Content Standard(s):
Social Studies 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:
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.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation.
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 which help us actively listen and gain understanding.
English Language Arts R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
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Teacher Vocabulary:
R4.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R4. 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:
R4. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R4. 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 1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.
a. Elaborate on responses in conversations and discussions.
Examples: use precise, descriptive language; build upon previously expressed ideas
Unpacked Content
Teacher Vocabulary:
1.
Contribute
Meaningful ideas
Discussions
Peers
Agreed upon rules
1a.
Elaborate Conversations Discussion Knowledge:
1. Students know:
Strategies to actively engage in meaningful discussions utilizing agreed upon rules.
1a.
Elaboration strategies for conversations and discussions. Skills:
1. Students are able to:
Contribute meaningful ideas to a discussion with groups and peers.
Appropriately participate in discussions with groups and peers utilizing agreed upon rules.
1a.
Expand their responses to others in conversations and discussions. For example use precise, descriptive language and build upon previously expressed ideas. Understanding:
1. Students understand that:
Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
1a.
By elaborating their responses, they are fully explaining, justifying, or defending their responses in conversation, which provides clarity to others participating in the conversations and discussions.
English Language Arts 3. Apply oral literacy skills by participating in a variety of oral language activities.
Examples: plays, dramas, choral readings, oral reports
Unpacked Content
Teacher Vocabulary:
3.
Oral language activities
Oral literacy skills Knowledge:
3. Students know:
Oral literacy skills include speaking, listening, and comprehending.
Oral language activities are those activities in which speakin, listening, and understanding are required. Skills:
3. Students are able to:
Apply oral literacy skills when participating in various oral language activities, such as plays, dramas, choral readings, oral reports. Understanding:
3. Students understand that:
They can learn, practice, and apply oral literacy skills by participating in a variety of oral language activities.
