Content Standard(s):
Literacy Standards (6-12) 2 ) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence Of Student Attainment:
Students:
determine the central ideas or information of a primary source
determine the central ideas or information of a secondary source
compose (writing or speaking) an accurate summary of a source
separate prior knowledge or opinions from central ideas or information understood from a source Teacher Vocabulary:
determine
central ideas
central information
primary source
secondary source
accurate summary
distinct from. . .
prior knowledge
opinion Knowledge:
Students know:
techniques for determining central ideas or information from primary sources
techniques for determining central ideas or information from secondary sources
qualities of an accurate summary
difference between central ideas, prior knowledge, and opinions
VOCABULARY: primary source, secondary source, summary, prior knowledge, opinions Skills:
Students are able to:
determine central ideas or information from primary sources
determine central ideas or information from secondary sources
summarize accurately (in writing or speaking) primary and secondary sources
compose a summary distinct from prior knowledge or opinions Understanding:
Students understand that an accurate summary of a primary or secondary source includes understanding the central ideas or information in the text separate from prior knowledge and opinion.
Literacy Standards (6-12) 7 ) Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Integration of Knowledge and Ideas
Evidence Of Student Attainment:
Students:
obtain information from charts, graphs, photographs, videos, or maps
integrate visual information with information in print and digital texts Teacher Vocabulary:
integrate
visual information
charts
graphs
photographs
videos
maps
print texts
digital texts Knowledge:
Students know:
common visual sources of information (e.g., charts, graphs, photographs, videos, or maps)
techniques for gathering information from visuals such as charts, graphs, photographs, videos, or maps
graphic organizers or note-taking strategies for integrating visual information, print texts, and digital texts
VOCABULARY: visual information, print text, digital text Skills:
Students are able to:
gather information from visuals including charts, graphs, photographs, videos, or maps
integrate visual information with information from print and/or digital sources Understanding:
Students understand that information from multiple texts can be put together to form a complete understanding of a history / social studies topic.
Social Studies 3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.
Examples: sinking of the Lusitania , Zimmerman Note, alliances, militarism, imperialism, nationalism
• Describing military and civilian roles in the United States during World War I
• Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
• Analyzing technological advances of the World War I era for their impact on modern warfare
Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask
• Locating on a map major countries involved in World War I and boundary changes after the war
• Explaining the intensification of isolationism in the United States after World War I
Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare
• Recognizing the strategic placement of military bases in Alabama (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Identify how the sinking of the Lusitania, the Zimmerman Note, alliances, imperialism, militarism and nationalism led to U.S. entry into WWI.
Describe the various roles of military and civilians in WWI.
Explain Woodrow Wilson and Archduke Franz Ferdinand and their association to WWI.
Analyze machine guns, tanks, submarines, airplanes, poison gas, and gas masks and their contributions to advancing modern warfare during WWI.
Use map skills to locate key countries involved in WWI and boundary changes post WWI.
Explain reactions to the Treaty of Versailles, League of Nations and the Red Scare pertaining to the intensification of isolationism in the United States after WWI.
Recognize military bases of Alabama and their strategic placement. Teacher Vocabulary:
WWI
Lusitania
Zimmerman Note
alliances
militarism
imperialism
nationalism
modern warfare
isolationism
Treaty of Versailles
League of Nations
Red Scare Knowledge:
Students know:
The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
The roles of military and civilians played in WWI.
Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
Strategic locations of military bases in Alabama. Skills:
Students are able to:
Locate places on a map.
Read and interpret primary source documents.
Cite evidence to support historical events. Understanding:
Students understand that:
There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
