Standard(s):
[SS2010] GHS (3) 3 : 3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)
Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways
• Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
[SS2010] GHS (3) 11 : 11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.
• Comparing maps of the past to maps of the present
[SS2010] ALA (4) 2 : 2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.
• Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
• Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
• Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
[SS2010] USS5 (5) 1 : 1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.
• Locating on a map states and capitals east of the Mississippi River
• Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)
[SS2010] USS5 (5) 2 : 2 ) Identify causes and effects of early migration and settlement of North America.
[ARTS] VISA (3) 1 : 1) Elaborate on an individual or prompted imaginative idea.
Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.
[ARTS] VISA (3) 2 : 2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.
Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.
[ARTS] VISA (3) 4 : 4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.
[ARTS] VISA (3) 10 : 10) Speculate about processes and purposes an artist used to create a work of art.
Example: Observe and compare similar themes in artwork from historical and contemporary eras.
[ARTS] VISA (3) 14 : 14) Create works of art based on observations of surroundings.
[ARTS] VISA (4) 4 : 4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
[ARTS] VISA (4) 5 : 5) Document, describe, and create real or imagined constructed environments.
Example: Design a futuristic art room, town, or planet.
[ARTS] VISA (4) 15 : 15) Through observation, infer information about time, place, and culture in which a work of art was created.
Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
[ARTS] VISA (5) 2 : 2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.
[ARTS] VISA (5) 4 : 4) Demonstrate proper care and use of materials, tools, and equipment while creating art.
[ARTS] VISA (5) 10 : 10) Compare one's interpretation of a work of art with the interpretation of others.
[ARTS] VISA (5) 13 : 13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
