Content Standard(s):
Social Studies 8 ) Describe the development of a classical civilization in India and China.
Examples: India—religions, arts and literature, philosophies, empires, caste system
China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions
• Identifying the effect of monsoons on India
• Identifying landforms and climate regions of China
Example: marking landforms and climate regions of China on a map
Unpacked Content
Strand: Geography, History
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
Describe the development of a classical civilizations in India and China and the influence of geography and economics on this development. Teacher Vocabulary:
subcontinent
dharma
karma
reincarnation
caste
filial piety
classical civilization
Varna
enlightenment
meditation
nirvana
Daoism
Confucianism
Legalism
acupuncture
oracle
mandate of heaven Knowledge:
Students know:
The development of a classical civilization in India and China.
The climate and geography of India and China and the effects these had on the development of each region.
The social and political impact of major groups on the development of India and China.
The effects of religion and philosophy on Indian and Chinese societies and the effects of Indian and Chinese cultures and geographies on the development of religions and philosophies. Skills:
Students are able to:
Analyze textual evidence of primary and secondary sources.
Locate places on a map.
Identify the effects of religious beliefs and practices on societies.
Describe how geography influenced culture. Understanding:
Students understand that:
The civilizations in India and China development into advanced, sophisticated civilizations.
Alabama Alternate Achievement Standards
AAS Standard:
Arts Education 7) Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment, using kinetic sense during complex floor and air patterns.
Example: Mirroring.
Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
Concepts & Vocabulary:
space
Kinetic sense
dance phrase
tempo
use of breath
energy
dynamics
embody
technical dance skills
spatial designs
healthy practices
injury prevention
performance goals
Nutrition
Self-assessment
leadership qualities
production elements Skill Examples:
Explore mirroring with a partner, both locomotor and stationary.
Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
Perform dance phrases of different lengths that use various timing.
Use different tempos in different body parts at the same time.
Inhale on the descent of the plie' and exhale on the rise.
Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education 1) Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms, including introductions, transitions, and codas, that convey expressive intent.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan and Make
Essential Questions:
EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
Concepts & Vocabulary:
Rhythm
Tension and release
Phrase
Notation (standard, iconic, technological)
Melody
Tension and release
Phrase
Notation (standard, iconic, technological)
Harmony
Texture
Tension and release
Sequence
Notation (standard, iconic, technological)
Form
Arrangement
Song structure
Expanded forms
Introduction
Transition
Coda
Style
Genre
Structure
Expression
Other
Sound sources (instruments, voices, found sounds, & technology)
Age-appropriate audience and performer etiquettes Skill Examples:
Performing
Perform, on classroom instruments (ukuleles, guitars, mallet instruments, etc.), created accompaniments for musical products including student created, Folk Songs, and/or children's songs.
Create a YouTube video to teach the chordal accompaniment for a song.
Perform alone and with others middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.
Creating
Compose an introduction for an original piece of music and/or a children's song and/or teacher provided example and be able to use appropriate vocabulary to discuss expressive intent.
Compose music to transition between two pieces of music or sections of a song.
Create musical products that show tension and release melodically and/or rhythmically, and/or harmonically.
Create musical pieces that demonstrate various musical textures (e.g. monophonic, homophonic, polyphonic).
Compare and contrast how composers arrange musical products for various ensembles.
Examine how current events influence the creative process.
Improvise melodic and/or rhythmic phrases vocally, with instruments, or with technology.
Reading/ Writing
Use standard notation and/or iconic notation, and/or technology to document the development of musical ideas.
Create a YouTube video or PowerPoint to explain the composition process using traditional notation.
Provide feedback to peers, citing specific examples and using appropriate vocabulary, and ideas for refining musical products (compositions, arrangements, improvisations, and performances).
Critique musical products of self and peers applying appropriate musical vocabulary, specific musical examples, and discussion of originality and craftsmanship.
Respond to critiques of musical products through multiple means, using appropriate vocabulary, and specific musical examples to support your response.
Identify the structure of composite forms of music.
Sight read melodic, rhythmic, and/or harmonic passages in composed music.
Responding/ Evaluating
Create a composition journal (physical or virtual) to document development of musical ideas.
Create a rubric to evaluate personal composition products that include application of compositional techniques, style, form, and sound sources.
Develop criteria, in collaboration with peers and teacher, to evaluate and refine musical ideas.
Refine musical ideas based on predetermined criteria and feedback from multiple sources (peers, teacher, self, audience) and explain reasons for refinement.
Compare and contrast selected composers and their work.
Identify careers in music that are non-performance based.
Identify and describe ways that technology is used to create music.
