Content Standard(s):
Social Studies 2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.
• Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
• Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
• Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
• Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial
Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
Describe national celebrations, including their significance and democratic values associated with each.
Identify American symbols and monuments and describe the history and significance of each. Teacher Vocabulary:
historic figures (male and female)
celebrations
exemplify
democratic values
recognize
founding fathers
significance
national holidays
American symbols
monuments Knowledge:
Students know:
Fundamental democratic values including equality, justice, and responsibility for the common good.
The names and significance of national historic figures, both male and female.
The significance of national holidays and the relationship of each to democratic values.
The history and significance of American symbols and monuments.
Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument Skills:
Students are able to:
Identify national historic figures and celebrations.
Identify the ways historic figures and celebrations exemplify fundamental democratic values.
Recognize our country's founding fathers and other historic male figures.
Recognize historic female figures.
Describe national holidays, including the significance of each and the democratic values associated with each.
Identify American symbols and monuments and describe the history and significance of each. Understanding:
Students understand that:
There is an importance and impact of national historic figures and celebrations.
Alabama Alternate Achievement Standards
AAS Standard:
Social Studies 3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.
Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts
Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Reconstruct a past event using various primary sources, including calendars and timelines. Teacher Vocabulary:
primary sources
calendars
timelines
reconstructing
past Knowledge:
Students know:
How to use a calendar.
How to interpret a timeline.
Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts Skills:
Students are able to:
Read a calendar.
Create and use a timeline.
Analyze a historical document.
Utilize maps, photographs, and other visual historic resources. Understanding:
Students understand that:
Primary sources play an important role in reconstructing the past.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active Listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
Agreed-upon rules for participation for discussions and conversations in a variety of settings.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
Background knowledge
Vocabulary
Discussion Knowledge:
R3. Students know:
Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary. Skills:
R3. Students are able to:
Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
Construct the meaning of words through discussions, reading, and writing. Understanding:
R3. Students understand that:
Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts 1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
Unpacked Content
Teacher Vocabulary:
1.
Conversations
Discussions
Groups
Peers
Agreed-upon rules Knowledge:
1. Students know:
Speaking and listening skills for discussions and conversations with groups and peers.
Agreed-upon rules for discussions. Skills:
1. Students are able to:
Listen attentively.
Add to conversations.
Take turns speaking.
Respond to the comments of others.
Extend conversations.
Converse with peers and adults.
Converse in small and large groups.
Ask clarifying questions. Understanding:
1. Students understand that:
Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts 4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
Unpacked Content
Teacher Vocabulary:
4.
Orally
Who, what, when where, why, and how questions
Complete sentences
Key ideas
Key details Knowledge:
4. Students know:
Key ideas and details should be included when answering questions.
Complete sentences, which contain a subject and a predicate, should be used when answering questions.
Who, when, and where questions will have a concrete, objective answer.What, why, and how questions may have a more abstract, subjective answer. Skills:
4. Students are able to:
Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details. Understanding:
4. Students understand that:
When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts 27. Identify the text structures within literary and informational texts, including cause and effect, problem and solution, and sequence of events.
Unpacked Content
Teacher Vocabulary:
27.
Text structures
Literary texts
Informational texts
Cause and effect
Problem and solution
Sequence of events Knowledge:
27. Students know:
Literary and informational texts follow predictable structures.
Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
Problem and solution text structure describes a problem and how the problem was solved or could be solved.
Sequence of events is the order of events within a text. Skills:
27. Students are able to:
Identify the text structure of literary texts.
Identify the text structure of informational texts. Understanding:
27. Students understand that:
Identifying the text structure of literary and informational texts will set a purpose for their reading and improve their comprehension.
