Content Standard(s):
Technology Education 8 ) Collect information from a variety of digital sources.
Examples: online libraries, multimedia dictionaries
• Using technology tools to organize information
• Demonstrating efficient Internet search strategies
Example: keyword search
• Evaluating electronic resources for reliability based on publication date, bias,
accuracy, and source credibility
English Language Arts 19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.4.10]
English Language Arts 23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). [W.4.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]
English Language Arts 35 ) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4]
Social Studies 10 ) Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama.
Examples: social—implementation of the Plessey versus Ferguson
"separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP)
educational—establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University)
• Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism
• Explaining the Jim Crow laws
• Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
Analyze social changes during the late nineteenth and early twentieth centuries for their impact on Alabama including implementation of the Plessey v. Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP).
Analyze educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University).
Analyze the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism.
Describe Jim Crow laws and their purpose.
Analyze the impact of Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Teacher Vocabulary:
implementation
agriculture
"separate but not equal"
Populism
suffrage Knowledge:
Students know:
The social impact of the implementation of the Plessey v. Ferguson "separate but not equal" court decision and the birth of the National Association for the Advancement of Colored People (NAACP) on Alabama.
The educational changes during the late nineteenth and early twentieth centuries impacted Alabama in several ways including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University).
The changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism.
The purposes and the effects of Jim Crow Laws.
Important Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries including Booker T. Washington, George Washington Carver, Jesse Owens, Tallulah Bankhead, W.C. Handy, Helen Keller, Patti Ruffner Jacobs, and Julia Tutwiler. Skills:
Students are able to:
Identify social changes in Alabama including implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP).
Identify educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University).
Identify the cause and effect relationship between the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism.
Interpret the Jim Crow laws.
Identify Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Understanding:
Students understand that:
Industry and agriculture in Alabama saw many changes during the late nineteenth and early twentieth centuries.
Social (racial) injustices occurred in Alabama during this time and these injustices impacted Alabama.
Many key Alabamians had an impact on the world of education. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies 14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.
• Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
• Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
• Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
• Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954.
Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality. Teacher Vocabulary:
analyze
interpret
discrimination
prejudice
protest (violent and non-violent)
boycott
sit-in
segregation
integration
Jim Crow
suffrage
rights
NAACP Knowledge:
Students know:
Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing). Skills:
Students are able to:
Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights. Understanding:
Students understand that:
Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement.
There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
The doctrine of separate but equal called for specific things.
These events also had a significant impact on the nation.
Digital Literacy and Computer Science R5) Locate and curate information from digital sources to answer research questions.
Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
locate information from digital sources to answer research questions.
curate information to present or share with others. Teacher Vocabulary:
curate
keyword
search engine
database Knowledge:
Students know:
information to research questions can be obtained from digital sources.
how to use resources to organize information.
how to find resources to present or share with others. Skills:
Students are able to:
create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
use additional words or punctuation to narrow search such as AND (+), OR, NOT ( ), setting date boundaries, or quotation marks ("").
organize information.
share information by creating a digital resource. Understanding:
Students understand that:
information can be located from a digital source to answer research questions.
information can be organzied and shared by creating a digital resource.
