• Alert: Students! Parents! Take the online pledge against bullying. Pledge
Close alert
Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
4th Grade Parent Guide

 Summit Elementary
4th Grade
Parent Guide
 Clip art of a drawing of a child working on homework.
Parental Roles
How Parents Support Student Learning
·        Let your child know how much you value their abilities and intelligence. It builds confidence and competence.
·        Ask your child about what’s happening in school with open-ended questions that encourage conversations.
·        Try not to be critical of your child’s work. Ask your child to evaluate their work and ask them what the standard is that they are using to decide on the quality.
·        Encourage your child to seek help and guidance from the teacher when needed. Try to create a feeling with your child of trust and respect for the teacher.
·        Communicate with the teacher as much as possible and participate in conferences when scheduled. Always include your child if possible. It’s their education, and they are the most important person in the plan for success!
·        Teach your child the importance of keeping their commitments and completing their assignments on time. A quiet place to work is essential.
·        The most important activity that parents can do to increase their child’s success in school is to READ TOGETHER EVERY DAY. The research is very clear on this. Reading is the gateway to learning.
·        Control your child’s television, video game and computer game activity. This is time better spent actively engaged in sports, games, music, arts and crafts, scouts, youth activities, reading, puzzles, and other creative endeavors that help to develop young minds.
·        Children learn most by watching others. Let your child see you reading, writing, and using math in your daily work and play. Talk about what you are doing and share your thoughts about why these are important life skills for you.
·        Children need 8-10 hours of rest each night and nutritious well-balanced meals. They are growing their bodies and minds.
·        And most importantly, play together. It is when we are playing that our brains are the most open to new learning and that we fully develop our capacities for being the best person we can be.


Elementary Curriculum at Summit Elementary
The syllabus should serve as a framework for the year’s instruction. The topics may be altered or moved throughout the year due to missing days of school for weather, additional time needed to master topics, or other unavoidable reasons. The timeline will be followed as closely as possible.
Summit Elementary believes that all of our students can meet the state standards and that with clear goals and plans to achieve those goals, all of our students will be successful. Parents are a key part of that plan. Every day parents provide reinforcement and application of the very concepts that teachers are teaching, often without even knowing it. This guide will give you a better picture of the skills and strategies that students are learning, so that you will know how your guidance and reinforce at home makes a big difference.
Parents are the first and most important teachers in every child’s life. We thank you for allowing us to partner with our in helping your child successfully prepare for their future!
Fourth Grade Reading Curriculum
Unit 1
Weeks 1-4
August 6 --September 7
Literature: The Mouse and the Motorcycle
I Can Statements
·         I can identify the theme of a story.
·         I can describe setting, characters, and problem of a story.
·         I can identify the main idea of a text.
Unit 2
Weeks 5-6
September 10-21
Literature: Nonfiction Text
·         I can explain ideas and concepts in an informational text.
Unit 3
Weeks 7-10
September 24-October 27
Literature: Charlotte’s Web
I Can Statements
·         I can summarize a text.
·         I can describe setting, characters, and problem of a story.
·         I can describe the plot, solution and conclusion of a story.
·         I can identify the key details of a text
Unit 4
Weeks 11-13
October 29 – November 16
Literature: Drama/Greek Myths
I Can Statements
·         I can identify the theme of a drama.
·         I can describe character, setting, and events in a drama.
·         I can explain the difference between a drama and a story.
·         I can explain an author’s reasons and evidence to support a particular point.
Unit 5
Weeks 14-16          
November 26 - December14
Literature: Trouble River
I Can Statements
·         I can compare and contrast the point of view from which different stories are narrated.
·         I can determine the meaning of words and phrases in a text.
·         I can compare and contrast a firsthand and second account of the same event or topic.
Unit 6
Weeks 17-18
January 2-11
Literature: Poetry
I Can Statements
·         I can identify the theme of a poem.
·         I can identify and use personification.
·         I can compare and contrast poems, drama and stories.
Unit 7
Weeks 19-21
January 14 – February 1
Literature: Native American Legends and Tall Tales
I Can Statements
·         I can determine the meaning of words and phrases in a text.
·         I can compare and contrast themes and sequence of events in stories.
Unit 8
Weeks 22-23
February 4-15
Literature: Nonfiction Text
·         I can explain ideas and concepts in an informational text.
·         I can explain events and procedures in an informational text.


Unit 9 
Weeks 24-27 
February 18 – March 15
Literature: Mr. Popper’s Penguins
I Can Statements
·         I can draw inferences in a text.
·         I can identify cause and effect.
·         I can describe in depth a character, setting or event in a story.
·         I can use charts, graphs, diagrams, and time lines to help me understand the text.
·         I can combine information from two texts on the same topic.
Unit 10
Weeks 28-31
March 18 – April 19
Literature: Dear Mr. Henshaw
I Can Statements
·         I can describe in depth a character, setting or event in a story.
·         I can compare and contrast the point of view from which different stories are narrated.
·         I can describe the overall structure of a text.
·         I can combine information from two texts on the same topic.
Weeks 32-36
Reading Round Up Review
I Can Statements
·         I can compare and contrast poems, drama and stories.
·         I can compare and contrast themes and sequence of events in stories.
·         I can use charts, graphs, diagrams, and time lines to help me understand the text.



Ways You Can Help Your Child in Reading
Understand and use different strategies to read.
vMake a family list of new and interesting words you find together in a dictionary or thesaurus.
vHelp your child select “just right” books to read.
vIf your child makes a mistake while reading aloud, allow time for self-correction.
vPlay word hunts and other games to help develop vocabulary.
vEncourage your child to use new words several times in conversations to reinforce meaning and use.
vSet up a daily family reading time and take urns reading a variety of material aloud.
Understand the meaning of what is read.
vAsk your child to retell the important parts of a story, book or movie.
vDiscuss how stories or new information relate to experiences in your family.
vAsk questions before, during, and after reading together.
vExpect answers from your child that give details from the text.
vAsk your child to explain their thinking as you read aloud together.
vExplain your own thinking as you read aloud together.
vTalk about the characters and setting of stories you read together.
vRead multiple versions of traditional stories or multiple books about the same topic.
vReread favorite passages showing similes, metaphors, and/or alliteration.
vUse a dictionary or other resource books to find new words or information.
vDiscuss the difference between fact and opinion when reading together.
Read different material for a variety of purposes.
vMake regular trips to the library a part of your family routine.
vCreate a home library.
vRead cereal boxes, signs, labels, or directions for information.
vDiscuss different families, friendships, cultures and traditions in books that you read together.
Set goals and evaluate progress to improve reading.
vHelp your child to set goals and monitor progress in reading.
vHave your child share favorite books with friends and other family members.
vAssist your child in finding books by their favorite author or about their favorite topic.
Fourth Grade Language Arts Curriculum


Unit 1

Weeks 1-2
August 6 - 24
I Can Statements
·         I can identify nouns.
·         I can identify pronouns.
·         I can use nouns and pronouns correctly.
Unit 2
Weeks 3-5
August 27 – September 14
I Can Statements
·         I can identify verbs.
·         I can determine verb tense in a sentence.
·         I can identify and use auxiliary verbs in a sentence.
·         I can use vivid verbs in my writing.
Unit 3
Weeks 6-7
September 17-28
I Can Statements
·         I can identify adjectives.
·         I can correctly use adjectives in different parts of a sentence
·         I can identify adverbs.
·         I can use adverbs in a sentence correctly.
Unit 4
Weeks 8-10            
October 8 - 27
I Can Statements
·         I can identify a complete sentence.
·         I can write a complete sentence.
·         I can write an expanded complete sentence.
·         I can identify fragments of a sentence.
Unit 5
Weeks 11-12
October 29 – November 9
I Can Statements
·         I can identify root words, prefixes and suffixes.
·         I can identify prefixes and the meanings.
·         I can identify suffixes and the meanings.
Unit 6
Weeks 13 - 14
November 12 - 30
I Can Statements
·         I can use context clues to determine the meaning of sentence or paragraph.
Unit 7  
Weeks 15 - 16
December 3 - 14
I Can Statements
·         I can identify synonyms.
·         I can identify antonyms.
·         I can determine the difference between synonyms and antonyms.
Unit 8
Week 17
Jan. 2-6
I Can Statements
·         I can identify multi-meaning words and the meanings in which the author intended.
Unit 9
Weeks 18 - 19
January 7 - 18
I Can Statements
·         I can identify prepositional phrases.
·         I can use prepositional phrases correctly in writing.
Unit 10
Weeks 20 - 22
January 21- February 8
I Can Statements
·         I can explain the meaning of idioms, adages and proverbs.
Unit 11
Weeks 23 - 24
February 11 - 22
I Can Statements
  • I can correctly use reference materials (dictionary, thesaurus, etc)
Unit 12
Weeks 25-27
February 25 – March 15
I Can Statements
  • I can identify sentence fragments.
  • I can construct complete sentences using sentence fragments.
·         I can identify run-ons sentences.
·         I can use commas with compound sentences.
Unit 13
Weeks 28-29
March 18-29
I Can Statements
  • I can use quotations and commas correctly in dialogue.
Unit 14
Weeks 30 -31
April 8 - 19
I Can Statements
  • I can identify and use homonyms correctly.
Weeks 32-36
Language Arts Review
I Can Statements
·         I can use grammar rules to identify and write correctly.



Mechanics, spelling and language usage will be covered daily through daily language review.



 Ways You Can Help Your Child in Language Arts
Understand and use a writing process
Encourage writing by letting your child see you write regularly with enjoyment and communication with others.
Compose a collection of your child’s favorite work into a folder or book and read them together regularly to encourage more writing.
Provide highlighting pens, scissors, and glue or tape to encourage your child to revise her/his work. This will help your child add, delete or rearrange her/his ideas in different ways to gain clear, complete and focused writing.
Write in a variety of forms for different audiences and purposes.
Set up a family message board for everyone to use and encourage writing by your child.
Provide different types of literature for your child, such as fairy tales, poetry, folk tales, rhyming books and other books that interest your child and family, and let your child freely explore these books.
Write clearly and effectively. To help your child with the writing process, you might try the following:
ü Work with your child to compose a writing notebook of important and interesting topics s/he would like to write about.
ü Encourage your child to write for different purposes such as grocery lists, thank you notes, etc., and have your child write notes to tell you where s/he is going when s/he goes out to play with friends.
ü Encourage your child to try out descriptive words (adjectives and adverbs) in her/his writing.
ü Provide a dictionary for your child to check spelling and look up new words for writing.
ü Check your child’s homework folder to find out what words your child should be spelling and writing regularly. Practice these words at home with your child.
Analyze and evaluate the effectiveness of written work.
Discuss with your child her/his writing what s/he likes and dislikes about it, and how to improve the writing.
Read with your child aloud and discuss how the material sounds.
Discuss with your child a piece of writing and what you both likes and dislikes about it. Such writings could be stories, letters, or books you have read together. In your child’s writings, always focus on what your child can do and celebrate those early steps to encourage positive writing skills.
Fourth Grade Math Curriculum



Unit 1: Place Value and Rounding
Weeks 1-2
I Can Statements
·         I can write numbers in standard form, expanded form and number words through one million.
·         I can compare numbers to a million.
·         I can recognize each digit is 10 times the digit in the place to its right.
·         I can round a number to tens, hundreds and thousands.
·         I can determine a pattern in a set of numbers.
·         I can create a number pattern that follows a given rule.
Unit 2: Addition and Subtraction
Weeks 3-4
I Can Statements
·         I can add and subtract multi-digit whole numbers.
·         I can solve 2 step word problems using addition and subtraction.
·         I can identify missing variable in addition and subtraction problems.
·         I can master multiplication facts 2’s through 5’s.
Unit 3: Multiplication and Division/ Factors and Multiples
Weeks 5-7
I Can Statements
·         I can master multiplication facts 6’s and 7’s.
·         I can apply the communicative, associative and distributive property of multiplication.
·         I can identify missing variables in simple multiplication and division facts.
·         I can find factor pairs for a whole number to 100.
·         I can find multiples to 100 of a one digit number.
·         I can identify prime and composite numbers to 100.
Unit 4: Parallel and Perpendicular; Symmetry; 2-D Shapes
Weeks 8 - 9
I Can Statements
·         I can draw points, lines, line segments, rays, and angles.
·         I can draw perpendicular and parallel lines.
·         I can classify figures based on parallel and perpendicular lines.
·         I can classify figures based on types of angles.
·         I can identify symmetrical figures and draw lines of symmetry.
·         I can create a shape pattern.
·         I can master multiplication facts 8’s, 9’s and 10’s.
Unit 5: Angles
Weeks 10-12
I Can Statements
·         I can recognize that angles are formed when 2 rays share the same endpoint.
·         I can measure angles using a protractor.
·         I can draw angles using a protractor.
·         I can find unknown angle measures using addition or subtraction.
·         I can use a variable to find an unknown angle measure.
·         I can solve division facts.
Unit 6: Multiplication
Weeks 13 - 15
I Can Statements
·         I can multiply one digit whole numbers by multiples of ten.
·         I can multiple a four digit number by a one digit number.
·         I can multiple 2 two digit numbers..
·         I can solve multiplication word problems that use symbols for the unknown numbers.
Unit 7: Division
Weeks 16-18
I Can Statements
·         I can divide four digit dividends by one digit divisors with and without remainders.
·         I can solve division word problems that use symbols for the unknown numbers.
Unit 8: Measurement
Weeks 19-21
I Can Statements
·         I can convert measurements within a single system.
·         I can record measurement equivalents in a chart or table.
·         I can solve word problems using measurements.
·         I can measure and estimate liquid volumes and masses of objects.
·         I can solve division facts.
Unit 9: Area and Perimeter
Weeks 22-23
I Can Statements
·         I can find the area of a rectangle.
·         I can find the perimeter of a polygon.
·         I can solve real world problems using area and perimeter.
Unit 10: Fractions
Weeks 24-26
I Can Statements
·         I can understand that a fraction is an equal part of a whole.
·         I can represent fractions on a number line.
·         I can find equivalent fractions.
·         I can identify mixed numbers and improper fractions.
·         I can convert mixed numbers and improper fractions.
Unit 11: Fractions—Addition and Subtraction/Mulitiply
Weeks 27-28
I Can Statements
·         I can compare fractions with like and unlike denominators.
·         I can show a fraction as a sum of fractions with the same denominator (e.g. 3/8=1/8+1/8+1/8.
·         I can add and subtract fractions with same denominators.
·         I can add and subtract mixed numbers.
·         I can solve word problems using fractions with like denominators.
·         I can understand a fraction as a multiple of a unit fraction.
·         I can multiply a fraction by a whole number.


Unit 12: Decimals
Weeks 29-30
I Can Statements
·         I can change fractions with 10 as the denominator to equivalent fractions with 100 as the denominator.
·         I can convert fractions with denominators of 10 or 100 to decimals.
·         I can compare decimals to the hundredths place.
·         I can add and subtract decimals to the hundredths place.
Unit 13: Line Plots
Weeks 31-32
I Can Statements
·         I can make a line plot to display a data set of measurements in fractions.
·         I can solve problems by using information from line plots.






Tips for helping your elementary school child with math homework
By Brian Inglesby, M.A., L.E.P.
For many parents, the subject of math arouses feelings of anxiety — perhaps conjuring up memories of timed tests, difficult concepts, or embarrassing mistakes made in class. If you think of math as something that other people are good at or that has no practical use, your attitude may undermine your ability to coach your child. Take the fear and frustration out of math homework by pointing out how numbers are used in your home on a daily basis.
Covering your bases
  • If math makes you nervous, try not to pass on your feelings to your child. Share only what is helpful, not harmful.
  • You may want to rely on a tutor, older sibling, or peer tutor to help your child with math. Check if his school has a peer-tutoring program.
  • Begin each math homework session by asking your child to explain what she's supposed to do. By her response, you'll know if she can do the assignment alone or if she needs help.
  • If you're not around when your child completes his homework, let him know that you'll look it over when you get home. Be sure to follow through. Tell him you're doing this to help him, not judge him.
  • Encourage your child to check in with a classmate if she doesn't understand or misses an assignment.
Home is where the math is
  • Explore math in everyday life — counting out forks to set the table, pouring from a gallon of milk, telling the time when his favorite TV program begins. When kids realize that math is all around them, they begin to relax and see its meaning in their lives.
  • Show how math is more than learning addition, subtraction, multiplication, and division. Math also teaches us to analyze, reason, and plan. These are useful skills that transfer over to reading and writing as well.
  • Model analytical and mathematical thinking. Be a problem solver, pose questions, and find solutions. Talk about likenesses and differences, and explain your reasoning.
  • Encourage your child to explain his problem-solving process so you can understand his reasoning.
  • When driving to school or the store, talk about how numbers help us determine how fast we drive, the distance traveled, the mileage the car gets per gallon of gas, and how long it will take to get home.
  • Expose your child to money in her early school years. Have her collect coins in a piggy bank and count them out regularly. If she receives an allowance, have her keep track of the amount or start a bank account.
  • Have your child use an analog and a digital watch to learn both methods of telling time.
  • Incorporate games involving numbers and math into playtime — from flash cards for learning basic math facts to board games involving money, time, and logic.
  • Post a chart of math facts in your child's room. Some activities and games can help kids memorize math concepts.
  • Educational video games and learning software can also reinforce math skills, from arithmetic to algebra. Older students may want to use calendars and spreadsheets to plan out their daily or weekly schedules.
  • When helping your child, ask questions to guide him through the process, such as "Where do you begin?" "What do you need to find out?" "Can you show me in a drawing how you got the answer?"
Fourth Grade Science Curriculum
Week 1
Scientific Method
·         I can conduct experiments using the scientific method.
·         I can collect data and make observations.
·         I can use scientific tools to collect data.
Week 2-4
States of Matter, Heat Energy
·         I can identify the properties of the three states of matter.
·         Objects can be classified by their properties.
·         I can explain how matter can be changed from one state to another.
·         I can explain the cause and effect relationship between the changes in states by heating or cooling.
·         I can explain chemical and physical changes.
·         I can describe the movement of heat between objects.
The next 3 units will be taught in weeks 5 - 16
Force, Motion, Positions
·         I can interpret or represent data to make observations or predictions in a change of an object’s position over time.
·         I can identify different forces that act on objects.
·         I can relate movement to the strength of a force.
·         I can conduct experiments about force and motion using the scientific method.
·         I can interpret or create charts and graphs that express movement, force, or position.
Weather, Objects in the Sky
·         I can explain that the sun provides heat and light that is necessary to sustain life on Earth.
·         I can draw and explain the water cycle.
·         I can identify different types of wild weather.
·         I can measure the changes in weather from day to day by using weather instruments.
·         I can use data, weather maps, charts, graphs to make predictions and observations about the weather.
·         I can explain the patterns of objects in the sky and how they create moon phases, seasons, and day and night.
Light Energy and Shadows, Sound Energy
·         I can explain that sound is a result of vibrations
·         I can describe that pitch and volume are created by the rate and strength of vibration
·         I can analyze the behavior of light as it interacts with a variety of surfaces. (reflecting, refracting, absorbing)
·         I can explain that when light is blocked, shadows are created.
·         I can use scientific tools to measure, observe, and collect data.
Earth Changes, Rocks, Soil
·         I can classify earth materials by the ways that they are used and explain their purposes.
·         I can classify rocks and soil by their properties.
·         I can describe and explain fast and slow changes to the surface of the Earth. (landslides, volcanic eruptions, erosion, weathering)
·         I can use fossils to explain the nature of the organisms and environments of things that were once living but now gone.
Week 17 - 19
Electricity and Magnets
·         I can compare the properties of conducting and non-conducting materials (conductors and insulators)
·         I can create models of different electrical circuits. (open, closed, series, parallel)
·         I can make predictions related to changes in the electrical models.
·         I can classify materials attracted or not attracted by magnets.
·         I can explain what happens when poles of a magnet are brought together.
Week 20 – 22
·         I can identify the basic needs of plants as air, water, nutrients, and light.
·         I can classify plants by their characteristics.
·         I can describe a variety of plant life cycles.
·         I can explain how seeds scatter and other ways that plants begin.
·         I can explain the different structures and functions of plants that contribute to their growth, survival, and reproduction.
·         I can identify characteristics of plants that resemble their parents and are passed to their offspring.
Week 23 - 26
·         I can classify animals by their characteristics. (vertebrate, invertebrate, cold-blooded, warm blooded, mammals, insects, etc)
·         I can identify the basic needs of animals as air, water, and food.
·         I can describe a variety of animal life cycles.
·         I can explain the different structures and functions of animals that contribute to their growth, survival, and reproduction.
·         I can identify characteristics of animals that are inherited from parents and learned from interactions with the environment..
Week 27 - 30
·         I can explain that plants and animals depend on each other through food chains for energy to survive in their ecosystems.
·         I can identify different ecosystems in which plants and animals survive.
·         I can explain that plants and animals adapt to their different ecosystems in order to survive or they will die out or have to move to new locations.
·         I can describe how human interactions with the ecosystems can be beneficial or harmful to the organisms that live there.
Ways You Can Help Your Child in Science
Do Science in Your Home
Parents can teach best by asking open-ended questions and taking time to encourage answers.
Observing: Invite young eyes and fingers to notice small details.
  • “What shapes do you see in that spider web?”
  • “Does the crust on this bread feel different from the crust on that one?”
Classifying: Put things in groups based on their characteristics.
  • “Let’s sort the socks by color.”
  • “Can you think of a way to divide your toys according to a pattern?”
Predicting: Put ideas about how the world works into words and test them.
  • “How long will an ice cube last sitting on the counter?”
  • “Will it last longer on another surface?”
Quantifying: Encourage children to quantify the world around them.
  • “Who is the shortest person in the family? By how much?”
  • “How many steps big is your room? The living room?”
The skills of science can and should be practiced everywhere. But it’s clear from research that children’s minds grow best when the environment is rich and varied. Use open-ended dialogue with your children as you explore the neighborhood, the grocery store, the park, or the local fire station. Field trips need not be long, expensive, or elaborate to help young minds turn to science.
Science is all around us!
Set High Expectations
What you say to your child is important. But what may be even more important is what you don’t say.
Parents often convey their attitudes and expectations in indirect ways. If you tell your children, “I never liked science in school” or “I got my worst grades in science,” you convey the expectation that science classes will be boring or difficult, or worse, that you would accept low performance in science. On the other hand, if you say, “I wish I could do that experiment with you” or “I’m so glad that you are having opportunities that I missed,” you will open doors for your children.
Other Helpful Tips
  • Encourage your child to take things apart! Old toys, clocks, and household appliances are great lessons—and don’t worry about putting them back together!
  • Don’t forget about safety. Supervise young children as needed.
  • Discuss science and technology careers. When you encounter people in science-related careers, encourage your children to ask questions about these jobs and the training needed for them.
  • Explore informal education sites. Science centers, museums, and natural science institutions give children the chance to make independent discoveries and participate in scientific processes while having fun.
  • Check out science-related library books and read them together.
  • Encourage children to explore awards programs and competitions that bolster science learning in the classroom.
Fourth Grade Social Studies Curriculum
·        I can explain the rights and responsibilities of a good citizen.
·        I can identify the basic principles of democracy (e.g., justice, equality, responsibility, and freedom) found in the constitution.
·        I can identify important documents, symbols, and songs specific to Kentucky and the U.S.
·        I can identify and give examples of primary and secondary sources.
·        I can interpret maps, charts, and graphs to describe natural resources and physical characteristics in Kentucky and the U.S.
·        I can locate major landforms, bodies of water, and places and objects in Kentucky.
·        I can use latitude and longitude to find the absolute location of an object.
·        I can describe and compare Kentucky’s regions.
·        I can describe the natural resources of Kentucky and where they are located.
Early Settlers
·        I can identify early cultures in Kentucky and explain their similarities and differences.
·        I can describe interaction among early settlers of Kentucky.
·        I can describe how Kentucky was settled and how they were influenced by physical characteristics such as climate, landforms, and bodies of water.
·        I can explain how people adapted to the physical environment to meet their needs.
·        I can explain hoe the physical environment both promoted and restricted human activities.
·        I can describe scarcity and how it affects the economy.
·        I can understand how profit helps produce goods and services.
·        I can give examples of how markets are determined by supply and demand.
·        I can understand how goods and services work in Kentucky’s regions and in the U.S.
·        I can describe the three branches of government and the system of checks and balances.
·        I can understand how government works on the local, state, and national levels.
Ways You Can Help Your Child in Social Studies
Understand the concepts and skills of geography.
·        Locate and identify continents, oceans, physical features and major regions of the world.
·        Discuss the ways the geography of an area influences its culture.
Examine and understand major ideas in history.
·        Provide opportunities for your child to visit museums and cultural events.
·        Discuss your family’s cultural background, and become familiar with some of the stories, art, and music that are part of that culture.
Understand the basic principles of civics.
·        Discuss examples of conflicts between people.
·        Discuss ways these conflicts could be resolved through cooperation.
Understand the basic concepts of economics.
·        Look for examples of products made in different countries when at the store.
·        Determine values for specific chores and offer opportunities to barter or trade.
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
View Map & Directions
Phone: 606-928-4141
Fax: 606-928-4771