Content Standard(s):
Social Studies 4 ) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.
• Identifying natural resources of Alabama during the early nineteenth century
• Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
Unpacked Content
Strand: Geography, History
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.
Identify natural resources of Alabama during the early nineteenth century.
Describe human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names. Teacher Vocabulary:
plateau
region
fall line
plain
river valley
flood plain
delta Knowledge:
Students know:
The distinguishing characteristics of the five geographic regions of Alabama.
Alabama's key natural resources including cotton, iron, timber, and rivers. Skills:
The students are able to :
Analyze the relationship between Alabama's natural resources and the settlement of the area during the early 19th Century.
Make the connection that a region of a state greatly affects the social and economic viability of that region. Understanding:
Students understand that:
Settlers chose to live in regions based on the natural resources available in that region. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
a. Identify and explain attitudes and influences of multiple characters within a text.
b. Explain how the main character changes throughout the story, using explicit evidence from the text.
c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.
Unpacked Content
Teacher Vocabulary:
15.
Analyze
Character
Setting
Event
Story
Drama
Specific details
15a.
Attitude
Influence
Characters
15b.
Main character
Explicit evidence
15c.
Inference
Character
Behavior
Setting
Specific events
Explicit details Knowledge:
15. Students know:
Characters are any person, animal, or figure that affect the events of the story.
Setting is when and where a story takes place.
Events are situations that are described in the story.
A drama is a story with dialogue that can be read by different people.
Details in the text provide information about the characters, setting, and events.
15a.
Characters are any person, animal, or figure that affect the events of the story.
Characters in text are described as having certain attributes, like attitude.
Characters in text can be influenced by other characters or events in the text.
15b.
The main character is the focus of the plot and often displays changes in attitude or beliefs during the story.
Explicit evidence refers to direct quotations from the text.
15c.
Making an inference requires using observation and background knowledge to reach a logical conclusion.
Inferences can be drawn by using information from the text. Skills:
15. Students are able to:
Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama.
15a.
Identify attitudes and influences of multiple characters within a text.
Explain the reasoning behind characters' attitudes and influences.
15b.
Identify the main character in a story.
Use explicit evidence from text to explain how the main character changed in the story.
15c.
Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding:
15. Students understand that:
They can explain details about characters, settings, and events in a story or drama by using evidence from the text.
15a.
There are influences that affect characters' behavior and attitude in a text.
15b.
A story usually focuses on one main character who changes throughout the text.
Their explanations can be supported with direct quotations from the text.
15c.
Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.
English Language Arts 22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.
a. Cite evidence to explain the author's perspective toward a topic in an informational text.
Unpacked Content
Teacher Vocabulary:
22.
Analyze
Events
Procedures
Ideas
Concepts
Informational texts
22a.
Cite
Evidence
Author's perspective
Topic
Informational text Knowledge:
22. Students know:
Informational text often describes events, procedures, ideas, or concepts.
22a.
Authors of informational text have personal perspectives or viewpoints that are reflected in their writing. Skills:
22. Students are able to:
Use specific information in informational text to describe events, procedures, ideas, or concepts.
Explain the causes and effects of the events described in text.
22a.
Identify and explain an author's perspective toward a topic in informational text.
Provide textual evidence to support their explanation of the author's perspective. Understanding:
22. Students understand that:
They can use information from the text to examine and interpret events, procedures, ideas, or concepts from informational texts.
Some informational text will explain the causes and effects of certain events.
22a.
Authors of informational text have views and opinions about the topics they write about, and their perspectives will be reflected within the text.
English Language Arts 42. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
a. Articulate ideas, claims, and perspectives in a logical sequence, presenting information, findings, and credible evidence from multiple sources and modalities to enhance listeners' understanding.
Unpacked Content
Teacher Vocabulary:
42.
Report
Topic
Text
Recount
Appropriate facts
Relevant details
Descriptive details
Main ideas
Themes
Volume
Pacing
Pronunciation
42a.
Articulate
Ideas
Claims
Perspectives
Logical sequence
Information
Findings
Credible evidence
Sources
Modalities Knowledge:
42. Students know:
One way to share information is through oral presentations.
Oral presentations should be organized, have a main idea or theme, and include relevant, descriptive details and facts that support the key point.
Speakers should orally present in a volume loud enough for the audience to hear, at an understable pace, and with correct speech pronunciation.
42a.
A speaker can enhance the audience's understanding by explaining ideas, claims, and perspectives in a logical sequence, and by providing additional information in the form of credible evidence from multiple sources. Skills:
42. Students are able to:
Orally report in response to a topic or text, to tell a story, or to describe a personal experience.
Create an oral report that is organized, and includes relevant, descriptive facts and details that support the main idea or theme.
Speak at an adequate volume and appropriate pace and use proper pronunciation when presenting an oral report.
42a.
Orally articulate ideas, claims, and perspectives in a logical sequence.
Gather information, findings, and credible evidence from multiple sources and modalities.
Orally present information, findings, and credible evidence. Understanding:
42. Students understand that:
An effective oral presentation requires an organized structure and uses relevant facts and details to support the key idea.
An effective speaker presents with a voice that can be heard by the audience, a speaking pace that can be understood by the audience, and proper pronunciation of words.
42a.
Information, findings, and credible evidence should be gathered from multiple sources in varied modalities to enhance the audience's understanding of the oral presentation.
To clearly articulate their ideas, claims, and perspectives, they must organize their thoughts in a logical sequence.
