Content Standard(s):
Social Studies 13 ) Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)
Examples: prehistoric—Paleo-Indian, Archaic, Woodland, Mississippian
historic—Choctaw, Chickasaw, Cherokee, Creek (Alabama)
• Identifying roles of archaeologists and paleontologists
Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Reconstruct a past event using various primary sources, including calendars and timelines. Teacher Vocabulary:
primary sources
calendars
timelines
reconstructing
past Knowledge:
Students know:
How to use a calendar.
How to interpret a timeline.
Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts Skills:
Students are able to:
Read a calendar.
Create and use a timeline.
Analyze a historical document.
Utilize maps, photographs, and other visual historic resources. Understanding:
Students understand that:
Primary sources play an important role in reconstructing the past.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R4.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R4. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R4. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R4. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
Unpacked Content
Teacher Vocabulary:
33.
Personal narrative
Fictional narrative
Logical plot
Sequence of events
Characters
Transitions
Closure Knowledge:
33. Students know:
A narrative is a piece of writing that tells a story.
A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
A narrative story describes the actions, thoughts, and feelings of the characters.
Narrative transitions indicate when and where the story is occurring. Skills:
33. Students are able to:
Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks.
Use appropriate transitions in narrative writing.
Write a narrative that ends with a sense of closure. Understanding:
33. Students understand that:
Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
Local/National Standards:
D2.His.10.K-2. Explain how historical sources can be used to study the past.
D2.His.10.3-5. Compare information provided by different historical sources about the past
D2.His.9.3-5. Summarize how different kinds of historical sources are used to explain events in the past.
Primary Learning Objective(s):
The students will be able to:
1) define the role of an archaeologist.
2) make inferences based on observations by sorting through garbage.
3) compare and contrast 2 artifacts looking for clues from the past.
4) write a narrative story about one of the pottery artifacts compared during the lesson.
