State Standards

Teacher's Guide

Welcome Prepare for Visit Daily Schedule Curriculum Skits & Stories Extra Activities State Standards

State Standards

Cornell School programming provides Specific Curriculum Suggestions for all Johnstown-Monroe School District building levels. These curriculum suggestions are based on Ohio Department of Education Standards. Below these suggestions there are more state standard examples that align for Grades 1 through 5.

Specific Curriculum Suggestions for Grades 1 through 12
at the Johnstown-Monroe School District

Elementary (Grades 1 & 3)
Grade 1
Includes a day at Cornell School with a schoolmarm.

Use of McGuffey Readers for comprehension and vocabulary, slates and Spenserian handwriting.
Everyday math problems on slates.
Discussion of old toys and how the real thing was used during this time period.
P.E. They play games outside using period games and toys. There is an art period where they make a handmade toy.
They are introduced to a hornbook.
For writing they record their day in a little booklet that they take with them.
Lunch is outside on the grass weather permitting.

3rd Grade Program
Includes a one hour program alternating classes between the 1st floor and the basement areas. Rotates 6 classes.
1st Floor

Use of McGuffey readers for short lesson.
May include a recitation of poetry.
Includes a history of the school and how it came to be.

Basement:

A history of schools in Ohio with use of a timeline, a bit about Johnstown school history, and an art rendition of the schoolhouse which can be colored.
Sometimes this is in conjunction with the tour of the Opera House. (History of Johnstown and surrounding area.

Intermediate School (Grades 4 & 5)
Grade 4

RL 4.10, RL 4.4 Stories, drama, poetry Could read from McGuffey Reader, act out stories, explain comprehension, recite poetry from the third reader.
2CE- Storytelling tradition throughout history of Ohio.
3CE- Discuss characters in different time periods and cultures. Again Use McGuffey Readers.
6PR- Problem solving to dramatize historical events in Ohio history. Use time period of the school up to 1920, the last time this school was used.

History/Social Studies

Order significant events on a timeline.
N.W. Ordinance processes (Includes the creation of school districts.) Can go into more detail with this than the third grade level.

Grade 5

RL-5.2 Theme of Story, use McGuffey Readers or story from this period.
RF- 5.3 Phonics and word analysis. This is found in every story in the McGuffey Readers. Use levels 4 and 5.
RF-5.4 Read orally with expression. (great for a recitation bench)
3 PE- Cultural objects in everyday environment. Utilize out toy collection such as milk wagon, sewing machine, irons, toy tops, pot bellied stove, flags, water jug, etc.
5 PR- Respect and support for peer ideas. (Draw a picture of the school and share with group.)
PE 2- Catch with an implement. (See antique games.)

Middle School (Grades 6 to 8)
Grade 6

RL 6.6 Author point of view. McGuffey Readers often contain lesson or moral to the story.
RL 6.9 Stories, poems, historical novels and fantasy. Could compare modern book to stories in the McGuffey Reader.
FA 2-PE- media forms of the day, discuss the illustrations in the Reader as black and white, the print fonts, etc.
FA 3 PE- regions and different cultures, discuss how society has changed since this school period.

Social Studies

Multiple timelines, events , and places taking place during this time period.
Early civilization and practices. (Religious groups and sects that influenced schools.)
Period maps (We have old Ohio Maps and period globes.)

Grade 7

RL 7.2- Analyze literary text
RL 7.8- Author perspective
RL 7.9- Comparing historical accounts
RL 7.10 Stories, dramas, poems
W 7.3-Author point of view, sequence (The stories in the McGuffey Readers are short and easy to use for this.)
(Speaking/Listening)
SL 7.2- Main ideas and supporting details in story
Historical Thinking- 1.12- Maps, human settlement. (Discuss how settlements and groups of farms pooled their resources to build a school and hire a teacher.)
EPC- Production and practice, culture and everyday life. Why did most schools at the time only go to grade 8? Were students absent due to working on the farm, etc.

Grade 8

RL 8.1- text meaning
RL 8.2- literary text development
RL 8.9- Compare and analyze a modern work to a traditional story. (Could easily be done in McGuffey Readers.)
RI 8.4 Meaning of words and phrases used in text
W 8.4 Write for organization/style appropriate to task and use multi media and displays. (Write about your day at Cornell School. Create a display with a group.)
SL 8.5 Look at old toys and games to verify use.

High School (Grades 9 to 12)
Language skills

Vary sentence patterns for meaning, interest, and style.
ELA- Understand other perspectives and cultures, include a variety of periods. (Could analyze period writing pieces and compare language use of today.)

Social Studies

History of Ohio, Ohio Schools, School district systems, more in depth than the third grade timeline.
Could utilize John Ashbrook’s book on Johnstown Schools.

Geography

Comparing old maps to modern maps
1877-1920 (Industrialization and Progressivism)
Include a change from an agrarian society to and industrial one and how that affected schools.

Math

Circumference, area, volume: ideas, water jug, area of the school floor, area of the dunce hat cone, roof blowing off, planning for re-roofing a real world problem.

Science

paths of motion (The standard actually said to use marbles.) Different paths of motion, use the toy top that we have.
Another suggestion from the standard was to make a pin-hole camera
You could compare old photographs during this time period.
Energy transfer. (See the pot-bellied stove and discuss why they were usually in the center of the room.)

Media

We would like to have a video made promoting the school. This could be a project for high schoolers interested in this type of media production.

Art

Many opportunities for architecture of schools, outside drawings of the school, techniques in construction, details of the inside, etc.

More examples of State Standards for Grades 1 through 5 are below:

1st Grade

Photographs, letters, artifacts and books can be used to learn about the past.
The way basic human needs are met has changed over time.

2nd Grade
Reading Standards for Literature

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
3. Describe how characters in a story respond to major events and challenges.
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Reading Standards for Informational Text

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Foundational Skills: Fluency

4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking and Listening Standards: Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

3rd Grade
Social Studies: Communities: Past and Present, Near and Far
History Strand - Historical Thinking and Skills

1. Events in local history can be shown on timelines organized by years, decades and centuries.
2. Primary sources, such as artifacts, maps and photographs, can be used to show change over time.

History Strand - Heritage

3. Local communities change over time.

4th Grade
Social Studies: Ohio in the United States
History Strand - Historical Thinking and Skills

1. The order of significant events in Ohio and the United States can be shown on a timeline.

History Strand - Heritage

3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.
8. Many technological innovations that originated in Ohio benefited the United States.

Geography Strand – Places and Regions

11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.

Geography Strand - Human Systems

13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural diversity of the United States.

English Language Arts
Reading Standards – Key Ideas and Details

1.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2.Determine a theme of a story, drama, or poem from details in the text; summarize the text.
3.Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Reading Standards – Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Reading Standards – Informational Text

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Mathematics
Measurement and data 4.MD
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table.

Represent and Interpret Data

4. Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

5th Grade
Social Studies: Ohio in the United States
History Strand - Historical Thinking and Skills

1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.