Content Standard(s):
Social Studies 3 ) Explain the United States' changing role in the early twentieth century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
• Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba
• Identifying the role of the Rough Riders on the iconic status of President Theodore Roosevelt
• Describing consequences of the Spanish-American War, including the Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean
• Analyzing the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests
• Appraising Alabama's contributions to the United States between Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan (Alabama)
• Evaluating the role of the Open Door policy and the Roosevelt Corollary on America's expanding economic and geographic interests
• Comparing the executive leadership represented by William Howard Taft's Dollar Diplomacy, Theodore Roosevelt's Big Stick Diplomacy, and Woodrow Wilson's Moral Diplomacy
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Analyze changes in the global role of the United States during the early 20th Century and explain the causes of these changes and the resulting consequences for the nation. Teacher Vocabulary:
Spanish-American War
imperialism
annexation
global role Knowledge:
Students know:
The internal and external factors that resulted in changes in America's role as a world power during the early 20th Century.
Factors that lead to the Spanish-American War and the consequences of the war.
Theodore Roosevelt's involvement in the Spanish-American War and its role in his popularity and involvement in politics.
Social, political, and economic causes for the United State's involvement in the Hawaiian Islands.
The contributions of Alabama and Alabamians to the United States between Reconstruction and World War I.
Consequences of political policies, such as the Open Door policy and the Roosevelt Corollary on American economic and geographic interests.
Policies and leadership of American presidents during the early 20th Century. Skills:
Students are able to:
Describe the internal and external factors that result in changes in the development of a specific country during a specific time period and the consequences of these changes.
Evacuate factors that lead to war and the consequences of the war.
Discuss the effects of popularity on political power.
Analyze the social, political, and economic causes for the United State's involvement in other countries and regions.
Appraise the contributions of Alabama and Alabamians to the United States during specific historical periods.
Evaluate the consequences of political policies, such as the Open Door policy and the Roosevelt Corollary on American economic and geographic interests.
Compare the policies and leadership of influential political, economic, and social leaders.
Analyze primary and secondary sources.
Cite specific textual evidence to support analysis of primary and secondary sources. Understanding:
Students understand that:
There were many causes and consequences of the changes in the United States' role as it became a global power during the early 20th Century.
Alabama Alternate Achievement Standards
AAS Standard:
Social Studies 4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
• Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations
• Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain
• Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Analyze the causes and events of the United States' military involvement in World War I in order to determine the long-term social, political, and economic impact on the United States. Teacher Vocabulary:
World War I
Treaty of Versailles
mobilization
imperialism
nationalism
militarism
nativism
fascist Knowledge:
Students know:
The causes, events, and the impact of military involvement of the United States in World War I.
Social and political changes and attitudes in the United States related to involvement in World War I, including: American neutrality, mobilization, economic changes, and political changes.
The role of imperialism, militarism, nationalism, nativism, and the alliance system in World War I.
Geographical and political boundaries of Europe and the Middle East, pre- and post-World War I.
Controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations.
Short- and long-term effects of the Treaty of Versailles. Skills:
Students are able to:
Explain the changing role of the United States during specific historical periods and in relationship to specific historical events.
Describe the effects of political and social movements and ideologies.
Analyze the social and political causes, events, and impact of specific historical events.
Identify geographical and political changes related to specific historical events.
Analyze controversies related to political policies, plans, and agreements.
Analyze primary and secondary sources.
Cite specific textual evidence to support analysis of primary and secondary sources. Understanding:
Students understand that:
There were many causes and effects of the United States' military involvement in World War I and these had significant social, political, and economic impact on the United States. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
Examples: short and long prose texts, poetry, dramas
Unpacked Content
Teacher Vocabulary:
R2.
Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation Knowledge:
R2. Students know:
Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills:
R2. Students are able to:
Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding:
R2. Students understand that:
Literary texts can be understood on both a literal and figurative level.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Teacher Vocabulary:
R4.
Digital tools
Electronic tools
Appropriately
Safely
Ethically Knowledge:
R4. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically. Skills:
R4. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools. 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 R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Teacher Vocabulary:
R5.
Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience Knowledge:
R5. Students know:
The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills:
R5. Students are able to:
Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process. Understanding:
R5. Students understand that:
Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts 1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
Unpacked Content
Teacher Vocabulary:
1.
Analyze
Evaluate
Complex literary text
Complex informational texts
Points of view
Cultural perspectives
American literature Knowledge:
1. Students know:
Necessary skills to read, analyze, and evaluate complex literary and informational texts.
Strategies to identify and describe various points of view and cultural perspectives. Skills:
1. Students are able to:
Read complex texts.
Analyze elements within complex texts.
Evaluate text based on specific criteria provided by teacher. Understanding:
1. Students understand that:
Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.
English Language Arts 3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Unpacked Content
Teacher Vocabulary:
3.
Analyze
Cultural perspective
Style
Meaning Knowledge:
3. Students know:
An author's cultural perspective influences the style and meaning of their work. Skills:
3. Students are able to:
Identify the style and meaning of text.
Analyze how an author explicitly exhibits his/her cultural perspective in a text. Understanding:
3. Students understand that:
An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
English Language Arts 4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
Unpacked Content
Teacher Vocabulary:
4.
Analyze
Characterization
Figurative language
Literary elements
Point of view
Create
Convey Knowledge:
4. Students know:
Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
Methods to analyze characterization, figurative language, literary elements, and point of view. Skills:
4. Students are able to:
Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts. Understanding:
4. Students understand that:
Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts 10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Teacher Vocabulary:
10.
Active listening
Tone
Organization
Content
Nonverbal cues
Purpose
Credibility Knowledge:
10. Students know:
Active listening skills.
Strategies to evaluate the tone, organization, and content of spoken language.
Methods to identify nonverbal cues of a speaker. Skills:
10. Students are able to:
Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
Evaluate a speaker's nonverbal cues.
Listen actively to determine the credibility of a speaker and the purpose of the presentation. Understanding:
10. Students understand that:
Spoken language can be analyzed similarly to the way one analyzes a text and an author.
English Language Arts 12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.
Unpacked Content
Teacher Vocabulary:
12.
Collaborate
Writing tasks
Diverse groups
Compromises Knowledge:
12. Students know:
Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
Grade-appropriate writing skills. Skills:
12. Students are able to:
Collaborate on writing tasks in diverse groups.
Make necessary compromises to accomplish a goal.
Share responsibility for collaborative work.
Show respect for the individual contributions of each group member. Understanding:
12. Students understand that:
They will frequently collaborate with others to develop writing products in school and in the workplace.
Being an effective collaborator requires compromising, sharing responsibility for the work, and being respectful of others.
English Language Arts 16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.
Examples: words, music, sound effects
Unpacked Content
Teacher Vocabulary:
16.
Analyze
Audible communications
Evaluate
Effectiveness
Subject
Occasion
Audience
Purpose
Tone
Credibility
Digital sources Knowledge:
16. Students know:
Active listening skills.
Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
A credible source is free from bias and supported with relevant evidence. Skills:
16. Students are able to:
Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
Evaluate the effectiveness of elements included in a digital audible communication source. Understanding:
16. Students understand that:
Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
English Language Arts 25. Use a variety of search tools and research strategies to locate credible sources.
Examples: library databases, search engines; keyword search, boolean search
Unpacked Content
Teacher Vocabulary:
25.
Search tools
Research strategies
Credible sources Knowledge:
25. Students know:
Methods to use search tools, such as library databases and search engines.
Research strategies, such as keyword search and boolean search.
Strategies to locate credible information that is accurate and reliable. Skills:
25. Students are able to:
Use various search tools and research strategies to find credible information. Understanding:
25. Students understand that:
There are multiple strategies and tools to use when researching a topic.
