Content Standard(s):
Social Studies 11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.
• Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
• Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
• Describing social, economic, and political conditions that affected citizens during the Civil War
• Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)
• Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)
• Explaining events that led to the conclusion of the Civil War
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
Describe Alabama's role in the Civil War. Teacher Vocabulary:
Civil War
Missouri Compromise
insurrection
opposition
rebellion
personalities
political conditions
confederacy
secession Knowledge:
Students know:
Causes of the Civil War, including issues of states' rights and slavery.
The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
Social, economic, and political conditions that affected citizens during the Civil War.
Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession). Skills:
Students are able to:
Locate key places and events on a physical and political map.
Identify and analyze the causes of political conflict
Identify key people and explain their role throughout the Civil War.
Describe and draw conclusions about the war affected the citizens of the United States.
Interpret and define the role of Alabama in the Civil War. Understanding:
Students understand that:
There were many factors that led to the Civil War.
Key people and ordinary citizens contributed to and were impacted by the Civil War.
Alabama responded to, participated in, and was impacted by the Civil War. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
Arts Education 10) Explain how context (such as social, cultural, and historical) informs performances.
Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Interpret
Essential Questions:
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
Concepts & Vocabulary:
Rhythm
Melody
Pitch set: Do-centered diatonic
Treble clef reading (choral octavos)
Grand staff
Bass clef
Accidentals
Major scale
Harmony
Part singing/ playing
Chord progression (I, IV, V)
Arpeggio
Descant
Level bordun
Form
Expression
Vibrato
Tremolo
Reggae
Blues
Timbre: soprano, alto, tenor, bass
Other
Age-appropriate audience and performer etiquette
Age-appropriate pitch matching (Ab3-F5) Skill Examples:
Performing
Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing intervals on pitch within a major diatonic scale.
Perform melodies on recorder while reading standard and/or iconic music notation.
Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
Sing partner songs to create harmony.
Sight-read and prepare a performance.
Creating
Demonstrate appropriate use of legato and staccato in a song.
Create a personal playlist and explain why each piece was selected.
Improvise, compose and arrange music.
Use technology and the media arts to create and perform music.
Reading/ Writing
Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
Read, write and perform diatonic melodies and the major scale on the treble clef staff.
Identify tempo markings such as allegro, presto, largo, and andante.
Identify ledger-line notes A, B, and C above the treble clef staff.
Identify whole and half steps of the major diatonic scale in printed music.
Recognize the difference between major and minor tonalities.
Write program notes to accompany performances.
Responding/ Evaluating
Discuss melodic and harmonic elements used in a piece of music.
Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
Demonstrate appropriate audience etiquette at live performances.
Write performance reviews of performances.
