ALEX Classroom Resource

  

The Life and Music of Celia Cruz

  Classroom Resource Information  

Title:

 The Life and Music of Celia Cruz

URL:

 https://amhistory.si.edu/celiacruz/printable/downloads/PDF/Autobiography%20though%20Objects.Kto4.pdf

Content Source:

 Smithsonian
Type: Lesson/Unit Plan

Overview:

In this lesson plan, students will analyze primary sources relating to Celia Cruz. Then, students will tell their own story using objects that are meaningful to them. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
5 ) Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

Examples: Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month (Alabama)

•  Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources
Example: fictional version of Pocahontas compared to an authentic historical account

Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Identify celebrations within the local community and throughout Alabama (for example, Mardi Gras, Boll Weevil Festival, Selma Bridge Crossing Jubilee, Black History Month).
  • Identify historical events within the understand fiction and nonfiction text about historical events within the local community and throughout Alabama (for example, Montgomery Bus Boycott, Ruby Bridges).
  • Identify fact as information provided through primary and secondary sources.
  • Identify fiction as stories that are created and passed down through history that are not based on factual information from primary and secondary sources.
Teacher Vocabulary:
  • differentiate
  • identify
  • fact
  • fiction
  • celebrations
  • historical events
  • primary sources
  • secondary sources
Knowledge:
Students know:
  • The importance of celebrations and events in the local. community and throughout Alabama.
  • The purpose of primary and secondary sources.
  • Techniques to differentiate between fact and fiction.
  • Vocabulary: fact, fiction, celebrations, historical events, primary sources, secondary sources
Skills:
Students are able to:
  • Identify, discuss, and list celebrations and historical events in the local community and throughout Alabama.
  • Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.
Understanding:
Students understand that:
  • There are celebrations and historical events in the local community and throughout Alabama such as the Selma Bridge Crossing, Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, and Black History Month.
  • Primary and secondary sources are an important way to differentiate between fact and fiction.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.5- Engage in class conversations about Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, and Black History Month.
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
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
Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States.
Teacher Vocabulary:
  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes
Knowledge:
Students know:
  • The purpose and essential elements of legends, stories, and songs.
  • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
  • Vocabulary: legends, stories, songs, cultural history.
Skills:
Students are able to:
  • Interpret legends, stories, and songs.
  • Identify the purpose and essential elements of legends, stories, and songs.
  • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.
Understanding:
Students understand that:
  • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.
English Language Arts
ELA2021 (2021)
Grade: 1
4. Present information orally using complete sentences and appropriate volume.

a. Orally describe people, places, things, and events, expressing ideas with relevant details.
Unpacked Content
Teacher Vocabulary:
4.
  • Present
  • Complete sentences
  • Appropriate volume
4a.
  • Describe
  • Express ideas
  • Relevant details
Knowledge:
4. Students know:
  • How to orally present information using appropriate communication skills.
4a.
  • How to orally present relevant details to express descriptions of people, places, things, or events.
Skills:
4. Students are able to:
  • Speak in complete sentences and use appropriate volume to present information orally.
4a.
  • Clearly describe people, places, things, and events.
  • Use relevant details in descriptions.
  • Express ideas clearly.
Understanding:
4. Students understand that:
  • To communicate clearly, a speaker should use complete sentences and a voice volume that can be heard by the audience.
4a.
  • Relevant details and clearly expressed ideas enhances oral descriptions of people, places, things, and events.
English Language Arts
ELA2021 (2021)
Grade: 3
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.
Tags: Celia Cruz, primary sources
License Type: Custom Permission Type
See Terms: https://www.si.edu/termsofuse/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Ginger Boyd
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