dates for retesting.
Thank you for your support of Richmond Public Schools. Sincerely, Dr. Tracy Epp Chief Academic Officer
_____ I give permission for my child to sit for an Expedited Retake for any test for which he/she may qualify.
PARENT SIGNATURE PRINT NAME
PRINT STUDENT NAME DATE
51 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
26 de abril de 2019 Estimado/a padre/madre o cuidador de alumnos de RPS: En mayo, su hijo comenzará a realizar las pruebas de estándares de aprendizaje (SOL en inglés). Como en años anteriores, el Departamento de Educación de Virginia permite que los distritos escolares ofrezcan a los alumnos de los grados 3.° a 8.° la posibilidad de volver a realizar la prueba SOL. Los alumnos que pasan de curso, pero que obtuvieron una puntuación de 375 - 399 (se aprueba con un puntaje de 400) en la prueba SOL son elegibles hacer una recuperación de la prueba. RPS brindará apoyo escolar
Es importante notar que la participación en la recuperación acelerada es completamente voluntaria. Lo que elija hacer no afectará la calificación del curso del alumno ni su paso al siguiente nivel. Si tiene preguntas o inquietudes sobre el programa, no dude en ponerse en contacto con el director de su hijo.
Si desea que su hijo participe de la recuperación acelerada de SOL, en el caso de que cumpla los requisitos, es necesario contar con su consentimiento según lo estipulado por las políticas del Departamento de Educación de Virginia. Firme a continuación y devuelva esta carta a la escuela de su hijo hasta el día viernes 10 de mayo. Si no desea que su hijo participe, puede pasar por alto esta carta.
Si su hijo cumple los requisitos para esta posibilidad y usted ha brindado su permiso, a continuación la escuela de su hijo le brindará la información relacionada con las fechas para la reevaluación.
Gracias por su apoyo a Richmond Public Schools. Atentamente. Dr. Tracy Epp Director general académico
Mediante la presente autorizo a que mi hijo rinda la recuperación acelerada de cualquier prueba para la que califique.
FIRMA DE PADRE/MADRE NOMBRE EN IMPRENTA
NOMBRE EN IMPRENTA DEL ALUMNO FECHA
52 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
From Dr. J. Smith’s Schedule Monday Observations- Monitoring Testing Tuesday CSIT- Monitoring Testing Wednesday Observations- Testing Thursday Attendance- Observations Friday Observations
• Students who are still testing by lunchtime may be given a lunch break. • All breaks must be supervised, and test security must be maintained at all times during the break. • The student must not be allowed to discuss the test or course content in any way with anyone. • The student must not have access to any educational materials or electronic devices during the break, and must not disrupt other students who are continuing to test. • The student’s test materials must not be accessible or viewable to other students. • Student breaks must not be planned, unless the accommodation is stipulated in the student’s IEP, 504 Plan, or EL Assessment Participation Plan.
From Col. Day Guest:
Mr. Chou from the University of Richmond will be at Franklin Military Academy during lunch to discuss, with interested seniors, ROTC Scholarship Opportunities. These opportunities are running out, he will be in the Media Center from 11:30-1200. Please be there on time, Thank- You.
Military Events and Activities for the Week: N/A
Upcoming Events:
• Franklin Military Academy’s JROTC Awards Day Program will take place on 30 May 2019 at 1800 at Franklin Military’s Auditorium. Sorry for any inconvenience this may have caused you. Thank-you for your patience.
53 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
• 12 June 2019 Senior Graduation
• 14 June 2019 Last Day of School
• 23-29 June 2019 JCLC Fort A.P. Hill
UP COMING COLOR GUARD EVENTS
9. Honor Guard (Sabre Team); Friday, 17 May 2019; 4--7 PM; Military Wedding, Historic Popular Lawn Park, 351 South Sycamore Street, Petersburg VA 23803
10. Color Guard w/ Soloist & Honor Guard; Wednesday, 23 May 2019, 5-7 PM, Richmond Adult Technical Ctr Graduation Ceremony, Huguenot High School, 7945 Forest Hill Ave, Richmond
11. Color Guard w/ Soloist; Friday, 24 May 2019, 2-4 PM, U. S. Post Office Memorial Day Service; 5801 Technology Blvd, Sandston, VA,
12. Color Guard Event 30 May 2019; 1800, Franklin Military Acadmey Award’s Day Program 701 N37th Street, Richmond, Va. 23223.
13. Color Guard w/ Soloist; Saturday, 1 June 2019, 4:30 PM-6:30 PM; Memorial Day Ceremony, 2220 Chamberlain Ave, Richmond, VA 23222
14. Color Guard w/ Soloist; Saturday, 8 June 2019, 1100 AM -1230 PM; RVA East End Day Ceremony, Chimborazo Park, Church Hill, Richmond, VA 23223
15. Honor Guard (Sabre Team) & Color Guard: 12 June 2019, 1:00 - 3:00 PM Franklin Military Academy Graduation, Altria Theater, 6 N Laurel St, Richmond, VA 23220
16. Color Guard w/ Soloist; Saturday, 15 June 2019, 6:00 PM-7:30 PM; Blackwell Elementary School Reunion, 1021 Koger Center Blvd (Midlothian Turnpike), Richmond, VA 23235
17. Valedictorian Luncheon Science Museum, Date, Time and Location to be Determined.
54 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Celebrations
• National ACT-SO Competition — Congratulations to the winners of the Academic, Cultural, Technological and Scientific Olympics! The NAACP’s Afro-Academic, Cultural, Technological and Scientific Olympics (ACT-SO) is a yearlong achievement program designed to recruit, stimulate, and encourage high academic and cultural achievement among African-American high school students. These students will represent Richmond Public Schools in the National ACT-SO Competition in Detorit, MI this July.
My'Asia Goode | Open High 1st place (Gold) Drawing Heaven Cannady | Open High 1st place (Gold) Contemporary Singing Jaydn Colden | Frankin Military School 1st place (Gold) Oratory 1st place (Gold) Photography Christopher Oliver | Thomas Jefferson 1st place (Gold) Poetry Performance Toni Brown | George Wythe 1st place (Gold) Contemporary Dance
55 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
56 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy Afterschool Activity Attendance (Roll must be typed with students’ names listed by afterschool instructor. Do not allow students to take attendance due to accuracy and legalities of supervision of students. Thanks for your cooperation in this safety matter. Turn form into office after extended day activity. ) Teacher Name Date Room/Location Type of Activity
Students’ Name Parent’s Pickup Signature Telephone Make sure person picking student up is authorized. Check ID of person picking up student.
57 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Upcoming Field Trips – Make sure you check to see if your trip has been scheduled.
Students will have an opportunity to take their physicals 5/15/2019 Assessment Calendar MIDDLE: May 13 EOC Math (Algebra/Geometry) May 14 EOC History May 15 EOC Science May 16 May 17 EOC Makeup May 20 Math 8 May 21 Math 7 May 22 Math 6 May 23 Reading 8 May 24 Reading 7 May 28 Remediation/make-up day May 29 Reading 6 May 30 History (Civics/Economics)/ Remediation/make-up day May 31 Grade 8 Science HIGH: May 4 SAT May 6 June 7 RTC Course & Specific Industry Certification May 6 June 12 W!SE & MOS Cert. Retest May 13 May 17 EOC Term Grads ONLY May 20 May 21 EOC First Time Testers (Reading) and Retesters May 22 May 24 EOC First Time Testers (Science) and Retesters May 29 May 31 EOC First Time Testers (Math) and Retesters June 3 June 5 EOC First Time Testers (History) and Retesters
58 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
59 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Summer Teachers Institute 2019 June 23-28, 2019
The Teachers in the Movement Project (TIM) at the University of Virginia (UVA) will convene a Summer Teachers Institute from June 23-28, 2019. This professional development opportunity will provide background knowledge on the relationship between the Civil Rights Movement and education through readings, lectures, teacher panels, group discussions, and a field trip. The institute will also offer instruction in oral history methods and primary source research using UVA’s Small Special Collections. The workshop will also address the challenges of teaching “difficult history.”
Upon completion teachers will possess a deeper understanding of the relationship between civil rights struggles and education and will be better equipped to engage their own students in oral history methods and primary source research. Each teacher will also contribute either a blog post and/or lesson plan that will be featured on the TIM website. We encourage upper elementary school teachers and secondary English and social studies teachers to apply for this opportunity. All participants will receive daily meals, professional development credit, a stipend, and the chance to collaborate with other teachers and scholars.
If you have any questions, please feel free to contact Danielle Wingfield-Smith via email ([email protected]) or by phone at 757-602-0269. Applications are due by May 24, 2019. All applicants will be notified by June 1, 2019. To apply for the institute, please visit teachersinthemovement.com or the access the application here https://goo.gl/forms/EbguFufbH758pgl13.
60 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
TO: Staff FROM: David A. Hudson RE: Teacher of the Year DATE: May 13, 2019
Review of Criteria:
The individual must possess a current Virginia teaching license, with three years in Richmond
Public Schools. Teachers holding provisional licenses are not eligible to participate in the program.
The candidate should be a dedicated, knowledgeable, skilled teacher in pre-kindergarten through grade twelve, and should be planning to continue in an active teaching status. No teaching areas are excluded from participating. The program is open to library-media specialists, technology specialists, guidance counselors, and reading specialists. Candidates who accept administrative or supervisory positions during the process will have to withdraw because they will no longer be eligible.
Numerous criteria are used to evaluate the nominees, but the most important is the ability to inspire the love of learning in students of all backgrounds and abilities. Other considerations include the following (developed by the Council of Chief State School Officers):
• Ability and willingness to work cooperatively with fellow professionals • Have the respect and admiration of students, parents and colleagues • Willingness to devote time to activities that result in improved instruction • Ability to work effectively with the community • Desire to remain up-to-date on current educational theories and practices • Ability and willingness to make contributions to the field of education • Ability to initiate and demonstrate innovative practices
Teachers, please check a name and bring your ballot to professional development Thursday. Elective teachers, second teachers, and other staff will place the ballot in my mailbox no later than Thursday, May 30, 2019, at 12:00 noon. If there are any questions or concerns, please see me. Thanks for your assistance in this endeavor.
61 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Sample Ballot – A Color Ballot Will Be Place In Your Mailbox Please Let Me Know If Your Name Is Not On Ballot DUE MAY 30, 2019 SAMPLE BALLOT
Teacher Andrea Stewart Andrew Giffin Brian Taylor Carlton Day Clara Bannister Daniella White David Corey Denise Claiborne Jonathan Ashe Elaine Johnson-Macon Frederick Matthews Gary McCray Travis Richardson John Barclay John Nunez Jonathan Metcalf Jose' Pomier May Simon Kathryn Braaten Kathy Paschall Kelvin Gilliam Leon Thornton Matthew Wester Megan Scott Kristina Mitchell Naiia Smith Nikitria Walker Norman Marshall Robin Williams Sandra Haywood-Jones Shanice Clarke Special Loney Theodore Dubinsky Tiffanei Terrell William Watson Zonita James
62 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Gilbert Carter Ernest Swan
The RPS Pupil Transportation and Fleet Management department has approved May 31, 2019, as the last day for all field trips with the exception of high school senior activities and moving-on ceremonies.
• Classroom Observation – Make sure plans are located in an area of your classroom so the instruction will not be disturbed by the observer. – Make sure you are teaching cadets, and lesson plans should be what you are teaching. Make sure you are using the Virginia Department of Education Curriculum, and you are pacing your lessons. • If you are sponsoring or keeping cadets after school, make sure you do not release them until an announcement is made. Make sure you walk them to the cafeteria and make sure they are supervised. • Make sure you are signing in and out of RAPTOR. Make sure you are working 8 hours a day. If you have breakfast duty, make sure you are in the cafeteria at 7:15 a.m. • Make sure guests are placed on the Google Docs • Do not leave your class unattended when you have students. If you need to step out, please contact the office so someone can supervise your class. • Make sure students are preparing for spring assessments. We only have a month to prepare students. If students are in remedial classes, I need for teachers to make sure they are reaching out to core classes (math & reading) to assist teachers with students grasping the information they haven't mastered. Make sure students are not engaged in recreation activities that do not go with a learning objective.
In according with testing policies, during testing, a break is permissible for any student who requires one. The following rules apply:
• Students who are still testing by lunchtime may be given a lunch break. • All breaks must be supervised, and test security must be maintained at all times during the break. • The student must not be allowed to discuss the test or course content in any way with anyone. • The student must not have access to any educational materials or electronic devices during the break, and must not disrupt other students who are continuing to test. • The student’s test materials must not be accessible or viewable to other students. • Student breaks must not be planned, unless the accommodation is stipulated in the student’s IEP, 504 Plan, or EL Assessment Participation Plan. • US Senate Page Program (High Schools) Deadline June 15 − U.S. Senator Mark R. Warner invites Virginia high school students to consider applying for the United States Senate Page Program. Senate Pages play an important role in the day-to-day operations of the Senate; their primary responsibility involves supporting Senators in the Senate Chamber when Congress is in session. Please see this flyerfor more information. If you have any questions about the Senate Page Program, you may direct them to Patricia Asher, [email protected], o by calling 202.224.8062.
63 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Monday, May 13 2019 • Nurse On Duty – Veronica Henson, NA: Goal Meetings - Teachers, start working on your goal. The meetings will take place in a few weeks. . Goal meetings will include -Goals -Final Evaluation -Certification • ITRT at Franklin Military Academy – Mr. Wenberg • Administration Meeting – 8:00 a.m. • Secretary meeting - 845 a.m. • Mr. Wenberg at Franklin Military Academy • Testing EOC Math (Algebra/Geometry) • Awards Meeting with Col. Day 2:00 p.m. • Ms. Ward will call staff to set up a time for Goal Meetings - . Goal meetings will include -Goals -Final Evaluation -Certification
Tuesday, May 14, 2019
• Nurse On Duty – Veronica Henson, NA: • ITRT at Franklin Military Academy – Mr. Wenberg Goal Meetings - Teachers, start working on your goal. The meetings will take place in a few weeks. . Goal meetings will include -Goals -Final Evaluation -Certification
• EOC History Testing
Wednesday, May 15, 2019
• Nurse On Duty – Randa Elswick, LPN • Testing EOC Science • JUNIOR CLASS MEETING DURING FORMATION
Thursday, May 16, 2019
64 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
• Nurse On Duty – Randa Elswick, LPN • Supply List due To MS. WARD • Middle School Honor Society Assembly – High School Classes are not invited – Students that are being inducted MUST attend however, this is not a required assembly. If you are preparing for SOL or students are being tutord, please do not attend. 12:45 p.m. – Auditorium • RPS Teacher Store Shopping Night − The RPS Teacher Store is the hub for RPS teachers, instructional assistants, and school administrators to collect donated school supplies and materials at no cost. Items available include general school supplies, classroom decorations, and arts & craft materials. The next Shopping Night will be on next Thursday, May 16, 4:30 - 6:00 pm at the former Norrell Elementary School (2120 Fendall Avenue, Richmond, VA 23222). We look forward to seeing you there!
Friday, May 17, 2019 • Nurse On Duty – Randa Elswick, LPN • Goal Meetings - Teachers, start working on your goal. The meetings will take place in a few weeks. • ITRT at Franklin Military Academy – Mr. Wenberg
65 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy Bi-Weekly Assessment Data Analysis
Dates:______
Teacher:______Room #______Grade______
Subject # Tested NAMES of students NAMES of NAMES of Number of SOL # scoring Students scoring Students scoring Students Essential 0%-60% 61%-69% 70%-79% scoring 80% or Knowledge &Skills above LANGUAGE ARTS
TOTALS
AMO DATA (#Passing /Total #)) TOTAL Black Disadvantaged Disability Hispanic ELL LA / / / / / /
English Target My Pass AMO Met? AMO Rate Yes/no ALL students 85% Gap Group 1 (SPED+Diadvantaged+ELL): 76% Gap Group 2 (Black Students) 76% Gap Group 3 (Hispanic Students) 80%
66 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy Bi-Weekly Assessment Data Analysis
Dates:______
Teacher:______Room #______Grade______
Subject # Tested NAMES of students NAMES of NAMES of Number of SOL # scoring Students scoring Students scoring Students Essential 0%-60% 61%-69% 70%-79% scoring 80% or Knowledge &Skills above MATH
TOTALS AMO DATA (#Passing /Total #) TOTAL Black Disadvantaged Disability Hispanic ELL MATH / / / / / /
Target My Pass AMO Met? AMO Rate Yes/no ALL students 66% Gap Group 1 57% (SPED+Diadvantaged+ELL): Gap Group 2 (Black Students) 56% Gap Group 3 (Hispanic Students) 60%
67 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Franklin Military Academy Bi-Weekly Assessment Data Analysis Dates:______
Teacher:______Room #______Grade______
Subject # NAMES of NAMES of NAMES of Number of SOL # Tested students Students Students Students Essential scoring scoring scoring scoring Knowledge & 0%-60% 61%-69% 70%-79% 80% or Skills above SCIENCE
TOTALS SOCIAL STUDIES
TOTALS
Remediation Plan:
68 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
BLOOM’S TAXONOMY
Bloom’s Taxonomy Action Verbs Bloom’s Taxonomy Action Verbs Level DefinitionDefinition SampleSample verbs verbs Sample behaviorsSample behaviors
StudentStudent recalls recalls or or arrangearrange identifyidentify memorizememorize recognize recognize The student willThe define student will define recognizesrecognizes information, information, reproduce reproduce definedefine label label name name relate relate the 6 levels of theBloom's 6 levels of Bloom's ideas,ideas, and and principles principles in the in the select select KNOWLEDGE describedescribe list list order order recall recall taxonomy of thetaxonomy of the approximateapproximate form form in which in which state state duplicateduplicate match match outline outline repeat repeat cognitive domain.cognitive domain. theythey were were learned. learned. convert explain convert express explain defend express infer rewrite Student translates, summarize defend extend infer rewriteThe student will explain Student translates, summarize describe extend locate review The student will explain comprehends, or paraphrase describe generalized locate reviewthe purpose of Bloom's COMPREHENSION comprehends, or paraphrase discuss generalizedparaphrase select the purpose of Bloom's COMPREHENSION interprets information describe discuss give example(s) paraphrase selecttaxonomy of the interprets information describe distinguish give example(s)predict summarize taxonomy of the based on prior learning. illustrate distinguish identify predict summarizecognitive domain. based on prior learning. illustrate estimate identify Recognize translate cognitive domain. classify estimate indicate Recognize translate classify explain indicate explain apply use employ practice Student selects, transfers, changeapply show The student will compute illustrate predict and uses data and use choose employ practice sketch write an instructional Student selects, transfers,solve change interpret prepare show The student will APPLICATION principles to complete a compute compute illustrate predict solve objective for each and uses data and demonstrate choose manipulate produce sketch write an instructional problem or task with a solve demonstrate interpret prepare use level of Bloom's APPLICATION principles to complete a apply compute modify relate solve objective for each minimum of direction. demonstrate discover manipulate producewrite taxonomy. problem or task with a construct demonstrateoperate schedule use level of Bloom's apply dramatize modify relate minimum of direction. discover write taxonomy. analyzeconstruct change employ operate practice schedule Student distinguishes, dramatize show categorize discover illustrate predict The student will classifies, and relates the sketch compareanalyze choosechange interpretemploy prepare practice compare and contrast ANALYSIS assumptions,Student distinguishes, hypotheses, solve show contrastcategorize computediscover manipulateillustrate produce predict the cognitive andThe student will evidence,classifies, or structureand relates of a the use sketch separatecompare demonstratechoose modify interpret relate prepare affective domains.compare and contrast ANALYSIS statementassumptions, or question hypotheses, write solve applycontrast dramatizecompute operate manipulateschedule produce the cognitive and evidence, or structure of a use separate demonstrate modify relate The student willaffective domains. statement or question create categorize design write apply dramatize operate prepare schedulerewrite design a classification Student originates, design collect develop rearrange set up scheme for writing integrates, and combines hypothesize combine devise The student will create categorize design reconstruct summarize educational objectives SYNTHESIS ideas into a product, plan invent comply explain prepare rewrite design a classification Student originates, design collect develop relate synthesize that combines the or proposal that is new develop compose formulate rearrange set up scheme for writing integrates, and combines hypothesize combine devise reorganize tell cognitive, affective, to him or her. arrange construct generate reconstruct summarize educational objectives SYNTHESIS ideas into a product, plan invent comply explain revise write and psychomotor assemble create plan relate synthesize that combines the or proposal that is new develop compose formulate domains. reorganize tell cognitive, affective, to him or her. Judgearrange Assess construct Defend generate Judge Rate The student will Student appraises, Recommend Attach Describe revise write and psychomotor assemble create plan Justify Select judge the effective‐ assesses, or critiques on a Critique Choose Discriminate domains. EVALUATION Interpret Summarize ness of writing basis of specific standards JustifyJudge CompareAssess Estimate Defend Relate Judge Support Rate objectives usingThe student will andStudent criteria. appraises, AppraiseRecommend ConcludeAttach Evaluate Describe Predict Justify Value SelectBloom's taxonomy.judge the effective‐ assesses, or critiques on aArgue Critique ContrastChoose Explain Discriminate EVALUATION Interpret Summarize ness of writing basis of specific standards Justify Compare Estimate Relate Support objectives using and criteria. Appraise Conclude Evaluate Reference: http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html Predict Value Bloom's taxonomy. Argue Contrast Explain
Reference: http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
69 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Custodian Schedule WORK SCHEDULE Duty Time 9:00am Clock in. Check bathrooms, hallways and stairwells.
10:00am Check bathrooms. Run hallway prn. Police grounds. Check windows and on top of lockers. 11:00am Everyone in lunchroom – sweep, mop, trash prn.
12:00pm Everyone in lunchroom – sweep, mop, trash prn.
1:00pm Personal Lunch Time
2:00pm Closets stocked with supplies. Check hallways, steps and bathrooms. 3:00pm Classrooms, cleaning bathrooms, running hallways, trash removal. 4:00pm Classrooms, cleaning bathrooms, running hallways, trash removal. 5:00pm Secure building. Clock out.
70 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Military Instruction Flag Detail: Bravo Company
Flag Detail: Charlie Company
What Military Objectives will be covered next week? How will the Standards of Learning be assessed? (example 6.12 – measurement)
MAJ Stewart Life Skills Training, Current News, Review of Air Force Drill and Ceremonies & Rank and Structure. Test Taking Skills SFC Gilliam Life Skills / Math Tutoring for SOLs SSG McCray Piloting the new Curriculum Manager for the Army / Preppinf for Final Exam / Military History-Geography / Building a Portfolio/ Writing and typing a Resume' Writing and typing Goal Sheets SFC Thornton Piloting the new Curriculum Manager for the Army / Cade Portfolio / Prepping for Final Exam COL Day Piloting the new Curriculum Manager for the Army / Prepping for Final Exam / Newsela Articles / Organized Physical Fitness
WE ARE CURRENTLY IN REVIEW Language Arts
th 6 Grade Language Arts Communication and Multimodal Literacies 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Describe cause and effect relationships and their impact on plot. c) Explain how an author uses character development to drive conflict and resolution. d) Differentiate between first and third person point-of-view. e) Describe how word choice and imagery contribute to the meaning of a text. f) Draw conclusions and make inferences using the text for support. g) Identify the characteristics of a variety of genres. h) Identify and analyze the author’s use of figurative language. i) Compare/contrast details in literary and informational nonfiction texts. j) Identify transitional words and phrases that signal an author’s organizational pattern. k) Use reading strategies to monitor comprehension throughout the reading process.
71 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Skim materials using text features such as type, headings, and graphics to predict and categorize information. b) Identify main idea. c) Summarize supporting details. d) Create an objective summary including main idea and supporting details. e) Draw conclusions and make inferences based on explicit and implied information. f) Identify the author’s organizational pattern(s). g) Identify transitional words and phrases that signal an author’s organizational pattern. h) Differentiate between fact and opinion. i) Identify cause and effect relationships. j) Analyze ideas within and between selections providing textual evidence. k) Use reading strategies to monitor comprehension throughout the reading process.
7th Grade Language Arts
Reading 7.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, affixes, synonyms, and antonyms to expand vocabulary. c) Identify and analyze the construction and impact of figurative language. d) Identify connotations. e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Use word-reference materials to determine meanings and etymology. g) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry, and drama. a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other. b) Identify and explain the theme(s). c) Identify cause and effect relationships and their impact on plot. d) Differentiate between first and third person point-of-view. e) Identify elements and characteristics of a variety of genres. f) Compare and contrast various forms and genres of fictional text. g) Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style. h) Compare/contrast details in literary and informational nonfiction texts. i) Make inferences and draw conclusions based on the text. j) Use reading strategies to monitor comprehension throughout the reading process.
72 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Skim materials using text features including type, headings, and graphics to predict and categorize information. b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. c) Make inferences and draw logical conclusions using explicit and implied textual evidence. d) Differentiate between fact and opinion. e) Identify the source, viewpoint, and purpose of texts. f) Describe how word choice and language structure convey an author’s viewpoint. g) Identify the main idea. h) Summarize text identifying supporting details. i) Create an objective summary including main idea and supporting details. j) Identify cause and effect relationships. k) Organize and synthesize information for use in written and other formats. l) Analyze ideas within and between selections providing textual evidence. m) Use reading strategies to monitor comprehension throughout the reading process.
8th Grade Language Arts - SOL Test 8.4 The student will apply knowledge of word origins, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze the construction and impact of an author’s use of figurative language. b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words and technical vocabulary. d) Identify the meaning of common idioms. e) Use word-reference materials to determine meanings and etymology. f) Discriminate between connotative and denotative meanings and interpret the connotation. g) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 8.5 The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama. a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning. b) Identify cause and effect relationships and their impact on plot. c) Explain the development of the theme(s). d) Explain the use of symbols and figurative language. e) Make inferences and draw conclusions based on explicit and implied information using references to the text for support. f) Identify and analyze characteristics within a variety of genres.
73 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
g) Compare/contrast details in literary and informational nonfiction texts. h) Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. i) Compare and contrast authors’ styles. j) Use reading strategies to monitor comprehension throughout the reading process. 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. b) Apply knowledge of text features and organizational patterns to analyze selections. c) Skim materials to develop an overview or locate information. d) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. e) Analyze the author’s qualifications, viewpoint, word choice, and impact. f) Analyze details for relevance and accuracy. g) Differentiate between fact and opinion. h) Identify the main idea. i) Summarize the text identifying supporting details. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and other formats. s 9th Grade Language Arts 9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary nonfiction, poetry, and drama. a) Identify the characteristics that distinguish literary forms. b) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. c) Interpret how themes are connected across texts. d) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion. e) Analyze the cultural or social function of a literary text. f) Explain the relationship between the author’s style and literary effect. g) Explain the influence of historical context on the form, style, and point of view of a written work. h) Compare and contrast authors’ use of literary elements within a variety of genres. i) Analyze how the author’s specific word choices and syntax impact the author’s purpose. j) Make inferences and draw conclusions using references from the text(s) for support. k) Compare/contrast details in literary and informational nonfiction texts. l) Use reading strategies to monitor comprehension throughout the reading process. 10th Grade Language Arts
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Reading 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, and antonyms, to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Explain the meaning of common idioms. e) Explain the meaning of literary and classical allusions and figurative language in text. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Make inferences and draw conclusions using references from the text(s) for support. b) Analyze the similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. c) Interpret the cultural or social function of world and ethnic literature. d) Analyze universal themes prevalent in the literature of different cultures. e) Examine a literary selection from several critical perspectives. f) Critique how authors use key literary elements to contribute to meaning including, character development, theme, conflict, and archetypes. g) Interpret how themes are connected within and across texts. h) Explain the influence of historical context on the form, style, and point of view of a literary text(s). i) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text. j) Compare/contrast details in literary and informational nonfiction texts. k) Compare and contrast how literary devices convey a message and elicit a reader’s emotions. l) Compare and contrast character development in a play to characterization in other literary forms. m) Use reading strategies to monitor comprehension throughout the reading process. 10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic with an emphasis on persuasion and analysis. a) Engage in writing as a recursive process. b) Plan and organize writing to address a specific audience and purpose. c) Adjust writing content, technique, and voice for a variety of audiences and purposes. d) Communicate clearly the purpose of the writing using a thesis statement. e) Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style. f) Compose a thesis statement for persuasive writing that advocates a position. g) Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
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h) Identify counterclaims and provide counter - arguments. i) Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented. j) Blend multiple forms of writing including embedding a narrative to produce effective essays. k) Elaborate ideas clearly through word choice. l) Use textual evidence to compare and contrast multiple texts. m) Revise writing for clarity of content, accuracy, and depth of information. n) Write and revise to a standard acceptable both in the workplace and in postsecondary education. 10.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English. a) Use parallel structure across sentences and paragraphs. b) Use complex sentence structure to infuse sentence variety in writing. c) Distinguish between active and passive voice. d) Use colons correctly. e) Analyze the writing of others and suggest how writing might be improved.
11th Grade Language Arts – SOL Test Reading 11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Explain the meaning of common idioms. e) Explain the meaning of literary and classical allusions and figurative language in text. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Interpret the social or cultural function of American literature. e) Analyze how context and language structures convey an author’s intent and viewpoint. f) Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts .
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g) Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses. h) Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose. i) Analyze the use of dramatic conventions in American literature. j) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s). k) Compare/contrast literary and informational nonfiction texts. 11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing. a) Apply information from texts to clarify understanding of concepts. b) Read and correctly interpret an application for employment, workplace documents, or an application for college admission. c) Analyze technical writing for clarity. d) Paraphrase and synthesize ideas within and between texts. e) Draw conclusions and make inferences on explicit and implied information using textual support. f) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions. g) Analyze false premises, claims, counterclaims, and other evidence in persuasive writing. h) Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text. i) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s). 12th Grade Language Arts Writing
Writing 12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation. a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose. b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. c) Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence. d) Blend multiple forms of writing including embedding a narrative to produce effective essays. e) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation. f) Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented. g) Revise writing for clarity of content, depth of information, and technique of presentation.
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h) Write and revise to a standard acceptable both in the workplace and in postsecondary education. i) Write to clearly describe personal qualifications for potential occupational or educational opportunities. 12.7 The student will self- and peer-edit writing for Standard English. a) Use complex sentence structure to infuse sentence variety in writing. b) Edit, proofread, and prepare writing for intended audience and purpose. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.
Research
12.8 The student will write documented research papers.
1. a) Use technology as a tool to research, organize, evaluate, and communicate
information.
2. b) Frame, analyze, and synthesize information to solve problems, answer questions,
and generate new knowledge.
3. c) Critically evaluate the accuracy, quality, and validity of the information. 4. d) Synthesize information to support the thesis and present information in a logical
manner.
5. e) Cite sources for both quoted and paraphrased ideas using a standard method of
documentation, such as that of the Modern Language Association (MLA) or the
American Psychological Association (APA).
6. f) Revise writing for clarity, depth of information, and technique of presentation. 7. g) Edit writing for language, spelling, punctuation, capitalization, syntax, and
paragraphing as appropriate for standard English.
8. h) Define the meaning and consequences of plagiarism and follow ethical and legal
guidelines for gathering and using information.
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6th Grade Mathematics Math Grade Six Number and Number Sense Number and Number Sense 6.1 The student will represent relationships between quantities using ratios, and will use a appropriate notations, such as b , a to b, and a:b. 6.2 The student will a) represent and determine equivalencies among fractions, mixed numbers, decimals, and percents; and b) compare and order positive rational numbers.
6.3 The student will a) identify and represent integers; b) compare and order integers; and c) identify and describe absolute value of integers.
6.4 The student will recognize and represent patterns with whole number exponents and perfect squares. Computation and Estimation 6.5 The student will a) multiply and divide fractions and mixed numbers; b) solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of fractions and mixed numbers; and c) solve multistep practical problems involving addition, subtraction, multiplication, and division of decimals. 6.6 The student will a) add, subtract, multiply, and divide integers; b) solve practical problems involving operations with integers; and c) simplify numerical expressions involving integers. Measurement and Geometry 6.7 The student will a) derive π (pi); b) solve problems, including practical problems, involving circumference and area of a circle; and c) solve problems, including practical problems, involving area and perimeter of triangles and rectangles.
6.8 The student will
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a) identify the components of the coordinate plane; and b) identify the coordinates of a point and graph ordered pairs in a coordinate plane.
6.9 The student will determine congruence of segments, angles, and polygons.
Probability and Statistics 6.10 The student, given a practical situation, will a) represent data in a circle graph; b) make observations and inferences about data represented in a circle graph; and c) compare circle graphs with the same data represented in bar graphs, pictographs, and line plots.
6.11 The student will a) represent the mean of a data set graphically as the balance point; and b) determine the effect on measures of center when a single value of a data set is added, removed, or changed. Patterns, Functions, and Algebra 6.12 The student will a) represent a proportional relationship between two quantities, including those arising from practical situations; b) determine the unit rate of a proportional relationship and use it to find a missing value in a ratio table; c) determine whether a proportional relationship exists between two quantities; and d) make connections between and among representations of a proportional relationship between two quantities using verbal descriptions, ratio tables, and graphs.
6.13 The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable.
6.14 The student will a) represent a practical situation with a linear inequality in one variable; and b) solve one-step linear inequalities in one variable, involving addition or subtraction, and graph the solution on a number line.
7th Grade Mathematics 7.9 The student, given data in a practical situation, will a) represent data in a histogram; b) make observations and inferences about data represented in a histogram; and a) compare histograms with the same data represented in stem-and-leaf plots, line plots, and circle graphs.
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8th Grade Mathematics Number and Number Sense 8.1 The student will compare and order real numbers.
8.2 The student will describe the relationships between the subsets of the real number system.
8.3 The student will a) estimate and determine the two consecutive integers between which a square root lies; and b) determine both the positive and negative square roots of a given perfect square. Computation and Estimation 8. 4 The student will solve practical problems involving consumer applications. Measurement and Geometry 8.5 The student will use the relationships among pairs of angles that are vertical angles, adjacent angles, supplementary angles, and complementary angles to determine the measure of unknown angles.
8.6 The student will a) solve problems, including practical problems, involving volume and surface area of cones and square-based pyramids; and b) describe how changing one measured attribute of a rectangular prism affects the volume and surface area. 8.7 The student will a) given a polygon, apply transformations, to include translations, reflections, and dilations, in the coordinate plane; and b) identify practical applications of transformations.
8.8 The student will construct a three-dimensional model, given the top or bottom, side, and front views.
8.9 The student will a) verify the Pythagorean Theorem; and b) apply the Pythagorean Theorem.
8.10 The student will solve area and perimeter problems, including practical problems, involving composite plane figures. Probability and Statistics 8.11 The student will a) compare and contrast the probability of independent and dependent events; and b) determine probabilities for independent and dependent events.
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8.12 The student will a) represent numerical data in boxplots; b) make observations and inferences about data represented in boxplots; and c) compare and analyze two data sets using boxplots.
8.13 The student will a) represent data in scatterplots; b) make observations about data represented in scatterplots; and c) use a drawing to estimate the line of best fit for data represented in a scatterplot. Patterns, Functions, and Algebra 8.14 The student will a) evaluate an algebraic expression for given replacement values of the variables; and b) simplify algebraic expressions in one variable.
8.15 The student will a) determine whether a given relation is a function; and b) determine the domain and range of a function.
8.16 The student will a) recognize and describe the graph of a linear function with a slope that is positive, negative, or zero; b) identify the slope and y-intercept of a linear function, given a table of values, a graph, or an equation in y = mx + b form; c) determine the independent and dependent variable, given a practical situation modeled by a linear function; d) graph a linear function given the equation in y = mx + b form; and e) make connections between and among representations of a linear function using verbal descriptions, tables, equations, and graphs.
8.17 The student will solve multistep linear equations in one variable with the variable on one or both sides of the equation, including practical problems that require the solution of a multistep linear equation in one variable.
8.18 The student will solve multistep linear inequalities in one variable with the variable on one or both sides of the inequality symbol, including practical problems, and graph the solution on a number line.
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9th Grade Mathematics Algebra I Algebra I Expressions and Operations A.1 The student will a) represent verbal quantitative situations algebraically; and b) evaluate algebraic expressions for given replacement values of the variables.
A.2 The student will perform operations on polynomials, including a) applying the laws of exponents to perform operations on expressions; b) adding, subtracting, multiplying, and dividing polynomials; and c) factoring completely first- and second-degree binomials and trinomials in one variable. A.3 The student will simplify a) square roots of whole numbers and monomial algebraic expressions; b) cube roots of integers; and c) numerical expressions containing square or cube roots. Equations and Inequalities A.4 The student will solve a) multistep linear equations in one variable algebraically; b) quadratic equations in one variable algebraically; c) literal equations for a specified variable; d) systems of two linear equations in two variables algebraically and graphically; and e) practical problems involving equations and systems of equations.
A.5 The student will a) solve multistep linear inequalities in one variable algebraically and represent the solution graphically; b) represent the solution of linear inequalities in two variables graphically; c) solve practical problems involving inequalities; and d) represent the solution to a system of inequalities graphically.
A.6 The student will a) determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line; b) write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; and c) graph linear equations in two variables. Functions A.7 The student will investigate and analyze linear and quadratic function families and their characteristics both algebraically and graphically, including
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a) determining whether a relation is a function; b) domain and range; c) zeros; d) intercepts; e) values of a function for elements in its domain; and f) connections between and among multiple representations of functions using verbal descriptions, tables, equations, and graphs. Statistics A.8 The student, given a data set or practical situation, will analyze a relation to determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically.
A.9 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve practical problems, using mathematical models of linear and quadratic functions. Algebra Function & Data Analysis Algebra and Functions AFDA.1 The student will investigate and analyze linear, quadratic, exponential, and logarithmic function families and their characteristics. Key concepts include a) domain and range; b) intervals on which a function is increasing or decreasing; c) absolute maxima and minima; d) zeros; e) intercepts; f) values of a function for elements in its domain; g) connections between and among multiple representations of functions using verbal descriptions, tables, equations, and graphs; h) end behavior; and i) vertical and horizontal asymptotes.
AFDA.2 The student will use knowledge of transformations to write an equation, given the graph of a linear, quadratic, exponential, and logarithmic function.
AFDA.3 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve practical problems using models of linear, quadratic, and exponential functions.
AFDA.4 The student will use multiple representations of functions for analysis, interpretation, and prediction.
AFDA.5 The student will determine optimal values in problem situations by identifying constraints and using linear programming techniques.
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Data Analysis AFDA.6 The student will calculate probabilities. Key concepts include a) conditional probability; b) dependent and independent events; c) mutually exclusive events; d) counting techniques (permutations and combinations); and e) Law of Large Numbers.
AFDA.7 The student will a) identify and describe properties of a normal distribution; b) interpret and compare z-scores for normally distributed data; and c) apply properties of normal distributions to determine probabilities associated with areas under the standard normal curve.
AFDA.8 The student will design and conduct an experiment/survey. Key concepts include a) sample size; b) sampling technique; c) controlling sources of bias and experimental error; d) data collection; and e) data analysis and reporting.
Geometry Reasoning, Lines, and Transformations G.1 The student will use deductive reasoning to construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include a) identifying the converse, inverse, and contrapositive of a conditional statement; b) translating a short verbal argument into symbolic form; and c) determining the validity of a logical argument.
G.2 The student will use the relationships between angles formed by two lines intersected by a transversal to a) prove two or more lines are parallel; and b) solve problems, including practical problems, involving angles formed when parallel lines are intersected by a transversal.
G.3 The student will solve problems involving symmetry and transformation. This will include a) investigating and using formulas for determining distance, midpoint, and slope; b) applying slope to verify and determine whether lines are parallel or perpendicular; c) investigating symmetry and determining whether a figure is symmetric with respect to a line or a point; and
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d) determining whether a figure has been translated, reflected, rotated, or dilated, using coordinate methods.
G.4 The student will construct and justify the constructions of a) a line segment congruent to a given line segment; b) the perpendicular bisector of a line segment; c) a perpendicular to a given line from a point not on the line; d) a perpendicular to a given line at a given point on the line; e) the bisector of a given angle, f) an angle congruent to a given angle; g) a line parallel to a given line through a point not on the line; and h) an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
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Triangles G.5 The student, given information concerning the lengths of sides and/or measures of angles in triangles, will solve problems, including practical problems. This will include a) ordering the sides by length, given angle measures; b) ordering the angles by degree measure, given side lengths; c) determining whether a triangle exists; and d) determining the range in which the length of the third side must lie.
G.6 The student, given information in the form of a figure or statement, will prove two triangles are congruent.
G.7 The student, given information in the form of a figure or statement, will prove two triangles are similar.
G.8 The student will solve problems, including practical problems, involving right triangles. This will include applying a) the Pythagorean Theorem and its converse; b) properties of special right triangles; and c) trigonometric ratios. Polygons and Circles G.9 The student will verify and use properties of quadrilaterals to solve problems, including practical problems.
G.10 The student will solve problems, including practical problems, involving angles of convex polygons. This will include determining the a) sum of the interior and/or exterior angles; b) measure of an interior and/or exterior angle; and c) number of sides of a regular polygon.
G.11 The student will solve problems, including practical problems, by applying properties of circles. This will include determining a) angle measures formed by intersecting chords, secants, and/or tangents; b) lengths of segments formed by intersecting chords, secants, and/or tangents; c) arc length; and d) area of a sector.
G.12 The student will solve problems involving equations of circles. Three-Dimensional Figures G.13 The student will use surface area and volume of three-dimensional objects to solve practical problems.
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89 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
G.14 The student will apply the concepts of similarity to two- or three-dimensional geometric figures. This will include a) comparing ratios between lengths, perimeters, areas, and volumes of similar figures; b) determining how changes in one or more dimensions of a figure affect area and/or volume of the figure; c) determining how changes in area and/or volume of a figure affect one or more dimensions of the figure; and d) solving problems, including practical problems, about similar geometric figures.
Algebra II AII.5 The student will solve nonlinear systems of equations, including linear-quadratic and quadratic- quadratic, algebraically and graphically. Graphing calculators will be used as a tool to visualize graphs and predict the number of solutions.
Pre - Calculus MA.1 The student will investigate and identify the characteristics of polynomial and rational functions and use these to sketch the graphs of the functions. This will include determining zeros, upper and lower bounds, y-intercepts, symmetry, asymptotes, intervals for which the function is increasing or decreasing, and maximum or minimum points. Graphing utilities will be used to investigate and verify these characteristics.
MA.2 The student will find compositions of functions and inverses of functions. Analytical methods and graphing utilities will be used to investigate and verify the domain and range of resulting functions.
MA.3 The student will investigate and describe the continuity of functions, using graphs. The functions will include absolute value, piecewise, and step functions.
MA.4 The student will expand binomials having positive integral exponents through the use of the Binomial Theorem, the formula for combinations, and Pascal’s Triangle.
MA.5 The student will solve practical problems involving arithmetic and geometric sequences and series. This will include finding the sum (sigma notation included) of finite and infinite convergent series that will lead to an intuitive approach to a limit.
MA.6 The student will use mathematical induction to prove formulas/statements.
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MA.7 The student will find the limit of an algebraic function, if it exists, as the variable approaches either a finite number or infinity. A graphing utility will be used to verify intuitive reasoning, algebraic methods, and numerical substitution.
MA.8 The student will investigate and identify the characteristics of conic section equations in (h, k) and standard forms. The techniques of translation and rotation of axes in the coordinate plane will be used to graph conic sections. MA.9 The student will investigate and identify the characteristics of exponential and logarithmic functions in order to graph these functions and solve equations and practical problems. This will include the role of e, natural and common logarithms, laws of exponents and logarithms, and the solution of logarithmic and exponential equations. Graphing utilities will be used to investigate and verify the graphs and solutions.
MA.10 The student will investigate and identify the characteristics of the graphs of polar equations, using graphing utilities. This will include classification of polar equations, the effects of changes in the parameters in polar equations, conversion of complex numbers from rectangular form to polar form and vice versa, and the intersection of the graphs of polar equations.
MA.11 The student will perform operations with vectors in the coordinate plane and solve practical problems using vectors. This will include the following topics: operations of addition, subtraction, scalar multiplication, and inner (dot) product; norm of a vector; unit vector; graphing; properties; simple proofs; complex numbers (as vectors); and perpendicular components.
MA.12 The student will use parametric equations to model and solve application problems. Graphing utilities will be used to develop an understanding of the graph of parametric equations.
MA.13 The student will identify, create, and solve practical problems involving triangles. Techniques will include using the trigonometric functions, the Pythagorean Theorem, the Law of Sines, and the Law of Cosines.
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Science Grade Six Scientific Investigation, Reasoning, and Logic 6.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations are made involving fine discrimination between similar objects and organisms; b) precise and approximate measurements are recorded; c) scale models are used to estimate distance, volume, and quantity; d) hypotheses are stated in ways that identify the independent and dependent variables; e) a method is devised to test the validity of predictions and inferences; f) one variable is manipulated over time, using many repeated trials; g) data are collected, recorded, analyzed, and reported using metric measurements and tools; h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to illustrate and explain phenomena and systems; and j) current applications are used to reinforce science concepts.
Force, Motion, and Energy 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy; b) the role of the sun in the formation of most energy sources on Earth; c) nonrenewable energy sources; d) renewable energy sources; and e) energy transformations.
6.3 The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on Earth’s surface. Key concepts include a) Earth’s energy budget; b) the role of radiation and convection in the distribution of energy; c) the motion of the atmosphere and the oceans; d) cloud formation; and e) the role of thermal energy in weather-related phenomena including thunderstorms and hurricanes.
Matter 6.4 The student will investigate and understand that all matter is made up of atoms. Key concepts include a) atoms consist of particles, including electrons, protons, and neutrons;
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b) atoms of a particular element are alike but are different from atoms of other elements; c) elements may be represented by chemical symbols; d) two or more atoms interact to form new substances, which are held together by electrical forces (bonds); e) compounds may be represented by chemical formulas; f) chemical equations can be used to model chemical changes; and g) a limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.
6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include a) water as the universal solvent; b) the properties of water in all three phases; c) the action of water in physical and chemical weathering; d) the ability of large bodies of water to store thermal energy and moderate climate; e) the importance of water for agriculture, power generation, and public health; and f) the importance of protecting and maintaining water resources.
6.6 The student will investigate and understand the properties of air and the structure and dynamics of Earth’s atmosphere. Key concepts include a) air as a mixture of gaseous elements and compounds; b) pressure, temperature, and humidity; c) atmospheric changes with altitude; d) natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air quality; e) the relationship of atmospheric measures and weather conditions; and f) basic information from weather maps, including fronts, systems, and basic measurements.
Living Systems 6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a watershed; b) the location and structure of Virginia’s regional watershed systems; c) divides, tributaries, river systems, and river and stream processes; d) wetlands; e) estuaries; f) major conservation, health, and safety issues associated with watersheds; and g) water monitoring and analysis using field equipment including hand-held technology.
93 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
Interrelationships in Earth/Space Systems 6.8 The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include a) the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets; b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and the phases of the moon; f) the unique properties of Earth as a planet; g) the relationship of Earth’s tilt and the seasons; h) the cause of tides; and i) the history and technology of space exploration.
Earth Resources 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources; b) management of nonrenewable resources; c) the mitigation of land-use and environmental hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies. Science 7th 7th Grade Life Science
LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) data are organized into tables showing repeated trials and means; b) a classification system is developed based on multiple attributes; c) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to gather data; d) models and simulations are constructed and used to illustrate and explain phenomena; e) sources of experimental error are identified; f) dependent variables, independent variables, and constants are identified; g) variables are controlled to test hypotheses, and trials are repeated; h) data are organized, communicated through graphical representation, interpreted, and used to make predictions; i) patterns are identified in data and are interpreted and evaluated; and j) current applications are used to reinforce life science concepts.
94 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
LS.2 The student will investigate and understand that all living things are composed of cells. Key concepts include a) cell structure and organelles; b) similarities and differences between plant and animal cells; c) development of cell theory; and d) cell division.
LS.3 The student will investigate and understand that living things show patterns of cellular organization. Key concepts include a) cells, tissues, organs, and systems; and b) patterns of cellular organization and their relationship to life processes in living things.
LS.4 The student will investigate and understand how organisms can be classified. Key concepts include a) the distinguishing characteristics of domains of organisms; b) the distinguishing characteristics of kingdoms of organisms; c) the distinguishing characteristics of major animal phyla and plant divisions; and d) the characteristics that define a species.
LS.5 The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include a) energy transfer between sunlight and chlorophyll; b) transformation of water and carbon dioxide into sugar and oxygen; and c) photosynthesis as the foundation of virtually all food webs.
LS.6 The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include a) the carbon, water, and nitrogen cycles; b) interactions resulting in a flow of energy and matter throughout the system; c) complex relationships within terrestrial, freshwater, and marine ecosystems; and d) energy flow in food webs and energy pyramids.
LS.7 The student will investigate and understand that interactions exist among members of a population. Key concepts include a) competition, cooperation, social hierarchy, territorial imperative; and b) influence of behavior on a population.
LS.8 The student will investigate and understand interactions among populations in a biological community. Key concepts include a) the relationships among producers, consumers, and decomposers in food webs; b) the relationship between predators and prey; c) competition and cooperation; d) symbiotic relationships; and e) niches.
95 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
LS.9 The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include a) differences between ecosystems and biomes; b) characteristics of land, marine, and freshwater ecosystems; and c) adaptations that enable organisms to survive within a specific ecosystem.
LS.10 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over time, and respond to daily, seasonal, and long-term changes in their environment. Key concepts include a) phototropism, hibernation, and dormancy; b) factors that increase or decrease population size; and c) eutrophication, climate changes, and catastrophic disturbances.
LS.11 The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include a) food production and harvest; b) change in habitat size, quality, or structure; c) change in species competition; d) population disturbances and factors that threaten or enhance species survival; and e) environmental issues.
LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include a) the structure and role of DNA; b) the function of genes and chromosomes; c) genotypes and phenotypes; d) characteristics that can and cannot be inherited; e) genetic engineering and its applications; and f) historical contributions and significance of discoveries related to genetics.
LS.13 The student will investigate and understand that populations of organisms change over time. Key concepts include a) the relationships of mutation, adaptation, natural selection, and extinction; b) evidence of evolution of different species in the fossil record; and c) how environmental influences, as well as genetic variation, can lead to diversity of organisms. 8th Grade Science Physical Science PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) chemicals and equipment are used safely; b) length, mass, volume, density, temperature, weight, and force are accurately measured; c) conversions are made among metric units, applying appropriate prefixes;
96 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
d) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, probeware, and spring scales are used to gather data; e) numbers are expressed in scientific notation where appropriate; f) independent and dependent variables, constants, controls, and repeated trials are identified; g) data tables showing the independent and dependent variables, derived quantities, and the number of trials are constructed and interpreted; h) data tables for descriptive statistics showing specific measures of central tendency, the range of the data set, and the number of repeated trials are constructed and interpreted; i) frequency distributions, scatterplots, line plots, and histograms are constructed and interpreted; j) valid conclusions are made after analyzing data; k) research methods are used to investigate practical problems and questions; l) experimental results are presented in appropriate written form; m) models and simulations are constructed and used to illustrate and explain phenomena; and n) current applications of physical science concepts are used.
PS.2 The student will investigate and understand the nature of matter. Key concepts include a) the particle theory of matter; b) elements, compounds, mixtures, acids, bases, and salts; c) solids, liquids, and gases; d) physical properties; e) chemical properties; and f) characteristics of types of matter based on physical and chemical properties.
PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include a) the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and b) the modern model of atomic structure.
PS.4 The student will investigate and understand the organization and use of the periodic table of elements to obtain information. Key concepts include a) symbols, atomic numbers, atomic mass, chemical families (groups), and periods; b) classification of elements as metals, metalloids, and nonmetals; and c) formation of compounds through ionic and covalent bonding.
PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include a) physical changes; b) chemical changes; and c) nuclear reactions.
PS.6 The student will investigate and understand forms of energy and how energy is transferred and transformed. Key concepts include a) potential and kinetic energy; and
97 Franklin Military Academy Office of The Principal 701North 37th Street Richmond, Virginia 23223 (804) 780-8526 fax (804) 780-8054
b) mechanical, chemical, electrical, thermal, radiant, and nuclear energy.
PS.7 The student will investigate and understand temperature scales, heat, and thermal energy transfer. Key concepts include a) Celsius and Kelvin temperature scales and absolute zero; b) phase change, freezing point, melting point, boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of thermal energy transfer.
PS.8 The student will investigate and understand the characteristics of sound waves. Key concepts include a) wavelength, frequency, speed, amplitude, rarefaction, and compression; b) resonance; c) the nature of compression waves; and d) technological applications of sound.
98 Science Standards of Learning for Virginia Public Schools – January 2010
9th Grade Earth Science Earth Science
The Earth Science standards connect the study of Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. The standards emphasize historical contributions in the development of scientific thought about Earth and space. The standards stress the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation. Problem solving and decision making are an integral part of the standards, especially as they relate to the costs and benefits of utilizing Earth’s resources. Major topics of study include plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe.
The Earth Science standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of new scientific evidence. The nature of science includes the concept that science can provide explanations about nature and can predict potential consequences of actions, but cannot be used to answer all questions.
ES.1 The student will plan and conduct investigations in which a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools; b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions; c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted; d) maps and globes are read and interpreted, including location by latitude and longitude; e) variables are manipulated with repeated trials; and f) current applications are used to reinforce Earth science concepts.
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include a) science explains and predicts the interactions and dynamics of complex Earth systems; b) evidence is required to evaluate hypotheses and explanations; c) observation and logic are essential for reaching a conclusion; and d) evidence is evaluated for scientific theories.
99 Science Standards of Learning for Virginia Public Schools – January 2010
ES.3 The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include a) position of Earth in the solar system; b) sun-Earth-moon relationships; (seasons, tides, and eclipses); c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and d) the history and contributions of space explorationn
100 Science Standards of Learning for Virginia Public Schools – January 2010
ES.4 The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and b) uses of minerals.
ES.5 The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include a) igneous rocks; b) sedimentary rocks; and c) metamorphic rocks.
ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include a) fossil fuels, minerals, rocks, water, and vegetation; b) advantages and disadvantages of various energy sources; c) resources found in Virginia; and d) environmental costs and benefits.
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a) geologic processes and their resulting features; and b) tectonic processes.
ES.8 The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include a) processes of soil development; b) development of karst topography; c) relationships between groundwater zones, including saturated and unsaturated zones, and the water table; d) identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle; e) dependence on freshwater resources and the effects of human usage on water quality; and f) identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.
ES.9 The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key concepts include a) traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks; b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock; c) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures; and d) rocks and fossils from many different geologic periods and epochs are found in Virginia.
101 Science Standards of Learning for Virginia Public Schools – January 2010
ES.10 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts include a) physical and chemical changes related to tides, waves, currents, sea level and ice cap variations, upwelling, and salinity variations; b) importance of environmental and geologic implications; c) systems interactions; d) features of the sea floor as reflections of tectonic processes; and e) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.
ES.11 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include a) scientific evidence for atmospheric composition changes over geologic time; b) current theories related to the effects of early life on the chemical makeup of the atmosphere; c) atmospheric regulation mechanisms including the effects of density differences and energy transfer; and d) potential changes to the atmosphere and climate due to human, biologic, and geologic activity.
ES.12 The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives weather and climate on Earth. Key concepts include a) observation and collection of weather data; b) prediction of weather patterns; c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.
ES.13 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key concepts include a) cosmology including the Big Bang theory; and b) the origin and evolution of stars, star systems, and galaxies. Biology
The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. The importance of scientific research that validates or challenges ideas is emphasized at this level. All students are expected to achieve the content of the biology standards.
102 Science Standards of Learning for Virginia Public Schools – January 2010
The Biology standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of new scientific evidence. The nature of science includes the concept that science can provide explanations about nature and can predict potential consequences of actions, but cannot be used to answer all questions.
BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed; g) validity of data is determined; h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions; j) research utilizes scientific literature; k) differentiation is made between a scientific hypothesis, theory, and law; l) alternative scientific explanations and models are recognized and analyzed; and m) current applications of biological concepts are used.
BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes; b) the structure and function of macromolecules; c) the nature of enzymes; and d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.
BIO.3 The student will investigate and understand relationships between cell structure and function. Key concepts include a) evidence supporting the cell theory; b) characteristics of prokaryotic and eukaryotic cells; c) similarities between the activities of the organelles in a single cell and a whole organism; d) the cell membrane model; and e) the impact of surface area to volume ratio on cell division, material transport, and other life processes.
103 Science Standards of Learning for Virginia Public Schools – January 2010
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms; and f) evidence supporting the germ theory of infectious disease.
BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division; b) gamete formation; c) cell specialization; d) prediction of inheritance of traits based on the Mendelian laws of heredity; e) historical development of the structural model of DNA; f) genetic variation; g) the structure, function, and replication of nucleic acids; h) events involved in the construction of proteins; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities among organisms; b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms; and e) systems of classification that are adaptable to new scientific discoveries.
BIO.7 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.
104 Science Standards of Learning for Virginia Public Schools – January 2010
BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; c) succession patterns in ecosystems; d) the effects of natural events and human activities on ecosystems; and e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.
Chemistry
CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include a) designated laboratory techniques; b) safe use of chemicals and equipment; c) proper response to emergency situations; d) manipulation of multiple variables, using repeated trials; e) accurate recording, organization, and analysis of data through repeated trials; f) mathematical and procedural error analysis; g) mathematical manipulations including SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, and dimensional analysis; h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data, communicating results, and using simulations to model concepts; i) construction and defense of a scientific viewpoint; and j) the use of current applications to reinforce chemistry concepts.
105 Science Standards of Learning for Virginia Public Schools – January 2010
CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of a) average atomic mass, mass number, and atomic number; b) isotopes, half lives, and radioactive decay; c) mass and charge characteristics of subatomic particles; d) families or groups; e) periods; f) trends including atomic radii, electronegativity, shielding effect, and ionization energy; g) electron configurations, valence electrons, and oxidation numbers; h) chemical and physical properties; and i) historical and quantum models.
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include a) nomenclature; b) balancing chemical equations; c) writing chemical formulas; d) bonding types; e) reaction types; and f) reaction rates, kinetics, and equilibrium.
CH.4 The student will investigate and understand that chemical quantities are based on molar relationships. Key concepts include a) Avogadro’s principle and molar volume; b) stoichiometric relationships; c) solution concentrations; and d) acid/base theory; strong electrolytes, weak electrolytes, and nonelectrolytes; dissociation and ionization; pH and pOH; and the titration process.
CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of attraction between particles. Key concepts include a) pressure, temperature, and volume; b) partial pressure and gas laws; c) vapor pressure; d) phase changes; e) molar heats of fusion and vaporization; f) specific heat capacity; and g) colligative properties.
CH.6 The student will investigate and understand how basic chemical properties relate to organic chemistry and biochemistry. Key concepts include a) unique properties of carbon that allow multi-carbon compounds; and b) uses in pharmaceuticals and genetics, petrochemicals, plastics, and food.
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Physics
PH.1 The student will plan and conduct investigations using experimental design and product design processes. Key concepts include a) the components of a system are defined; b) instruments are selected and used to extend observations and measurements; c) information is recorded and presented in an organized format; d) the limitations of the experimental apparatus and design are recognized; e) the limitations of measured quantities are recognized through the appropriate use of significant figures or error ranges; f) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to interpret data; and g) appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and analyzing data and communicating results.
PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include a) a description of a physical problem is translated into a mathematical statement in order to find a solution; b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data; c) the slope of a linear relationship is calculated and includes appropriate units; d) interpolated, extrapolated, and analyzed trends are used to make predictions; and e) situations with vector quantities are analyzed utilizing trigonometric or graphical methods.
PH.3 The student will investigate and demonstrate an understanding of the nature of science, scientific reasoning, and logic. Key concepts include a) analysis of scientific sources to develop and refine research hypotheses; b) analysis of how science explains and predicts relationships; c) evaluation of evidence for scientific theories; d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms; and e) construction and defense of a scientific viewpoint.
PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts include a) examples from the real world; and b) exploration of the roles and contributions of science and technology.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include a) linear motion; b) uniform circular motion; c) projectile motion; d) Newton’s laws of motion; e) gravitation; f) planetary motion; and g) work, power, and energy.
PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts include a) kinetic and potential energy; b) elastic and inelastic collisions; and c) mass/energy equivalence.
PH.7 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include a) transfer and storage of energy among systems including mechanical, thermal, gravitational, electromagnetic, chemical, and nuclear systems; and b) efficiency of systems.
PH.8 The student will investigate and understand wave phenomena. Key concepts include a) wave characteristics; b) fundamental wave processes; and c) light and sound in terms of wave models.
PH.9 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties, behaviors, and relative size of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; b) wave/particle dual nature of light; and c) current applications based on the respective wavelengths.
PH.10 The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and magnetic forces. Key concepts include a) inverse square laws (Newton’s law of universal gravitation and Coulomb’s law); and b) technological applications.
PH.11 The student will investigate and understand how to diagram, construct, and analyze basic electrical circuits and explain the function of various circuit components. Key concepts include a) Ohm’s law; b) series, parallel, and combined circuits;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
c) electrical power; and d) alternating and direct currents.
PH.12 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Key concepts may include a) wave/particle duality; b) wave properties of matter; c) matter/energy equivalence; d) quantum mechanics and uncertainty; e) relativity; f) nuclear physics; g) solid state physics; h) nanotechnology; i) superconductivity; and j) radioactivity.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
6th United States History to 1865 Skills
USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; g) distinguish between parallels of latitude and meridians of longitude; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. Geography
USI.2 The student will use maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans; b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; d) recognize key geographic features on maps, diagrams, and/or photographs.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Exploration to Revolution: Pre-Columbian Times to the 1770s
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); c) describing how the American Indians used the resources in their environment. USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations; b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land; c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders. USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America; b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence; c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans; d) identifying the political and economic relationships between the colonies and Great Britain. Revolution and the New Nation: 1770s to the Early 1800s
USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by a) identifying the issues of dissatisfaction that led to the American Revolution; b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence; c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry; d) explaining reasons why the colonies were able to defeat Great Britain. USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by a) identifying the weaknesses of the government established by the Articles of Confederation; b) describing the historical development of the Constitution of the United States; c) describing the major accomplishments of the first five presidents of the United States.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Expansion and Reform: 1801 to 1861
USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers; c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; d) identifying the main ideas of the abolitionist and women’s suffrage movements. Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation; b) explaining how the issues of states’ rights and slavery increased sectional tensions; c) identifying on a map the states that seceded from the Union and those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war; e) using maps to explain critical developments in the war, including major battles; f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
7th United States History to Present
Skills
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; b) make connections between the past and the present; c) sequence events in United States history from 1865 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. Geography
USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877
USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States; b) describing the impact of Reconstruction policies on the South and North; c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Reshaping the Nation and the Emergence of Modern America: 1877 to the Early 1900s
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by a) identifying the reasons for westward expansion, including its impact on American Indians; b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion; c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South; d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms; e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement. Turmoil and Change: 1890s to 1945
USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by a) explaining the reasons for and results of the Spanish American War; b) describing Theodore Roosevelt’s impact on the foreign policy of the United States; c) explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war. USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living; b) describing the social and economic changes that took place, including prohibition and the Great Migration north and west; c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal. USII.7 The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor; b) locating and describing the major events and turning points of the war in Europe and the Pacific; c) describing the impact of the war on the home front.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
The United States since World War II
USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations; b) describing the conversion from a wartime to a peacetime economy; c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges; d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities; e) describing how international trade and globalization have impacted American life. USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by a) examining the Civil Rights Movement and the changing role of women; b) describing the development of new technologies in communication, entertainment, and business and their impact on American life; c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically; d) examining American foreign policy, immigration, the global environment, and other emerging issues.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
8th Grade Science Civics and Economics CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate. CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights; c) identifying the purposes for the Constitution of the United States as stated in its Preamble; d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States. CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; e) evaluating how civic and social duties address community needs and serve the public good. CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing decision making; g) practicing service to the school and/or local community.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by a) describing the functions of political parties; b) comparing the similarities and differences of political parties; c) analyzing campaigns for elective office, with emphasis on the role of the media; d) examining the role of campaign contributions and costs; e) describing voter registration and participation; f) describing the role of the Electoral College in the election of the president and vice president; g) participating in simulated local, state, and/or national elections. CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch. CE.7 The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government; b) explaining the relationship of state governments to the national government in the federal system; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch and regulatory boards. CE.8 The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government; b) explaining the relationship of local government to the state government; c) explaining and/or simulating the lawmaking process. CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; b) describing how individuals and interest groups influence public policy; c) describing the impact of international issues and events on local decision making. CE.10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; b) describing the exercise of judicial review; c) comparing and contrasting civil and criminal cases; d) explaining how due process protections seek to ensure justice. CE.11 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; b) comparing the differences among traditional, free market, command, and mixed economies; c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition. CE.12 The student will demonstrate knowledge of the structure and operation of the United States economy by a) describing the types of business organizations and the role of entrepreneurship;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; c) explaining how financial institutions channel funds from savers to borrowers; d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations. CE.13 The student will demonstrate knowledge of the role of government in the United States economy by a) examining competition in the marketplace; b) explaining how government provides certain goods and services; c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing; d) explaining how the Federal Reserve System acts as the nation’s central bank; e) describing the protection of consumer rights and property rights; f) recognizing that government creates currency and coins and that there are additional forms of money. CE.14 The student will demonstrate knowledge of personal finance and career opportunities by a) identifying talents, interests, and aspirations that influence career choice; b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success; c) identifying abilities, skills, and education and the changing supply and demand for them in the economy; d) examining the impact of technological change and globalization on career opportunities; e) describing the importance of education to lifelong personal finances; f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
9th World History and Geography to 1500 A.D. (C.E.) WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D. (C.E.); c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.); f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events to 1500 A.D. (C.E.). Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.)
WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) listing characteristics of hunter-gatherer societies, including their use of tools and fire; c) describing technological and social advancements that gave rise to stable communities; d) explaining how archaeological discoveries are changing present-day knowledge of early peoples. WHI.3 The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; e) explaining the development of language and writing.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Era II: Classical Civilizations and Rise of Religious Traditions, 1000 B.C. (B.C.E.) to 500 A.D. (C.E.)
WHI.4 The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy; b) describing India, with emphasis on the Aryan migrations and the caste system; c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism. WHI.5 The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian wars; e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle; g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great. WHI.6 The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; b) describing Roman mythology and religion; c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic; d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; e) assessing the impact of military conquests on the army, economy, and social structure of Rome; f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs; g) explaining the economic, social, and political impact of the Pax Romana; h) describing the origin, beliefs, traditions, customs, and spread of Christianity; i) explaining the development and significance of the Church in the late Roman Empire; j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; k) citing the reasons for the decline and fall of the Western Roman Empire. Era III: Postclassical Civilizations, 300 to 1000 A.D. (C.E.)
WHI.7 The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire; b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe. WHI.8 The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi’a division and the Battle of Tours; d) citing cultural and scientific contributions and achievements of Islamic civilization. WHI.9 The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe; b) explaining the structure of feudal society and its economic, social, and political effects; c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire; d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings. Era IV: Regional Interactions, 1000 to 1500 A.D. (C.E.)
WHI.10 The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture; d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. WHI.11 The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) describing geographic relationships, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
WHI.12 The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each; b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople; c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague); d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science. WHI.13 The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance; b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince; c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
World History and Geography: 1500 A.D. (C.E.) to the Present WHII.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.); c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.); d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present; e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 A.D. (C.E.). WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by a) locating major states and empires; b) describing artistic, literary, and intellectual ideas of the Renaissance; c) describing the distribution of major religions; d) analyzing major trade patterns; e) citing major technological and scientific exchanges in the Eastern Hemisphere. Era V: Emergence of a Global Age, 1500 to 1650 A.D. (C.E.)
WHII.3 The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I; b) describing the impact of religious conflicts, the Inquisition, and the Catholic Reformation on society and government actions; c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles and economic motivations of explorers and conquistadors; b) describing the influence of religion; c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas; d) describing the Columbian Exchange, including its impact on native populations; e) mapping and explaining the triangular trade; f) describing the impact of precious metal exports from the Americas. WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by a) describing the location and development of the Ottoman Empire; b) describing India, including the Mughal Empire and coastal trade; c) describing East Asia, including China and the Japanese shogunate; d) describing Africa and its increasing involvement in global trade; e) describing the growth of European nations, including the Commercial Revolution and mercantilism. Era VI: Age of Revolutions, 1650 to 1914 A.D. (C.E.)
WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects; b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great; c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy; d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution; f) describing the expansion of the arts, philosophy, literature, and new technology. WHII.7 The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by a) describing the colonial system as it existed by 1800; b) identifying the impact of the American and French Revolutions on Latin America; c) explaining the contributions of Toussaint L’Ouverture and Simón Bolívar; d) assessing the impact of the Monroe Doctrine. WHII.8 The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815; b) describing unsuccessful revolutions on the continent and political reform in the United Kingdom; c) explaining events related to the unification of Italy and the role of Italian nationalists; d) explaining events related to the unification of Germany and the role of Bismarck.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
WHII.9 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; b) explaining the emergence of capitalism as a dominant economic pattern, and the subsequent development of socialism and communism; c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement; d) explaining the rise of industrial economies and their link to imperialism and nationalism; e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples. Era VII: Era of Global Wars, 1914 to 1945
WHII.10 The student will demonstrate knowledge of the worldwide impact of World War I by a) explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II; b) explaining the outcomes and global effect of the war and the Treaty of Versailles; c) citing causes and consequences of the Russian Revolution. WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by a) describing the League of Nations and the mandate system; b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito; b) examining the Holocaust and other examples of genocide in the twentieth century; c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948). Era VIII: The Post War Period, 1945 to the Present
WHII.13 The student will demonstrate knowledge of major events in the second half of the twentieth century by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945; c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh; d) describing major contributions of selected world leaders in the second half of the twentieth century, including Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
WHII.14 The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by a) describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s democracy; b) describing Africa’s achievement of independence, including Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa; c) describing the end of the mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdul Nasser. WHII.15 The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by a) describing their beliefs, sacred writings, traditions, and customs; b) locating the geographic distribution of religions in the contemporary world. WHII.16 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies; b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom; c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements; d) analyzing the increasing impact of terrorism.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Virginia and United States History Skills
VUS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States; b) evaluate the authenticity, authority, and credibility of sources; c) formulate historical questions and defend findings, based on inquiry and interpretation; d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history; e) communicate findings orally and in analytical essays or comprehensive papers; f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled; g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time; h) interpret the significance of excerpts from famous speeches and other documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. Early America: Early Claims, Early Conflicts
VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians. VUS.3 The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas. Revolution and the New Nation
VUS.4 The student will demonstrate knowledge of events and issues of the Revolutionary Period by a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence; b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy; c) describing the political differences among the colonists concerning separation from Great Britain; d) analyzing reasons for colonial victory in the Revolutionary War. VUS.5 The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract are embodied in it by a) explaining the origins of the Constitution, including the Articles of Confederation; b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington; c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
d) assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today; e) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government. Expansion and Reform: 1788 to 1860
VUS.6 The student will demonstrate knowledge of the major events from the last decade of the eighteenth century through the first half of the nineteenth century by a) explaining the principles and issues that prompted Thomas Jefferson to organize the first opposition political party; b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians; c) examining the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and how this divided the nation; d) relating the changing character of American political life in “the age of the common man” (Jacksonian Era) to increasing popular participation in state and national politics; e) describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union. Civil War and Reconstruction: 1860 to 1877
VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a principal cause of the conflict; b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass; c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address; d) examining the political and economic impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States; e) examining the social impact of the war on African Americans, the common soldier, and the home front, with emphasis on Virginia; f) explaining postwar contributions of key leaders of the Civil War.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s
VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, the role of the railroads, and the admission of new states to the United States; b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States; c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. DuBois; d) identifying the causes and impact of the Progressive Movement, including the excesses of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the success of the women’s suffrage movement. VUS.9 The student will demonstrate knowledge of the emerging role of the United States in world affairs by a) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets; b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations. VUS.10 The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by a) analyzing how radio, movies, newspapers, and magazines created popular culture and challenged traditional values; b) assessing the causes and consequences of the stock market crash of 1929; c) explaining the causes of the Great Depression and its impact on the American people; d) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government’s role in the economy. Conflict: The World at War: 1939 to 1945
VUS.11 The student will demonstrate knowledge of World War II by a) analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor; b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan; c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments; d) examining the Geneva Convention and the treatment of prisoners of war during World War II; e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and the postwar trials of war criminals. VUS.12 The student will demonstrate knowledge of the effects of World War II on the home front by a) explaining how the United States mobilized its economic, human, and military resources; b) describing the contributions of women and minorities to the war effort; c) explaining the internment of Japanese Americans during the war; d) describing the role of media and communications in the war effort.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
The United States since World War II
VUS.13 The student will demonstrate knowledge of United States foreign policy since World War II by a) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan; b) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role in wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe; c) explaining the role of America’s military and veterans in defending freedom during the Cold War; d) explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan in making foreign policy; e) explaining the impact of presidents of the United States since 1988 on foreign policy. VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded; b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. VUS.15 The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by a) examining the role the United States Supreme Court has played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law; b) analyzing the changing patterns of immigration, the reasons new immigrants choose to come to this country, their contributions to contemporary America, and the debates over immigration policy; c) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education; d) examining the impact of the “Reagan Revolution” on federalism, the role of government, and state and national elections since 1988; e) assessing the role of government actions that impact the economy; f) assessing the role of the United States in a world confronted by international terrorism.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
Virginia and United States Government GOVT.1 The student will demonstrate mastery of the social studies skills responsible citizenship requires, including the ability to a) analyze primary and secondary source documents; b) create and interpret maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) evaluate information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) select and defend positions in writing, discussion, and debate. GOVT.2 The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional government by a) describing the development of Athenian democracy and the Roman republic; b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights; c) examining the writings of Hobbes, Locke, and Montesquieu; d) explaining the guarantee of the “rights of Englishmen” set forth in the charters of the Virginia Company of London; e) analyzing the natural rights philosophies expressed in the Declaration of Independence; f) examining George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress. GOVT.3 The student will demonstrate knowledge of the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing majority rule and minority rights; d) recognizing the necessity of compromise; e) recognizing the freedom of the individual. GOVT.4 The student will demonstrate knowledge of the Constitution of the United States by a) examining the ratification debates and The Federalist; b) identifying the purposes for government stated in the Preamble; c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism; d) illustrating the structure of the national government outlined in Article I, Article II, and Article III; e) describing the amendment process. GOVT.5 The student will demonstrate knowledge of the federal system described in the Constitution of the United States by a) explaining the relationship of the state governments to the national government; b) describing the extent to which power is shared; c) identifying the powers denied state and national governments;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
d) examining the ongoing debate that focuses on the balance of power between state and national governments. GOVT.6 The student will demonstrate knowledge of local, state, and national elections by a) describing the organization, role, and constituencies of political parties; b) describing the nomination and election process; c) examining campaign funding and spending; d) analyzing the influence of media coverage, campaign advertising, public opinion polls, and Internet-based communications on elections; e) examining the impact of reapportionment and redistricting on elections; f) identifying how amendments extend the right to vote; g) analyzing voter turnout; h) evaluating the degree to which interest groups influence political life; i) participating in simulations of local, state, and/or national elections. GOVT.7 The student will demonstrate knowledge of the organization and powers of the national government by a) examining the legislative, executive, and judicial branches; b) analyzing the relationships among the three branches in a system of checks and balances; c) examining the ways individuals and groups exert influence on the national government. GOVT.8 The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and judicial branches; b) examining the structure and powers of local governments: county, city, and town; c) analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions; d) examining the ways individuals and groups exert influence on state and local governments; e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events. GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by a) examining different perspectives on the role of government; b) describing how the national government influences the public agenda and shapes public policy; c) describing how the state and local governments influence the public agenda and shape public policy; d) describing the process by which policy is implemented by the bureaucracy at each level; e) analyzing how individuals, interest groups, and the media influence public policy; f) formulating and practicing a course of action to address local and/or state issues. GOVT.10 The student will demonstrate knowledge of the operation of the federal judiciary by a) describing the organization, jurisdiction, and proceedings of federal courts; b) examining how John Marshall established the Supreme Court as an independent, co-equal branch of government through his opinion in Marbury v. Madison; c) describing how the Supreme Court decides cases; d) comparing the philosophies of judicial activism and judicial restraint; e) evaluating how the judiciary influences public policy by delineating the power of government and safeguarding the rights of the individual. GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by a) examining the Bill of Rights, with emphasis on First Amendment freedoms; b) analyzing due process of law expressed in the 5th and 14th Amendments;
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
c) explaining selective incorporation of the Bill of Rights; d) exploring the balance between individual liberties and the public interest; e) explaining every citizen’s right to be treated equally under the law. GOVT.12 The student will demonstrate knowledge of the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security; b) assessing the role played by national interest in shaping foreign policy and promoting world peace; c) examining the relationship of Virginia and the United States to the global economy; d) examining recent foreign policy and international trade initiatives since 1980. GOVT.13 The student will demonstrate knowledge of how governments and economies in Mexico, the United Kingdom, and the People’s Republic of China compare with the government and the economy in the United States by a) describing the distribution of governmental power; b) explaining the relationship between the legislative and executive branches; c) comparing the extent of participation in the political process; d) comparing the degrees of government involvement in the economies. GOVT.14 The student will demonstrate knowledge of economic systems by a) identifying the basic economic questions encountered by all economic systems; b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; c) evaluating the impact of the government’s role in the economy on individual economic freedoms; d) explaining the relationship between economic freedom and political freedom; e) examining productivity and the standard of living as measured by key economic indicators. GOVT.15 The student will demonstrate knowledge of the United States market economy by a) assessing the importance of entrepreneurship, the profit motive, and economic independence to the promotion of economic growth; b) comparing types of business organizations; c) describing the factors of production; d) explaining the interaction of supply and demand; e) illustrating the circular flow of economic activity; f) analyzing global economic trends and the relationship of Virginia and the United States to the global economy. GOVT.16 The student will demonstrate knowledge of the role of government in the Virginia and United States economies by a) analyzing the impact of fiscal and monetary policies on the economy; b) describing the creation of government-provided goods and services that are not readily produced by the market; c) examining environmental issues, property rights, contracts, consumer rights, labor-management relations, and competition in the marketplace; d) understanding the types and purposes of taxation.
Franklin Military Academy 701 North 37th Street Richmond, Virginia 23223 Telephone (804) 780-8526 Fax (804) 780-8054 Office of The Principal
GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing financial responsibility. GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by a) obeying the law and paying taxes; b) serving as a juror; c) participating in the political process; d) performing public service; e) keeping informed about current issues; f) respecting differing opinions in a diverse society; g) practicing personal and fiscal responsibility. GOVT.19 The student will explain the meaning of citizenship in the United States and how it relates to American civic life by a) explaining how citizenship confers full membership in the American constitutional system; b) recognizing that American citizenship is defined by shared political and civic beliefs and values; c) describing how Americans are citizens of their locality, state, and nation; d) recognizing that noncitizens can become citizens.