Content Standard(s):
Social Studies 3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.
• Locating on a map American Indian nations according to geographic region
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Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
Describe major American Indian cultures in North America according to:
geographic region
natural resources
community organization
economy
belief systems Locate American Indian nations on a map according to geographic region. Teacher Vocabulary:
belief system
community organization
distinguish
economy Knowledge:
Students know:
The description of major American Indian cultures including geographic regions, the use of natural resources, community organization, economy and belief systems and locate these nations on a map. Skills:
Students are able to:
Locate major American Indian nations on a map.
Distinguish American Indian cultural groups by examining the geographic region, natural resources, community organization, economy, and belief systems. Understanding:
Students understand that:
The major American Indian cultures can be distinguished from one another based on geographic region, natural resources, community organization, economy, and belief systems. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
Science 14 ) Use a model to represent how any two systems, specifically the atmosphere,
biosphere, geosphere, and/or hydrosphere, interact and support life (e.g.,
influence of the ocean on ecosystems, landform shape, and climate; influence of
the atmosphere on landforms and ecosystems through weather and climate;
influence of mountain ranges on winds and clouds in the atmosphere).
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Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Teacher Vocabulary:
Atmosphere
Hydrosphere
Geosphere
Biosphere
Model
Phenomenon
System
Earth Knowledge:
Students know:
Earth's major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere, and the biosphere (living things, including humans).
These systems interact in multiple ways to affect Earth's surface materials and processes.
The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate.
Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Skills:
Students are able to:
Develop a model, using a specific given example of a phenomenon, to describe ways that the geosphere, biosphere, hydrosphere, and/or atmosphere interact. In the model, identify the relevant components of their example, including features of two of the following systems that are relevant for the given example:
Geosphere (i.e., solid and molten rock, soil, sediment, continents, mountains).
Hydrosphere (i.e., water and ice in the form of rivers, lakes, glaciers).
Atmosphere (i.e., wind, oxygen).
Biosphere [i.e., plants, animals (including humans)]. Identify and describe relationships (interactions) within and between the parts of the Earth systems identified in the model that are relevant to the example (e.g., the atmosphere and the hydrosphere interact by exchanging water through evaporation and precipitation; the hydrosphere and atmosphere interact through air temperature changes, which lead to the formation or melting of ice).
Use the model to describe a variety of ways in which the parts of two major Earth systems in the specific given example interact to affect the Earth's surface materials and processes in that context. Use the model to describe how parts of an individual Earth system:
Work together to affect the functioning of that Earth system.
Contribute to the functioning of the other relevant Earth system. Understanding:
Students understand that:
Systems, like the atmosphere, biosphere, geosphere, and hydrosphere, can be described in terms of their components and their interactions. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science 16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
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Evidence Of Student Attainment:
Students will:
use advanced features of digital tools and media rich resources .
communicate key ideas and details in a way that informs, persuades, and/or entertains. Teacher Vocabulary:
key ideas
informs
persuades
entertains
media-rich
communicate
digital tools
collaborate
online environment
tutorial Knowledge:
Students know:
how to use advanced features of digital tools to inform, persuade, and/or entertain. Skills:
Students are able to:
design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
locate and follow directions or tutorials for working with digital tools.
use media-rich features such as audio and/or video. Understanding:
Students understand that:
many digital tools are available to communicate key ideas and details.
directions or tutorials can be located online to assist with creation.
there are multiple ways to communicate the same information.
Digital Literacy and Computer Science 17) Publish organized information in different ways to make it more useful or relevant.
Examples: Infographic, student created website.
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Evidence Of Student Attainment:
Students will:
publish organized information in different ways to make it more useful or relevant. Teacher Vocabulary:
infographic
student created website
organized information Knowledge:
Students know:
information can be created and published in different ways to make it more useful, easier to understand, or relevant.
multiple ways to create and publish information. Skills:
Students are able to:
organize and publish information in different ways such as infographics, student created websites, digital books, audio, video, etc. Understanding:
Students understand that:
information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
English Language Arts R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
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Teacher Vocabulary:
R3.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R3. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R3. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R3. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 8. Orally present information and original ideas clearly.
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Teacher Vocabulary:
8.
Orally
Present
Original ideas Knowledge:
8. Students know:
Oral language and literacy skills. Skills:
8. Students are able to:
Present information and original ideas through speaking. Understanding:
8. Students understand that:
They can share their ideas and other information with others through speaking clearly.
English Language Arts 31. Include multimedia components and visual displays in presentations to enhance the development of main ideas or themes when appropriate.
Examples: graphics, sounds
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Teacher Vocabulary:
31.
Visual displays
Presentations
Main ideas
Themes
Multimedia components Knowledge:
31. Students know:
Multimedia components and visual displays can help others better understand the key ideas and themes of an oral presentation.
Methods to add multimedia components or visual displays to presentations. Skills:
31. Students are able to:
Add multimedia components (e.g. audio) and visual displays (e.g. graphics) to presentations to enhance the development of main ideas or themes. Understanding:
31. Students understand that:
Multimedia components and visual displays can help others understand the key ideas and themes of their oral presentations.
English Language Arts 37. Write about research findings independently over short and/or extended periods of time.
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Teacher Vocabulary:
37.
Research findings
Independently
Short periods of time
Extended periods of time Knowledge:
37. Students know:
Researching a topic begins by finding information from multiple sources.
Independent writing skills. Skills:
37. Students are able to:
Find information on a particular topic from a variety of research sources.
Independently write about research findings over short and extended periods of time. Understanding:
37. Students understand that:
They can share information they have learned about a topic through writing. Some writing projects will last a short time, while others may take longer to complete.
English Language Arts 38. Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.
a. Locate information in print and digital sources.
b. Summarize, quote, and paraphrase information in notes and finished work, providing a list of sources.
c. Integrate information from several texts on the same topic into presentations of research.
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Teacher Vocabulary:
38.
Topic
Question
Results
Modes of writing
Projects
Presentations
38a.
38b.
Summarize
Quote
Paraphrase
Notes
Finished work
List of sources
38c.
Integrate
Topic
Presentations of research Knowledge:
38. Students know:
Effective research skills.
Transferable writing skills applicable to many modes of writing.
38a.
Information can be found in both digital and print sources.
38b.
Summarizing is putting the main idea(s) of the source into their own words.
Quoting is using direct evidence from the source material.
Paraphrasing is condensing the original source by broadly explaining the content.
Summarizing, quoting, and paraphrasing are important note taking skills, but they can also be used in formal writing pieces.
Credit must be attributed to the original creator of the work by including a list of sources.
38c.
Research presentations should include information that is incorporated from several sources. Skills:
38. Students are able to:
Research information from a variety of sources to explain a topic or answer a question.
Share information learned through research in various modes of writing, including projects and presentations.
38a.
Locate information in print and digital sources.
38b.
Summarize, quote, and paraphrase information in written notes and finished work.
Include a list of sources with written summaries and paraphrases.
38c.
Combine information from several texts on the same topic into one piece of work. Understanding:
38. Students understand that:
They can share their research findings through multiple modes of writing, including presentations and projects.
38a.
An effective writer uses multiple sources of information, including print and digital sources.
38b.
Including a list of sources with their writing ensures they are giving the original creator credit for their work.
38c.
Effective research presentations include multiple sources of information that are integrated in one coherent project.
Primary Learning Objective(s):
Social Studies Primary Learning Objective: Students will be able to research the availability and use of natural resources by native peoples in each major cultural region in North America, analyze this data to find the relationships between environment/resources, and the way of life of the people in that region, create a digital product to reconstruct this analysis, and present/defend their findings.
Science Primary Learning Objective: Students will create and publish a digital media project to illustrate their understanding of the interrelationships between the environment (landforms, climate, weather, oceans, and other water resources), the natural resources they support, and the way of life of the Native Americans residing in each environment.
ELA Primary Learning Objective: Students will evaluate and integrate texts from several internet sources to create and publish digital products collaboratively with team members.
Technology Primary Learning Objective: Students will create and publish a digital product showcasing their command of the interrelationships between the environment (landforms, climate, weather, oceans, and other water resources), the natural resources they support, and the way of life of the Native Americans residing in each environment.
Objectives are also stated as essential questions. See unit question and content (lesson) questions below.
Unit Question: How did environments influence the foods, shelters, clothing, tools, and cultures of Native American groups?
Content Questions:
English: How do we identify, evaluate, select, and analyze information from several sources on the internet?
Technology: How can we search, evaluate, and validate sources on the internet? How can we create a digital product and share our ideas using technology?
Science: How do the landforms, climate, weather, and water sources work together to determine the natural resources available in an area?
