Courses of Study : Social Studies

Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Unit Plans: 0
1 ) Sequence events using schedules, calendars, and timelines.

Examples: daily classroom activities, significant events in students' lives

•  Differentiating among broad categories of historical time
Examples: long ago, yesterday, today, tomorrow

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Create a timeline showing the significant events in their lives.
  • Distinguish between yesterday, today and tomorrow, and name the days of the week which apply to each.
  • Sort key events, including personal primary sources into categories such as "long ago", "yesterday", and "tomorrow".
  • Understand that the daily classroom schedule helps them know where to go and when.
Teacher Vocabulary:
  • schedule
  • calendar
  • timeline
  • event
  • history
  • sequence
  • yesterday
  • long ago
  • tomorrow
Knowledge:
Students know:
  • The difference between today (present), tomorrow (future) and yesterday (past, or history).
  • The names of the days of the week, and the order in which they come.
  • A year is divided into months, and has heard the names of the months repeatedly .
  • Vocabulary: long ago, yesterday, today, tomorrow, history, schedule, calendar, timeline, later, future, before, after
Skills:
Students are able to:
  • List events in their lives in the order in which they occurred.
  • Identify a calendar and know that each square or number on the calendar represents a day.
  • Name the present month .
  • Answer questions about their daily schedule:
    • Does recess come before or after lunch?
    • Do they go to library everyday?
    • Do they go to lunch everyday?
  • Identify events that happened a long time ago through the use of personal primary sources.
Understanding:
Students understand that:
  • Time is measurable and ongoing.
  • There are events in their lives that have already happened (past), events that are happening or will happen today (present), and events that will happen later (in the future).
  • Some events have happened in their lifetime and some events happened long ago.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 17
Learning Activities: 0
Lesson Plans: 17
Unit Plans: 0
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Create a visual representation of their immediate family that demonstrates each member's role within the family.
  • Perform assigned classroom job. Recite a classroom rule when prompted by the teacher.
  • Demonstrate proper care for their belongings and the belongings of others.
Teacher Vocabulary:
  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role
Knowledge:
Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills:
Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.
Understanding:
Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 5
Learning Activities: 0
Lesson Plans: 5
Unit Plans: 0
3 ) Describe how rules provide order, security, and safety in the home, school, and community.

•  Constructing classroom rules and procedures
•  Determining consequences for not following classroom rules and procedures
Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Name a rule that protects his or her safety in each of these environments: the classroom, the home, the school, and the community.
  • Identify consequences when the rule is not followed.
  • Name a procedure that helps maintains order in each of these environments: classroom, school, home, community.
  • Student can explain consequences when this procedure is not followed.
Teacher Vocabulary:
  • order
  • security
  • safety
  • construct
  • consequence
  • procedure
  • obey
  • rule
Knowledge:
Students know:
  • The classroom has rules that, when followed, help everyone learn.
  • Following the rules and respecting others should result in positive benefits.
  • The difference between a rule and a procedure.
  • Vocabulary: rule, procedure, order, security, safety, consequence, construct
Skills:
Students are able to:
  • Perform classroom and school procedures as prompted by the teacher.
  • Recite the classroom rules and the consequences of breaking a particular rule.
  • Participate in the creation of classroom rules.
  • Participates in the discussion of community rules and laws.
Understanding:
Students understand that:
  • Rules exist in the classroom as well as the school, home, and the community.
  • Rules are necessary for people to live and work together.
  • There are consequences to breaking the rules.
  • Procedures are guides that show us how to do things in the most effective way.
  • Procedures are used often, sometimes daily, in the school, class, home and community in order to be efficient and to know what is expected of them.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 15
Learning Activities: 2
Lesson Plans: 13
Unit Plans: 0
4 ) Differentiate between needs and wants of family, school, and community.

•  Comparing wants among different families, schools, and communities
Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Distinguish between needs and wants.
  • List the needs of a family, school, and community.
  • Distinguish between personal wants and the needs of the family and community.
  • Demonstrate effective decision making when faced with a want verses a need.
Teacher Vocabulary:
  • needs
  • wants
  • desire
  • compare
  • contrast
  • choice
  • survive
Knowledge:
Students know:
  • People need certain things to live.
  • There are things they want but are not necessary.
  • Not all wants can be fulfilled.
  • Vocabulary: choice, need, want, survive, desire, compare, contrast
Skills:
Students are able to:
  • Recite items that are needs.
  • Recite items that are wants.
Understanding:
Students understand that:
  • There is a difference between a want and a need.
  • Not all wants can be fulfilled.
  • Choices usually have to be made when considering things they want.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Unit Plans: 0
5 ) Differentiate between goods and services.

Examples: goods—food, toys, clothing

services—medical care, fire protection, law enforcement, library resources

Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Identify examples of goods.
  • Identify examples of services.
  • Sort goods from services.
Teacher Vocabulary:
  • goods
  • services
  • produce (to make or create)
Knowledge:
Students know:
  • The differences between goods and services.
  • Vocabulary: goods, services, produce
Skills:
Students are able to:
  • Distinguish between goods and services.
  • List goods they receive.
  • List services they receive.
Understanding:
Students understand that:
  • There is a difference between goods and services.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 37
Learning Activities: 1
Lesson Plans: 36
Unit Plans: 0
6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

Insight Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Describe a tradition of their culture including the food, clothing, activities, etc. that are part of it.
  • Identify the similarities and differences among various cultural traditions.
Teacher Vocabulary:
  • compare
  • contrast
  • culture
  • celebration
  • tradition
Knowledge:
Students know:
  • Individuals, families, and communities mark special days or events in a variety of ways.
  • Cultures are celebrated in different ways.
  • Cultures follow a variety of traditions.
  • Vocabulary: celebration, tradition, culture
Skills:
Students are able to:
  • Identify celebrations and traditions within their culture.
  • Recognize celebrations and traditions of other cultures.
Understanding:
Students understand that:
  • There are cultural similarities and differences among individuals, families, and communities.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Unit Plans: 0
7 ) Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Describe duties and responsibilities of school personnel.
  • Identify community helpers and match them with the job they perform for the community.
Teacher Vocabulary:
  • leader
  • principal
  • custodian
  • volunteer
  • rescue
  • helper
Knowledge:
Students know:
  • There are many adult helpers and leaders at our school and in our community.
  • Each person has a different job and/or responsibility.
  • Vocabulary: principal, custodian, volunteer, rescue
Skills:
Student are able to:
  • Identify and call by role various adult helpers and leaders at their school including teacher, principal, custodian, volunteer, etc.
  • Identify and call by role various adult helpers and leaders at their community including police officers, firefighters, rescue workers, etc.
Understanding:
Students understand that:
  • There are roles that various people play that help us in our community.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 25
Learning Activities: 0
Lesson Plans: 25
Unit Plans: 0
8 ) Recognize maps, globes, and satellite images.

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Recognize the difference between a map, a globe and a satellite image.
Teacher Vocabulary:
  • map
  • globe
  • satellite
  • image
Knowledge:
Students know:
  • We live on Earth and it is represented in various ways on maps, globes, and imagery.
  • Vocabulary: satellite, map, globe, image
Skills:
Students are able to:
  • Recognize that a globe represents Earth.
  • Recognize that a maps and satellite mages represents places on Earth.
Understanding:
Students understand that:
  • Maps and globes are representations of places on Earth including their homes, communities and larger world and can be used in a variety of ways.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 22
Learning Activities: 0
Lesson Plans: 22
Unit Plans: 0
9 ) Differentiate between land forms and bodies of water on maps and globes.

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Identify areas that represent water or land on a map or a globe.
Teacher Vocabulary:
  • land form
  • body of water
  • map
  • globe
  • difference
Knowledge:
Students know:
  • The difference between water and land and they are represented differently on maps and globes.
  • Vocabulary: land form, body of water, map, globe
Skills:
Students are able to:
  • Identify land and water on a map or globe that has been represented in a variety of ways (color, texture, symbols, etc.).
Understanding:
Students understand that:
  • Land and water are represented differently on maps and globes.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 10
Learning Activities: 1
Lesson Plans: 9
Unit Plans: 0
10 ) Apply vocabulary related to giving and following directions.

Example: locating objects and places to the right or left, up or down, in or out, above or below

Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Give directions to locate objects using directional vocabulary.
Teacher Vocabulary:
  • directions
  • following directions
  • giving directions
Knowledge:
Students know:
  • How to locate objects or tell someone else how/where to locate an object by using certain words.
  • Vocabulary: right, left, up, down, in, out, above, below
Skills:
Students are able to:
  • Complete a task by following directions given verbally by the teacher.
  • Complete a task by giving directions verbally.
Understanding:
Students understand that:
  • Different words indicate a directions in which one might move or locate an object.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 33
Learning Activities: 1
Lesson Plans: 32
Unit Plans: 0
11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Recognize our country's important symbols and customs.
  • Identify famous national and state individuals.
  • Recognize the "Pledge of Allegiance" and "The Star Spangled Banner" and demonstrate appropriate etiquette for each.
  • Recognize the importance of various national and state holidays.
Teacher Vocabulary:
  • symbol
  • custom
  • famous
  • celebrations
Knowledge:
Students know:
  • Our state and nation has certain symbols that represent it and its people.
  • There are certain customs common to citizens of our state and nation.
  • There are celebrations common to the citizens of our state and nation.
  • There are certain individuals who are widely recognized as representatives of our state and nation.
  • Vocabulary: symbol, custom, celebrate, celebration, represent, representative, state, nation, Alabama, United States, pledge, allegiance
Skills:
Students are able to:
  • Identify various symbols of our state and nation, including the American flag, Alabama flag, bald eagle, etc.
  • Identify various customs of our state and nation, including reciting the "Pledge of Allegiance," singing the "Star Spangled Banner," etc.
  • Identify various famous individuals of our state and nation, including George Washington, Abraham Lincoln, Martin Luther King Jr., etc.
  • Identify various celebrations of our state and nation, including The Fourth of July, Memorial Day, Veterans Day, etc.
Understanding:
Students understand that:
  • There are certain symbols, customs, celebrations, and famous individuals recognized by most citizens of our state and nation.
Social Studies (2010)
Grade(s): K
Living and Working Together in Family and Community
All Resources: 17
Learning Activities: 1
Lesson Plans: 16
Unit Plans: 0
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence of Student Attainment:
Students:
  • Compare and contrast schools, communication, transportation, jobs and recreation of the past and present.
Teacher Vocabulary:
  • community
  • family
  • transportation
  • communication
  • recreation
  • long ago
Knowledge:
Students know:
  • Families and communities of today participate in many of the same activities that families and communities of the past participate in.
  • Some aspects of family and community ways of life have changed over time while others have remained the same or similar.
Skills:
Students are able to:
  • Name various jobs performed by family and community members in the past and present.
  • Describe the ways schools, communication, transportation, and recreation of the past are similar and different to the ways of today.
Understanding:
Students understand that:
  • There are many similarities and differences between the ways people lived in the past and the ways we live today.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Unit Plans: 0
1 ) Construct daily schedules, calendars, and timelines.

•  Using vocabulary associated with time, including past, present, and future
Insight Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Construct hourly schedules to include home and school activities.
  • Construct monthly calendars to include: month, days, and dates.
  • Apply historical holidays and events (for example birthdays, MLK jr. Day, Presidents Day, etc.) to the calendars.
  • Use a timeline to share personal life from birth to present including pictures and significant dates.
  • Use a timeline to share famous historical figures, including those from Alabama (for example, Admiral Raphael Semmes', Emma Sansom, Rosa Parks, Martin Luther King Jr., Wernher Von Braun, Helen Keller, George Washington Carver).
Teacher Vocabulary:
  • construct
  • apply
  • uses
  • schedule
  • agenda
  • calendar
  • month
  • years
  • days of the week
  • timeline (picture/year)
  • elapsed time
  • past
  • long ago
  • present
  • yesterday
  • today
  • future
  • tomorrow
Knowledge:
Students know:
  • The purpose of a schedule and how to construct a daily schedule (present).
  • The purpose of a calendar and how to construct a calendar (future).
  • The purpose of a timeline and how to construct a timeline (past).
  • Vocabulary: long ago, yesterday, today, tomorrow, past, present, future
Skills:
Students are able to:
  • Sequence daily classroom activities.
  • Create a calendar.
  • Create a timeline.
Understanding:
Students understand that:
  • Constructing schedules, calendars, and timelines helps document past, present, and/or future events.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Unit Plans: 0
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
Insight Unpacked Content
Strand: Economics, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Identify themselves as a citizen of their community.
  • Describe the use of rules and laws in the community and the state.
  • Identify the purpose of paying taxes and how this contributes to the betterment of the community.
  • Demonstrate the ability to vote and make choices through mock elections in the classroom.
Teacher Vocabulary:
  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions
Knowledge:
Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions
Skills:
Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.
Understanding:
Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
3 ) Recognize leaders and their roles in the local community and state. (Alabama)

•  Describing roles of public officials, including mayor and governor (Alabama)
•  Identifying on a map Montgomery as the capital of the state of Alabama (Alabama)
Insight Unpacked Content
Strand: Geography, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Describe the roles of community helpers, mayor, city council, and governor.
  • Recognize current leaders in these roles.
  • Understand that Montgomery is the capital of the state of Alabama.
  • Identify Montgomery on a state map.
Teacher Vocabulary:
  • recognize
  • describe
  • understand
  • identify
  • community helpers
  • mayor
  • city council
  • governor
  • capital
  • state
  • map
Knowledge:
Students know:
  • The roles of leaders in the community and state including the governor and mayor.
  • The purpose of state map and that Alabama's capital is Montgomery.
  • Vocabulary: community helpers, mayor, city council, governor, capital, state, map
Skills:
Students are able to:
  • Describe the roles of public officials in the state of Alabama and leaders in the local community.
  • Use a map to find location of Alabama and its capital Montgomery.
  • Describe and list examples of community helpers.
  • Recognize the role of a leader. Identify the capital on a state map.
Understanding:
Students understand that:
  • Leaders in the local community and state, including mayor and governor, have certain roles.
  • The capital of Alabama is Montgomery.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 10
Learning Activities: 0
Lesson Plans: 10
Unit Plans: 0
4 ) Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes' and Emma Sansom's roles during the Civil War (Alabama)

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Understand the meaning of a contribution.
  • Identify significant contributors to Alabama by connecting the person to their contribution.
  • Distinguish between past and present contributors of Alabama (for example, Admiral Raphael Semmes, Emma Sansom).
Teacher Vocabulary:
  • understand
  • identify
  • distinguish
  • leaders
  • significant figures
  • contributions
  • contributor
  • state
  • past
  • present
  • roles
Knowledge:
Students know:
  • The important contributions citizens make in their local community and state.
  • Vocabulary: leaders, significant figures, contributions, contributor, state, past, present, roles
Skills:
Students are able to:
  • Read and comprehend the role of a contributor.
  • Understand how contributions affect the local community and state.
Understanding:
Students understand that:
  • There were important contributions by significant figures, such as Admiral Raphael Semmes and Emma Sansom, who influence the local community and Alabama from the past and in the present.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 12
Learning Activities: 0
Lesson Plans: 12
Unit Plans: 0
5 ) Identify historical events and celebrations within the local community and throughout Alabama. (Alabama)

Examples: Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month (Alabama)

•  Differentiating between fact and fiction when sharing stories or retelling events using primary and secondary sources
Example: fictional version of Pocahontas compared to an authentic historical account

Insight Unpacked Content
Strand: Geography, History
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Identify celebrations within the local community and throughout Alabama (for example, Mardi Gras, Boll Weevil Festival, Selma Bridge Crossing Jubilee, Black History Month).
  • Identify historical events within the understand fiction and nonfiction text about historical events within the local community and throughout Alabama (for example, Montgomery Bus Boycott, Ruby Bridges).
  • Identify fact as information provided through primary and secondary sources.
  • Identify fiction as stories that are created and passed down through history that are not based on factual information from primary and secondary sources.
Teacher Vocabulary:
  • differentiate
  • identify
  • fact
  • fiction
  • celebrations
  • historical events
  • primary sources
  • secondary sources
Knowledge:
Students know:
  • The importance of celebrations and events in the local. community and throughout Alabama.
  • The purpose of primary and secondary sources.
  • Techniques to differentiate between fact and fiction.
  • Vocabulary: fact, fiction, celebrations, historical events, primary sources, secondary sources
Skills:
Students are able to:
  • Identify, discuss, and list celebrations and historical events in the local community and throughout Alabama.
  • Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.
Understanding:
Students understand that:
  • There are celebrations and historical events in the local community and throughout Alabama such as the Selma Bridge Crossing, Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, and Black History Month.
  • Primary and secondary sources are an important way to differentiate between fact and fiction.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 18
Learning Activities: 0
Lesson Plans: 18
Unit Plans: 0
6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

•  Identifying past and present forms of communication
Examples: past—letter, radio, rotary-dial telephone

present—e-mail, television, cellular telephone

•  Identifying past and present types of apparel
•  Identifying past and present types of technology
Examples: past—record player, typewriter, wood-burning stove

present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

•  Identifying past and present types of recreation
Examples: past—marbles, hopscotch, jump rope

present—video games, computer games

•  Identifying past and present primary sources
Examples: past—letters, newspapers

present—e-mail, Internet articles

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Compare ways individuals and groups in the local community and throughout Alabama lived in the past to how they live today.
  • Identify past and present forms of communication, apparel, technology recorder, recreation, primary sources.
  • Analyze pictures of the past and compare what is seen to the present.
Teacher Vocabulary:
  • compare
  • identify
  • analyze
  • past
  • present
  • communication
  • apparel
  • technology
  • recreation
  • primary sources
Knowledge:
Students know:
  • Changes occur from past to present and can compare these changes.
  • Communication, apparel, technology, recreation, and primary sources show forms of change over time.
  • Individuals and groups in the local community and throughout Alabama provide information about changes in everyday life.
  • Vocabulary: past, present, communication, apparel, technology, recreation
Skills:
Students are able to:
  • Compare past and present forms of communication, apparel, technology, and recreation using primary sources in the local community and throughout Alabama.
  • Analyze pictures from the past to the present.
  • Write and speak about individuals and groups that lived in the past compared to those of the present.
Understanding:
Students understand that:
  • People in Alabama and the local community lived differently from past to present in areas such as communication, apparel, technology, recreation, and primary sources.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 12
Learning Activities: 0
Lesson Plans: 12
Unit Plans: 0
7 ) Describe how occupational and recreational opportunities in the local community and state are affected by the physical environment. (Alabama)

Examples: occupational—commercial fishing and tourism in Gulf coast areas (Alabama)

recreational—camping and hiking in mountain areas, fishing and waterskiing in lake areas

Insight Unpacked Content
Strand: Economics, Geography
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Identify the occupational opportunities in the local community and throughout Alabama.
  • Identify recreational activities in the local community and throughout Alabama.
  • Understand how the occupational and recreational opportunities are affected by the physical environment.
  • Describe where occupational and recreational opportunities are available in relation to the physical environment of the local community and throughout Alabama.
Teacher Vocabulary:
  • identify
  • understand
  • describe
  • occupational
  • recreational
  • physical environment
  • mountain range
  • commercial fishing
  • tourism
  • coastal area
Knowledge:
Students know:
  • The difference in jobs and play activities.
  • The physical environment in relation to mountains, waterways, and coast and the role it plays in occupational and recreational opportunities.
  • Vocabulary: occupational, recreational, physical environment, mountain range, commercial fishing, tourism, coastal area
Skills:
Students are able to:
  • Compile a list of occupational and recreational opportunities in the state of Alabama.
  • Identify physical environment features in the state of Alabama.
Understanding:
Students understand that:
  • The physical environment directly affects the occupational and recreational activities in the local community and throughout Alabama.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 26
Learning Activities: 1
Lesson Plans: 25
Unit Plans: 0
8 ) Identify land masses, bodies of water, and other physical features on maps and globes.

•  Explaining the use of cardinal directions and the compass rose
•  Measuring distance using nonstandard units
Example: measuring with pencils, strings, hands, feet

•  Using vocabulary associated with geographical features, including river, lake, ocean, and mountain
Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Identify on globes and maps the areas of land masses, bodies of water, and other physical features.
  • Use cardinal directions and a compass rose to explain locations of land masses, bodies of water, and other physical features.
  • Create a form of nonstandard measurement to measure distances between land masses, bodies of water, and other physical features.
  • Use appropriate geographical vocabulary to share features on globes and maps.
Teacher Vocabulary:
  • identify
  • create
  • use
  • land masses
  • bodies of water
  • physical features
  • cardinal directions
  • compass rose
  • nonstandard measurement
  • distance
  • geographical features
Knowledge:
Students know:
  • The differences in land masses, bodies of water, and other physical features on maps and globes.
  • The use of cardinal directions and the compass rose.
  • Techniques for using nonstandard measurement.
  • Vocabulary: land masses, bodies of water, physical features, cardinal directions, compass rose, nonstandard measurement, distance, geographical features
Skills:
Student are able to:
  • Identify land masses, bodies of water, and other physical features on maps and globes.
  • State the purpose and use of cardinal directions and compass rose.
  • Identify nonstandard measurement.
  • Use nonstandard measurement for locating distances.
  • Use vocabulary that relates to geographical features (for example, river, lake, ocean, and mountain).
Understanding:
Students understand that:
  • Land masses, bodies of water, and physical features can be identified on maps and globes.
  • Cardinal directions and the compass rose help us read maps.
  • Nonstandard measurements can be used to find distance.
  • There is an appropriate vocabulary to describe geographical features.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 22
Learning Activities: 1
Lesson Plans: 21
Unit Plans: 0
9 ) Differentiate between natural resources and human-made products.

•  Listing ways to protect our natural resources
Examples: conserving forests by recycling newspapers, conserving energy by turning off lights, promoting protection of resources by participating in activities such as Earth Day and Arbor Day

Insight Unpacked Content
Strand: Economics, Geography
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Understand natural resources as resources that occur naturally in the environment.
  • Understand human-made products as products that are created by humans.
  • Identify ways to protect our natural resources.
Teacher Vocabulary:
  • understand
  • identify
  • differentiate
  • natural resources
  • human-made
  • products
  • conserving
  • recycling
  • energy
  • Earth Day
  • Arbor Day
Knowledge:
Students know:
  • The difference between natural resources and human-made products.
  • Techniques for protecting natural resources (for example, turning off lights when leaving a room, throwing trash away, recycling paper and plastic, etc.).
  • Techniques for promoting protection of resources by participating in Earth Day and Arbor Day.
  • Vocabulary: natural resources, human-made products, conserving, recycling, reduces, reuse, energy, Earth Day, Arbor Day
Skills:
Students are able to:
  • Understand what natural resources and human-made resources are.
  • Describe ways to protect and conserve natural resources.
Understanding:
Students understand that:
  • There is a difference between natural resources and human-made products.
  • We must protect and conserve natural resources.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 6
Learning Activities: 0
Lesson Plans: 6
Unit Plans: 0
10 ) Describe the role of money in everyday life.

•  Categorizing purchases families make as needs or wants
•  Explaining the concepts of saving and borrowing
•  Identifying differences between buyers and sellers
•  Classifying specialized jobs of workers with regard to the production of goods and services
•  Using vocabulary associated with the function of money, including barter, trade, spend, and save
Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Understand the primary role of money in everyday life.
  • Categorize family purchases as needs or wants.
  • Explain the purpose of saving and borrowing.
  • Identify the differences between buyers and sellers.
  • Classify specialized jobs in relation to the product of goods and services.
  • Use vocabulary that is associated with the function of money.
Teacher Vocabulary:
  • money
  • needs
  • wants
  • saving
  • borrowing
  • buyers
  • sellers
  • specialized jobs
  • goods
  • services
  • barter
  • trade
  • spend
  • save
Knowledge:
Students know:
  • How money plays a role in everyday life.
  • The difference between goods and services (for example, goods- food, toys, clothing; services - medical care, fire protection, law enforcement, library resources).
  • How money is the primary way to make purchases.
  • How money is earned through working (for example, job, chores, etc.).
  • The difference between purchases of needs and wants within their family.
  • How people save and borrow money.
  • How to differentiate between a buyer and seller.
  • Vocabulary: money, needs, wants, saving, borrowing, buyers, sellers, specialized jobs, goods, services, barter, trade, spend, save
Skills:
Students are able to:
  • Recognize the primary role of money in everyday life.
  • Identify and describe needs and wants.
  • Describe saving and borrowing.
  • Describe buyers and sellers.
  • Describe the role specialized jobs play in the production of goods and services.
  • Identify and use appropriate vocabulary associated with the function of money (for example, barter, trade, spend, save).
Understanding:
Students understand that:
  • Money plays a role in everyday life.
  • Families make purchases of needs and wants. Students understand the concept of saving and borrowing.
  • There is a difference between buyers and sellers.
  • We can classify the specialized jobs of workers with regard to production of goods and services.
  • There is an appropriate vocabulary to use to describe the function of money.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 25
Learning Activities: 1
Lesson Plans: 24
Unit Plans: 0
11 ) Identify traditions and contributions of various cultures in the local community and state. (Alabama)

Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo

Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Identify traditions of various cultures in the local community and Alabama (for example, Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo).
  • Identify contributions of various cultures in the local community and Alabama (for example, celebrations, food, traditions).
Teacher Vocabulary:
  • identify
  • traditions
  • contributions
  • cultures
  • Kwanzaa
  • Hanukkah
  • Christmas
  • Fourth of July
  • Cinco de Mayo
  • cultural foods
Knowledge:
Students know:
  • Techniques for identifying traditions and contributions of various cultures in the community and Alabama.
  • How to compare cultural similarities and differences (for example, celebrations, food, traditions).
  • Vocabulary: traditions, contributions, cultures, Kwanzaa, Hanukkah, Christmas, Fourth of July, Cinco de Mayo, cultural foods
Skills:
Students are able to:
  • Describe traditions of various cultures.
  • Describe contributions of various cultures.
Understanding:
Students understand that:
  • There are traditions of various cultures in the local community and Alabama.
  • Various cultures have made important contributions to the local community and Alabama.
Social Studies (2010)
Grade(s): 1
Living and Working Together in Family and Community and State
All Resources: 18
Learning Activities: 0
Lesson Plans: 18
Unit Plans: 0
12 ) Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.

Insight Unpacked Content
Strand: Economics, History
Course Title: Living and Working Together in Family and Community and State
Evidence of Student Attainment:
Students:
  • Understand the various ways people are grouped together as societal groups.
  • Identify types of societal groups.
  • Describe common characteristics of societal groups.
  • Describe unique characteristics of societal groups.
  • Compare the common and unique characteristics of societal groups.
Teacher Vocabulary:
  • unique
  • characteristics
  • societal groups
  • religious beliefs
  • ethnicity
  • disability
  • gender
  • interests
  • equality
Knowledge:
Students know:
  • Technique for identifying common traits of people.
  • How to compare similarities in people.
  • Vocabulary: common, unique, characteristics, societal groups, age, religious beliefs, ethnicity, persons with disability, gender, interests, equality
Skills:
Students are able to:
  • Define societal groups.
  • Identify societal groups in the community.
  • Compare common and unique characteristics.
Understanding:
Students understand that:
  • The community is made up of many societal groups.
  • We can compare the common and unique characteristics of these societal groups.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Unit Plans: 0
1 ) Relate principles of American democracy to the founding of the nation.

•  Identifying reasons for the settlement of the thirteen colonies
•  Recognizing basic principles of the Declaration of Independence, the Constitution of the United States, the establishment of the three branches of government, and the Emancipation Proclamation
•  Demonstrating the voting process, including roles of major political parties
•  Utilizing school and classroom rules to reinforce democratic values
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify the reasons for the settlement of the thirteen colonies and relate these to the development of American democracy.
  • Recognize the principles of American democracy that are exhibited in primary documents and basic institutions, including: the Declaration of Independence, the Constitution of the United States, the establishment of the three branches of government, and the Emancipation Proclamation.
  • Demonstrate the voting process and relate the role of political parties to this process.
  • Relate school and classroom rules to participation in a democracy.
Teacher Vocabulary:
  • relate
  • American
  • democracy
  • identify
  • settlement
  • recognize
  • principles
  • executive
  • legislative
  • judicial
  • demonstrate
  • political parties
  • utilize
  • democratic values
Knowledge:
Students know:
  • Reasons for the settlement of the thirteen colonies the voting process.
  • The three branches of government and how they were established.
  • The roles of major political parties within the voting process. School and classroom rules.
  • Democratic values as expressed in documents such as the Declaration of Independence, the Constitution, and the Emancipation Proclamation.
  • Vocabulary: American democracy, founding of the nation, settlement, thirteen colonies, Declaration of Independence, Constitution of the United States, government, executive branch, legislative branch, judicial branch, voting process, election, political parties, Democrat, Republican, Independent, Libertarian, rules, democratic values
Skills:
Students are able to:
  • Analyze a primary document.
  • Relate the founding of our nation to American democracy.
  • Identify the basic principles of democracy found in the Declaration of Independence.
  • Identify the basic principles of democracy found in the Constitution of the United States.
  • Describe the establishment of the three branches of government.
  • Recognize the roles of the major political parties in the voting process.
  • Utilize school and classroom rules.
Understanding:
Students understand that:
  • Democracy is the principle on which our nation was founded.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 27
Learning Activities: 3
Lesson Plans: 24
Unit Plans: 0
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

Insight 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.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 20
Learning Activities: 1
Lesson Plans: 18
Unit Plans: 1
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

Insight 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.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
4 ) Use vocabulary to describe segments of time, including year, decade, score, and century.

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Describe segments of time using a variety of terms.
Teacher Vocabulary:
  • describe
  • year
  • decade
  • score
  • century
Knowledge:
Students know:
  • Vocabulary associated with time.
  • Vocabulary: year, decade, score, century
Skills:
Students are able to:
  • Describe segments of time using appropriate terms.
Understanding:
Students understand that:
  • Segments of time can be described using a variety of terms, including: year, decade, score, and century.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 8
Learning Activities: 0
Lesson Plans: 8
Unit Plans: 0
5 ) Differentiate between a physical map and a political map.

Examples: physical—illustrating rivers and mountains

political—illustrating symbols for states and capitals

•  Using vocabulary associated with geographical features, including latitude, longitude, and border
Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify states, continents, oceans, the equator and other geographic features on maps, globes, and technology resources.
  • Use map elements to locate and describe features on maps, globes, and technology resources.
  • Use appropriate terminology, including directions and intermediate directions, to describe locations on maps, globes and technology resources.
Teacher Vocabulary:
  • differentiate
  • geographical features
  • physical map
  • political map
  • geography
  • latitude
  • longitude
  • border
Knowledge:
Students know:
  • The difference between political and physical maps and the information that can be gained from each.
Skills:
Students are able to:
  • Select the most appropriate map type to gather needed information.
Understanding:
Students understand that:
  • There are differences between a physical map and a political map and the appropriate uses of each.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 29
Learning Activities: 4
Lesson Plans: 25
Unit Plans: 0
6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale
•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest
•  Recognizing technological resources such as a virtual globe, satellite images, and radar
•  Locating points on a grid
Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify states, continents, oceans, the equator and other geographic features on maps, globes, and technology resources.
  • Students use map elements to locate and describe features on maps, globes, and technology resources.
  • Students use appropriate terminology, including directions and intermediate directions, to describe locations on maps, globes and technology resources.
Teacher Vocabulary:
  • states
  • continents
  • oceans
  • equator
  • intermediate directions
  • recognize
  • virtual globe
  • satellite images
  • radar
  • locate
  • points on a grid
Knowledge:
Students know:
  • Differences among the ways maps, globes, and technological resources represent Earth and portions of the Earth.
  • Location of states, continents, oceans, equator, and other physical and man-made geographic features. Intermediate directions.
  • Vocabulary: states, continents, oceans, equator, map, globe, title, legend, compass rose, scale, virtual globe, satellite image, radar, northeast, southeast, northwest, southwest
Skills:
Students are able to:
  • Use maps, globes, and technological resources.
  • Locate states, continents, oceans, the equator, and other geographic features.
  • Locate map elements and use them effectively.
  • Use intermediate directions to describe location.
  • Locate points on a grid.
Understanding:
Students understand that:
  • Maps, globes, and geographic technology resources are representations of a variety of geographic features.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 7
Learning Activities: 1
Lesson Plans: 6
Unit Plans: 0
7 ) Explain production and distribution processes.

Example: tracing milk supply from dairy to consumer

•  Identifying examples of imported and exported goods
•  Describing the impact of consumer choices and decisions on supply and demand
Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Explain the production and distribution cycle and relate these to consumer choices and decisions.
  • Diagram the production and distribution cycle for a variety of goods.
  • Identify examples of imported and exported goods.
Teacher Vocabulary:
  • production
  • distribution
  • import
  • export
  • consumer choices
  • impact
  • supply
  • demand
Knowledge:
Students know:
  • The production and distribution cycle.
  • The difference between imported and exported goods consumer choices and decisions.
  • The concepts of supply and demand.
  • Vocabulary: production, producer, resource, consumer, economy
Skills:
Students are able to:
  • Describe the production and distribution cycle and relate it to consumer choices and decisions.
  • Trace the production and distribution cycle for a variety of goods.
  • Differentiate between imported and exported goods and provide examples of each.
Understanding:
Students understand that:
  • The production and distribution cycle and the impact of consumer choices on this cycle.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 5
Learning Activities: 0
Lesson Plans: 5
Unit Plans: 0
8 ) Describe how scarcity affects supply and demand of natural resources and human-made products.

Examples: cost of gasoline during oil shortages, price and expiration date of perishable foods

Insight Unpacked Content
Strand: Economics
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Describe the effects of scarcity on supply and demand of natural resources and human-made products.
Teacher Vocabulary:
  • scarcity
  • affects
  • supply
  • demand
  • natural resources
  • human-made products
Knowledge:
Students know:
  • Definition and examples of scarcity.
  • Definition and examples of surplus.
  • The concepts of supply and demand.
  • The difference between natural resources and human-made products.
  • Vocabulary: scarcity, supply, demand, natural resources, human-made products, shortage, surplus, cost, price, perishable, expiration
Skills:
Students are able to:
  • Describe the effects scarcity has on supply and demand, including the effects of surplus.
  • Explain the effects of a scarcity of natural resources, including a perception of surplus.
  • Explain the effect of scarcity on human-made products, including the effects of surplus.
  • Describe how the expiration of perishable goods can affect price.
Understanding:
Students understand that:
  • Scarcity affects supply and demand.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 10
Learning Activities: 2
Lesson Plans: 8
Unit Plans: 0
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify the reasons people immigrate to the United States.
  • Identify the modes of transportation people use when immigrating to the United States.
  • Describe the ways immigrants become integrated into the American culture, including the importance of both cultural unity and diversity.
Teacher Vocabulary:
  • describe how
  • describe why
  • various cultures
  • immigrate
  • describe the importance
  • cultural unity
  • diversity
Knowledge:
Students know:
  • Definition of immigration.
  • Reasons for immigration into the United States modes of transportation used by immigrants from a variety of locations.
  • Reasons for and importance of cultural unity within immigrant communities.
  • Methods of cultural integration and its importance to the American culture.
  • Vocabulary: immigration, cultures, cultural unity, diversity
Skills:
Students are able to:
  • Identify examples of immigration and the reasons people immigrate to the United States.
  • Describe methods of transportation that people use to immigrate to the United States.
  • Describe the ways immigrants integrate into the culture of the United States and the importance of creating cultural unity while celebrating diversity.
Understanding:
Students understand that:
  • People immigrate to the United States in a variety of ways for a variety of reasons and may develop a sense of cultural unity while also maintaining their cultural diversity.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 29
Learning Activities: 0
Lesson Plans: 29
Unit Plans: 0
10 ) Identify ways people throughout the country are affected by their human and physical environments.

Examples: land use, housing, occupation

•  Comparing physical features of regions throughout the United States
Example: differences in a desert environment, a tropical rain forest, and a polar region

•  Identifying positive and negative ways people affect the environment
Examples: positive—restocking fish in lakes, reforesting cleared land

negative—polluting water, littering roadways, eroding soil

•  Recognizing benefits of recreation and tourism at state and national parks (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify ways people are affected by their human and physical environments and provide examples of each.
  • Compare physical features of regions throughout the United States.
  • Identify positive and negative ways people affect the environment, including the benefits of recreation and tourism at state and national parks.
Teacher Vocabulary:
  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks
Knowledge:
Students know:
  • Difference between human and physical environments the physical regions of the United States and the features of each.
  • Affects of environment on human behavior and ways of life.
  • Positive and negative affects of humans on the environment.
  • Examples of types of tourism and recreation and the affects of each, including state and national parks.
Skills:
Students are able to:
  • List examples of the ways human and physical environments affect people and the ways they live.
  • Differentiate between regions of the United States based upon their physical features.
  • Differentiate between positive and negative effects that people have on the environment.
  • Explain the benefits of recreation and tourism, including at state and national parks.
Understanding:
Students understand that:
  • There are various ways that people are affected by their human and physical environments, as well as the effects, both positive and negative, that humans have on the environment.
Social Studies (2010)
Grade(s): 2
Living and Working Together in State and Nation
All Resources: 33
Learning Activities: 0
Lesson Plans: 33
Unit Plans: 0
11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

Insight 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.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 30
Learning Activities: 1
Lesson Plans: 29
Unit Plans: 0
1 ) Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes.

•  Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
•  Using coordinates to locate points on a grid
•  Determining distance between places on a map using a scale
•  Locating physical and cultural regions using labels, symbols, and legends on an Alabama or world map (Alabama)
•  Describing the use of geospatial technologies
Examples: Global Positioning System (GPS), geographic information system (GIS)

•  Interpreting information on thematic maps
Examples: population, vegetation, climate, growing season, irrigation

•  Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation
Insight Unpacked Content
Strand: Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Locate prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date line, and lines of latitude and longitude on maps and globes.
  • Use labels, symbols and legends to locate physical and cultural regions on an Alabama or world map.
  • Use cardinal and intermediate directions to locate an area in Alabama or the world.
  • Determine distance between places on a map using a scale.
  • Describe use of geospatial technologies such as Global Positioning System (GPS), geographic information system (GIS).
  • Interpret population, vegetation, climate, growing season, irrigation on thematic maps.
  • Use vocabulary associated with maps and globes: megalopolis, landlocked, border, elevation.
Teacher Vocabulary:
  • physical regions
  • cultural regions
  • geospatial technologies
  • thematic maps
  • megalopolis
  • landlocked
Knowledge:
Students know:
  • Vocabulary associated with maps and globes.
  • How to use cardinal and intermediate directions to locate an area in Alabama or the world on a map or globe.
  • How to locate physical and cultural regions and geographical features on a map or globe of an area in Alabama or the world.
  • How to locate points on a grid using coordinates.
  • How to use a scale to determine distance.
  • How to use legends, labels, and symbols to locate physical and cultural regions on an Alabama or world map.
  • How to describe the use of geospatial technologies.
  • How to interpret information on thematic maps.
Skills:
Student are able to :
  • Use a map or globe to locate specific geographical features.
  • Use cardinal and intermediate directions.
  • Use labels, symbols and legends on a map.
  • Use a map scale to determine distance.
  • Use geospatial technologies.
  • Use geographical terms associated with maps and globes.
  • Locate coordinates on a grid.
  • Interpret thematic maps.
Understanding:
Students understand that:
  • Geographical information can be used to locate an area in Alabama or the world on a map or globe.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 38
Learning Activities: 1
Lesson Plans: 37
Unit Plans: 0
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
Insight Unpacked Content
Strand: Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Locate the continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth correctly.
  • Locate major mountain ranges, oceans, rivers, and lakes throughout the world.
Teacher Vocabulary:
  • geographical features
Knowledge:
Students know:
  • How to locate continents on a map or globe.
  • How to use vocabulary associated with geographical features of Earth.
  • How to locate major mountain ranges, oceans, rivers and lakes throughout the world.
Skills:
Students are able to:
  • Locate continents on a map or globe.
  • Use vocabulary associated with geographical features of Earth.
  • Locate major mountain ranges, oceans, rivers and lakes throughout the world.
Understanding:
Students understand that:
  • Maps and globes can be used to locate major geographical features of Alabama and the world.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 27
Learning Activities: 0
Lesson Plans: 27
Unit Plans: 0
3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
Insight Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Describe ways environment is affected by humans in Alabama and the world.
  • Explain ways crop rotation, clearing of forests and replacement of cleared lands and other human activities has affected the environment of Alabama and the world.
Teacher Vocabulary:
  • restocking of fish in waterways
  • irrigation
  • aeration
  • urbanization
  • reforestation
  • migration
Knowledge:
Students know:
  • How to correctly use vocabulary associated with human influence on the environment.
  • How to differentiate ways the environment is affected by humans in Alabama and the world.
Skills:
Students are able to:
  • Use vocabulary to relate the impact human activity has on the environment of Alabama and the world.
Understanding:
Students understand that:
  • The environment in Alabama and the world is affected by human activity.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 27
Learning Activities: 0
Lesson Plans: 27
Unit Plans: 0
4 ) Relate population dispersion to geographic, economic, and historic changes in Alabama and the world. (Alabama)

Examples: geographic—flood, hurricane, tsunami

economic—crop failure

historic—disease, war, migration

•  Identifying human and physical criteria used to define regions and boundaries
Examples: human—city boundaries, school district lines

physical—hemispheres, regions within continents or countries

Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Identify ways population dispersion affected geographic, economic, and historic changes in Alabama and the world.
  • Relate ways human criteria (counties, cities, school districts, etc.) and physical criteria (hemispheres, regions within countries, river systems, etc.) are used to define boundaries and regions.
Teacher Vocabulary:
  • geographic changes
  • economic changes
  • historic changes
  • human criteria
  • economic failure
  • hemisphere
  • county boundaries
  • city boundaries
  • flood
  • hurricane
  • tsunami
Knowledge:
Students know:
  • How to use vocabulary associated with population dispersion.
  • How to identify human and physical criteria used to define boundaries and regions.
Skills:
Students are able to:
  • Relate population dispersion to geographic, economic and historic changes.
  • Discover ways physical and human criteria differ from one another.
Understanding:
Students understand that:
  • Geographic, economic, and historic changes have an impact on population dispersion in Alabama and the world.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 13
Learning Activities: 1
Lesson Plans: 12
Unit Plans: 0
5 ) Compare trading patterns between countries and regions.

•  Differentiating between producers and consumers
•  Differentiating between imports and exports
Examples: imports—coffee, crude oil

exports—corn, wheat, automobiles

Insight Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Analyze trading patterns between countries differentiating between producers and consumers, and imports and exports.
Teacher Vocabulary:
  • trading patterns
  • producers
  • consumers
  • imports
  • exports
Knowledge:
Students know:
  • The meaning of trading patterns, producers, consumers, imports, and exports.
  • How to identify trading patterns of countries.
Skills:
Students are able to:
  • Analyze information.
  • Explain how things are related.
  • Recognize patterns.
Understanding:
Students understand that:
  • There are effects of trading patterns between countries and these can differentiate between producers/consumers and imports/exports.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 17
Learning Activities: 2
Lesson Plans: 15
Unit Plans: 0
6 ) Identify conflicts within and between geographic areas involving use of land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences.

•  Identifying examples of cooperation among governmental agencies within and between different geographic areas
Examples: American Red Cross, Federal Emergency Management Agency (FEMA), World Health Organization (WHO)

•  Locating areas of political conflict on maps and globes
•  Explaining the role of the United Nations (UN) and the United States in resolving conflict within and between geographic areas
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Identify economic, geographic, historical and political conflicts and their causes which occur within and between countries and regions.
Teacher Vocabulary:
  • geographic area
  • governmental agencies
  • United Nations
  • conflict
  • political
  • economic
Knowledge:
Students know:
  • How to use a map to locate geographic regions.
  • The role of governmental agencies.
  • The role of the United Nations (UN) and the United States in resolving conflicts.
  • Vocabulary: geographic area, governmental agencies including American Red Cross, World Health Organization (WHO) and Emergency Management Agency (FEMA), and United Nation
Skills:
Students are able to:
  • Analyze how cooperation and conflict among people contribute to political, economic and cultural conflicts.
  • Locate places on physical and political maps.
  • Identify and summarize information related to cooperation of governmental agencies.
Understanding:
Students understand that:
  • Conflicts occur within and between geographic areas over land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 23
Learning Activities: 2
Lesson Plans: 21
Unit Plans: 0
7 ) Describe the relationship between locations of resources and patterns of population distribution.

Examples: presence of trees for building homes, availability of natural gas supply for heating, availability of water supply for drinking and for irrigating crops

•  Locating major natural resources and deposits throughout the world on topographical maps
•  Comparing present-day mechanization of labor with the historical use of human labor for harvesting natural resources
Example: present-day practices of using machinery versus human labor to mine coal and harvest cotton and pecans

•  Explaining the geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources in the twenty-first century
Insight Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Describe the economic and geographical relationship between locations of resources and patterns of population distribution.
Teacher Vocabulary:
  • mechanization
  • population distribution
Knowledge:
Students know:
  • How to use topographical and population maps.
  • That locations of resources will determine population distribution.
  • The difference between historical use of human labor and present-day mechanism of labor.
  • That major energy sources have impacted the twenty-first century.
  • Vocabulary : resources, patterns, population distribution, topographical maps, human labor, machinery, energy sources
Skills:
Students are able to:
  • Explain the relationship between locations of resources and patterns of population distribution.
  • Locate natural resources and deposits in the world.
  • Compare present-day mechanization of labor with historical use of human labor.
  • Analyze the geographic impact of major energy sources in the twenty-first century.
Understanding:
Students understand that:
  • Locations of resources and patterns of population distribution are related.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 15
Learning Activities: 0
Lesson Plans: 15
Unit Plans: 0
8 ) Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states. (Alabama)

Examples: Appalachian Mountains, Tennessee-Tombigbee Waterway, Interstate Highway 65 (I-65), Natchez Trace Parkway (Alabama)

•  Locating the five geographic regions of Alabama (Alabama)
•  Locating state and national parks on a map or globe (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, Civics and Government
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Recognize how land regions, river systems, and interstate highways between Alabama and other states are connected.
  • Locate the five geographic regions and state and national parks of Alabama on a map or globe.
Teacher Vocabulary:
  • river systems
  • interstate highways
  • five geographic regions
  • state and national parks
Knowledge:
Students know:
  • How to apply the concepts of map and globe skills.
  • How to identify the five geographical regions of Alabama.
Skills:
Students are able to:
  • Use a map or globe to locate land regions, river systems, interstate highways, and state and national parks.
Understanding:
Students understand that:
  • Land regions, river systems, and interstate highways connect Alabama to other states.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 18
Learning Activities: 1
Lesson Plans: 16
Unit Plans: 1
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Insight Unpacked Content
Strand: Economics, Geography
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Investigate and explain ways to prepare for natural disasters.
Teacher Vocabulary:
  • flood-prone areas
  • earthquake insurance
  • flood insurance
  • hurricane shelters
  • tornado shelters
  • emergency
  • evacuation routes
Knowledge:
Students know:
  • Appropriate ways to prepare for natural disasters in order to minimize negative effects.
  • Vocabulary: flood prone areas, earthquake insurance, flood insurance, hurricane shelters, tornado shelters
Skills:
Students are able to:
  • Establish an emergency plan.
Understanding:
Students understand that:
  • There are appropriate ways to prepare for natural disasters in order to minimize negative effects.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
10 ) Recognize functions of the Declaration of Independence and the Constitution of the United States.

•  Describing the process by which a bill becomes law
•  Explaining the relationship between the federal government and state governments, including the three branches of government (Alabama)
•  Defining governmental systems, including democracy, monarchy, and dictatorship
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify ways people are affected by their human and physical environments and provide examples of each.
  • Compare physical features of regions throughout the United States.
  • Identify positive and negative ways people affect the environment, including the benefits of recreation and tourism at state and national parks.
Teacher Vocabulary:
  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks
Knowledge:
Students know:
  • Difference between human and physical environments the physical regions of the United States and the features of each.
  • Affects of environment on human behavior and ways of life.
  • Positive and negative affects of humans on the environment.
  • Examples of types of tourism and recreation and the affects of each, including state and national parks.
Skills:
Students are able to:
  • List examples of the ways human and physical environments affect people and the ways they live.
  • Differentiate between regions of the United States based upon their physical features.
  • Differentiate between positive and negative effects that people have on the environment.
  • Explain the benefits of recreation and tourism, including at state and national parks.
Understanding:
Students understand that:
  • There are various ways that people are affected by their human and physical environments, as well as the effects, both positive and negative, that humans have on the environment.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 14
Learning Activities: 0
Lesson Plans: 13
Unit Plans: 1
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
Insight 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.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 10
Learning Activities: 0
Lesson Plans: 10
Unit Plans: 0
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

Insight 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.
Social Studies (2010)
Grade(s): 3
Geographic and Historical Studies: People, Places, and Regions
All Resources: 19
Learning Activities: 0
Lesson Plans: 19
Unit Plans: 0
13 ) Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)

Examples: prehistoric—Paleo-Indian, Archaic, Woodland, Mississippian

historic—Choctaw, Chickasaw, Cherokee, Creek (Alabama)

•  Identifying roles of archaeologists and paleontologists
Insight 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.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 13
Learning Activities: 0
Lesson Plans: 13
Unit Plans: 0
1 ) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

•  Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
Use thematic maps to identify:
  • historical and current economic information
  • political information
  • geographic information
  • weather and climate
  • physical features
  • waterways
  • migration patterns of people
  • transportation
  • land use
  • population
Teacher Vocabulary:
  • agriculture
  • economic development
  • physical-relief maps
Knowledge:
Students know:
  • Many events can impact the population, economic development, and land use in an area.
Skills:
The students are able to:
  • Analyze characteristics of Alabama using physical and thematic maps.
  • Describe the relationship between human migration and population.
Understanding:
Students understand that:
  • Events can impact the population, economic development, and land use in an area.
  • The climate and weather of our state impacts the population, economic development, and land use.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 19
Learning Activities: 2
Lesson Plans: 17
Unit Plans: 0
2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims.
  • Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
  • Explain reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture.
Teacher Vocabulary:
  • settlement
  • European exploration
  • culture
  • expansion
  • trade (barter)
Knowledge:
Students know:
  • The location, purpose, and importance of European settlements including Fort Conde, Fort Toulouse, and Fort Mims in early Alabama.
  • The routes taken by early explorers including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
  • Reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture.
Skills:
The students will be able to:
  • Explain the impact of European explorers on trade, health, and land expansion in Alabama.
  • Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims.
  • Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa.
Understanding:
Students understand that:
  • There were specific reasons Europeans began exploring and settling in Alabama and this impacted existing settlements in Alabama.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 14
Learning Activities: 1
Lesson Plans: 13
Unit Plans: 0
3 ) Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.

Examples: social—adoption of European culture by American Indians, opening of Alabama land for settlement

political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency

economic—acquisition of tribal land in Alabama by the United States

•  Explaining the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.
  • Explain the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories.
Teacher Vocabulary:
  • culture
  • settlement
  • relocation
  • acquisition
  • territory
Knowledge:
Students know:
  • Key battles of the War of 1812 that took place in Alabama including the Battle of Burnt Corn Creek, Fort Mims, the Canoe Fight, and the Battle of Horseshoe Bend.
  • Key leaders of the Creek War including Andrew Jackson, William Weatherford, Tecumseh, and Alexander McGillivray.
  • Reasons for and the impact of the Trail of Tears in Alabama.
Skills:
The students will:
  • Analyze the social impact of the War of 1812 including the adoption of European culture by American Indians, opening of Alabama land for settlement.
  • Analyze the political impact of the War of 1812 including the forced relocation of American Indians.
  • Formulate an opinion of whether or not Andrew Jackson was a hero and will defend that opinion.
  • Analyze the economic impact of the War of 1812 including acquisition of tribal land in Alabama by the United States.
  • Analyze the impact of the Trail of Tears on Alabama's American Indians' lives, rights, and territories.
Understanding:
Students understand that:
  • The political, economic, and social decisions made by Alabama's early settlers impacted the lives of American Indians living in the territory.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 9
Learning Activities: 0
Lesson Plans: 9
Unit Plans: 0
4 ) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.

•  Identifying natural resources of Alabama during the early nineteenth century
•  Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
Insight Unpacked Content
Strand: Geography, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.
  • Identify natural resources of Alabama during the early nineteenth century.
  • Describe human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names.
Teacher Vocabulary:
  • plateau
  • region
  • fall line
  • plain
  • river valley
  • flood plain
  • delta
Knowledge:
Students know:
  • The distinguishing characteristics of the five geographic regions of Alabama.
  • Alabama's key natural resources including cotton, iron, timber, and rivers.
Skills:
The students are able to :
  • Analyze the relationship between Alabama's natural resources and the settlement of the area during the early 19th Century.
  • Make the connection that a region of a state greatly affects the social and economic viability of that region.
Understanding:
Students understand that:
  • Settlers chose to live in regions based on the natural resources available in that region.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 6
Learning Activities: 0
Lesson Plans: 6
Unit Plans: 0
5 ) Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions.

•  Explaining political and geographic reasons for changes in location of Alabama's state capital
•  Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker
Insight Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Describe Alabama's entry into statehood as well as identify and explain the role of its three branches of government and the constitutions.
Teacher Vocabulary:
  • legislative
  • executive
  • judicial
  • constitution
  • senate
  • congress
  • house of representatives
  • governor
  • checks and balances
  • capital
  • capitol
Knowledge:
Students know:
  • Alabama has had six different constitutions. Alabama has three branches of Government: Executive, Legislative, Judicial.
  • The reasons why Alabama has had five different capitals.
  • The roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.
  • What the U.S. Constitution and the Northwest Territory require of a territory to become a state.
  • The history of early settlements in Alabama and the cession of Indian lands.
  • What it means to have a republican form of government.
Skills:
The students are able to:
  • Analyze Alabama's entry into statehood.
  • Identify and differentiate the roles of the three branches of government.
  • Compare and contrast Alabama's constitutions.
  • Explain political and geographic reasons for changes in location of Alabama's state capital.
  • Recognize roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.
Understanding:
Students understand that:
  • Many prominent people were involved in Alabama's entry into statehood and that our government was designed in a way that allowed a system of checks and balances to be in place.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 26
Learning Activities: 3
Lesson Plans: 23
Unit Plans: 0
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
  • Describe major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys.
Teacher Vocabulary:
  • plantation
  • Yeoman
  • townspeople
  • inequity
  • agriculture
  • fertile
Knowledge:
Students know:
  • During this time, most families in Alabama did not own slaves; most slaves were owned by Plantation Owners.
  • Most of Alabama's families made a living through agriculture.
  • The Black Belt and fertile river valleys were major areas of agricultural production.
Skills:
Students are able to:
  • Compare and contrast cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
  • Describe major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys.
Understanding:
Students understand that:
  • There were cultural, political, and economic inequities in Alabama in the early 19th Century between slaves, Yeoman farmers, and Plantation owners.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 13
Learning Activities: 1
Lesson Plans: 12
Unit Plans: 0
7 ) Explain reasons for Alabama's secession from the Union, including sectionalism, slavery, states' rights, and economic disagreements.

•  Identifying Alabama's role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders
•  Recognizing Montgomery as the first capital of the Confederacy
•  Interpreting the Articles of the Confederation and the Gettysburg Address
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Explain the reasons for Alabama's secession from the Union, including sectionalism, slavery, states' rights, and economic disagreements.
Teacher Vocabulary:
  • secession
  • Union
  • sectionalism
  • slavery
  • states' rights
  • Confederacy
  • inauguration
  • ceremony
Knowledge:
Students know:
  • The reasons Alabama seceded from the Union including sectionalism, slavery, states' rights, and economic disagreements. Alabama played an important role in forming the Confederacy.
  • Montgomery was the first capital of the Confederacy.
  • The Articles of Confederation served as a basis for the Constitution of the Confederacy.
Skills:
Students are able to:
  • Explain reasons for Alabama's secession from the Union, including sectionalism, slavery, states' rights, and economic disagreements.
  • Analyze Alabama's role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders.
  • Identify Montgomery as the first capital of the Confederacy.
  • Interpret the Articles of the Confederation and the Gettysburg Address as primary documents.
Understanding:
Students understand that:
  • Economic and political disagreements led to Alabama's secession from the Union and Alabama played a major role in the creation of the Confederacy.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 9
Learning Activities: 1
Lesson Plans: 8
Unit Plans: 0
8 ) Explain Alabama's economic and military role during the Civil War.

Examples: economic—production of iron products, munitions, textiles, and ships

military—provision of military supplies through the Port of Mobile, provision of an armament center at Selma

•  Recognizing military leaders from Alabama during the Civil War
•  Comparing roles of women on the home front and the battlefront during and after the Civil War
•  Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates
Insight Unpacked Content
Strand: Economics, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Explain Alabama's economic and military role during the Civil War and the economic conditions as a result of the Civil War.
Teacher Vocabulary:
  • textiles
  • munitions
  • armament
  • casualties
  • infrastructure
  • economics
Knowledge:
Students know:
  • Alabama made important economic contributions to the Civil War including production of iron products, munitions, textiles, and ships.
  • Alabama made important military contributions to the Civil War including provision of military supplies through the Port of Mobile and provision of an armament center at Selma.
  • Women made significant contributions to the war on the home front and on the battlefield.
  • There were several important military leaders of the Civil War.
  • The destruction of the transportation infrastructure, and high casualty rates during the Civil War caused Alabama's economic structure to collapse.
Skills:
Students are able to:
  • Analyze the significance of Alabama's economic and military role during the Civil War including the production of iron products, munitions, textiles, and ships, providing military supplies through the Port of Mobile, and providing an armament center at Selma.
  • Recognizing military leaders from Alabama during the Civil War.
  • Compare and contrast the roles of women on the home front and the battlefront during and after the Civil War.
  • Analyze how the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates impacted Alabama's economic condition after the Civil War.
Understanding:
Students understand that:
  • Alabama played a significant role in the South's effort during the Civil War.
  • The war caused catastrophic destruction in the South which devastated Alabama's economy.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 5
Learning Activities: 0
Lesson Plans: 5
Unit Plans: 0
9 ) Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.

Examples: political—military rule, presence of Freedmen's Bureau, Alabama's readmittance to the Union

economic—sharecropping, tenant farming, scarcity of goods and money

•  Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
•  Identifying African Americans who had an impact on Alabama during Reconstruction in Alabama
•  Identifying major political parties in Alabama during Reconstruction
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.
  • Interpret the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • Identify the achievements of African Americans who had an impact on Alabama during Reconstruction in Alabama.
  • Analyze the impact of major political parties in Alabama during Reconstruction.
Teacher Vocabulary:
  • Reconstruction
  • political parties
  • "Redeemer" Democrats
  • Radical Republicans
  • military rule
  • readmittance
  • restoration
  • Union
  • scarcity
Knowledge:
Students know:
  • Alabama faced many political issues during Reconstruction including military rule, presence of Freedmen's Bureau, and Alabama's readmittance to the Union.
  • Alabama faced many economic issues during Reconstruction including sharecropping, tenant farming, scarcity of goods and money.
  • Many African Americans, including James Rapier, Benjamin Turner, William Savery, and Jeremiah Haralson, had an impact on Alabama during Reconstruction.
  • The major political parties in Alabama, including Radical Republicans, Bourbon Democrats, and Populists.
Skills:
Students are able to:
  • Identify political issues facing Alabama during Reconstruction including military rule, presence of Freedmen's Bureau, and Alabama's readmittance to the Union.
  • Identify economic issues facing Alabama during Reconstruction including sharecropping, tenant farming, scarcity of goods and money.
  • Summarize the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • Recall African Americans who had an impact on Alabama during Reconstruction in Alabama.
  • Identify major political parties in Alabama during Reconstruction.
Understanding:
Students understand that:
  • Reconstruction was the rebuilding of Alabama's government and economy after the Civil War.
  • Alabama had to meet several specific criteria before being granted re-admittance to the Union and that the criteria was see as controversial by some people in the state.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 16
Learning Activities: 3
Lesson Plans: 13
Unit Plans: 0
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 (2010)
Grade(s): 4
Alabama Studies
All Resources: 7
Learning Activities: 1
Lesson Plans: 6
Unit Plans: 0
11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Analyze the impact of World War I on Alabamians.
  • Describe the causes that led to the migration of African Americans from Alabama to the North and West.
  • Analyze the purpose of the utilization of Alabama's military installations and training facilities.
  • Analyze the causes and effects of the increased production of goods for the war effort.
  • Assess the importance of Alabama's participation in World War I, including Alabama's 167th Regiment of the Rainbow Division.
  • Analyze the impact of World War I technologies, including airplanes, machine guns, and chemical warfare on the end result of the war and on Alabama's economy.
Teacher Vocabulary:
  • analyze
  • infer
  • assess
  • home front
  • propaganda
  • installation
  • utilization
  • technology
  • WWI
  • Great Migration
Knowledge:
Students know:
  • How Alabamians were impacted by WWI.
  • The factors that led to the migration of African Americans from Alabama to the North and West.
  • Alabama was home to many military installations and training facilities.
  • The production of many goods increased greatly as a result of the war.
  • Many Alabamians participated in the war including Alabama's 167th Regiment of the Rainbow Division.
  • New technologies, including airplanes, machine guns, and chemical warfare, greatly impacted the outcome of the war.
Skills:
Students are able to:
  • Recognize the impact of World War I on Alabamians.
  • Trace on a map the migration of African Americans from Alabama to the North and West.
  • Identify Alabama's military installations and training facilities.
  • Analyze graphs to determine increased production of specific goods during WWI.
  • Identify World War I technologies, including airplanes, machine guns, and chemical warfare.
Understanding:
Students understand that:
  • World War I had a significant impact on Alabama.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 5
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 1
12 ) Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama.

Examples: 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash

Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

•  Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression
Insight Unpacked Content
Strand: Economics, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Describe the impact the 1920s had on different socioeconomic groups in Alabama.
  • Summarize the impact the Great Depression had on different socioeconomic groups in Alabama.
  • Describe how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression.
Teacher Vocabulary:
  • analyze
  • supply and demand
  • overproduction
  • overcropping
  • TVA
  • unemployment
  • poverty
  • wages
  • consumption
  • stock market
  • Great Depression
  • migrant
  • foreclosure
  • soup kitchen
  • relief
  • discrimination
  • segregation
  • consumer goods
Knowledge:
Students know:
  • The increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services, the overproduction of goods, and the stock market crash each had an impact on Alabama in the 1920's.
  • The overcropping of land, unemployment, poverty, establishment of new federal programs impacted Alabama during the Great Depression.
  • Supply and demand had an impact on the economies of Alabama and the United States during the 1920s and the Great Depression.
Skills:
Students are able to:
  • Explain the impact the 1920s had on different socioeconomic groups in Alabama including increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash.
  • Explain the impact the Great Depression had on different socioeconomic groups in Alabama including overcropping of land, unemployment, poverty, establishment of new federal programs.
  • Interpret data linked to supply and demand and understand how this impacted economies of Alabama and the United States during the 1920s and the Great Depression. Analyze the human impact of New Deal programs on the people of Alabama.
Understanding:
Students understand that:
  • Events and consumer habits in the 1920's impacted the lives of Alabamians and how they lived during the Great Depression.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
13 ) Describe the economic and social impact of World War II on Alabamians, including entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness.

•  Recognizing Alabama participants in World War II, including the Tuskegee Airmen and women in the military
•  Justifying the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Describe the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness.
  • Justify the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
Teacher Vocabulary:
  • analyze
  • justify
  • workforce
  • rationing
  • draft
  • strategic
  • Tuskegee Airmen
  • victory garden
  • recruit
  • segregation
  • discrimination
Knowledge:
Students know:
  • How World War II impacted Alabama economically and socially.
  • Women played an important role in the military.
  • Racial tensions affected Alabamians on the homefront.
  • The importance of the Tuskegee Airmen.
  • The involvement of Alabamians in the War Effort varied from helping on the homefront to volunteering or being drafted to serve in combat.
  • Alabama had important military bases during WWII including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
Skills:
Students are able to:
  • Describe the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness.
  • Identify Alabama participants in World War II, including the Tuskegee Airmen and women in the military.
  • Locate military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
Understanding:
Students understand that:
  • Even though WWII was being fought on foreign soil, it still impacted the social and economic lives of Alabamians in many ways.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 25
Learning Activities: 7
Lesson Plans: 18
Unit Plans: 0
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.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Unit Plans: 0
15 ) Identify major world events that influenced Alabama since 1950, including the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism.

Insight Unpacked Content
Strand: History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Describe important events that have influenced Alabama since 1950.
Teacher Vocabulary:
  • Korean Conflict
  • Cold War
  • Vietnam War
  • Persian Gulf War
  • War on Terrorism
Knowledge:
Students know:
  • Important world events that have influenced Alabama since 1950.
Skills:
Students are able to:
  • Locate places related to important events on a map.
  • Create a timeline of important events.
Understanding:
Students understand that:
  • Important world events have a significant impact on Alabama.
  • There is a history and importance of Marshall Space Flight Center in Huntsville.
  • The Apollo missions had an impact on Alabama and the World.
Social Studies (2010)
Grade(s): 4
Alabama Studies
All Resources: 8
Learning Activities: 0
Lesson Plans: 8
Unit Plans: 0
16 ) Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twenty-first centuries.

•  Describing how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies
•  Relating Alabama's economy to the influence of foreign-based industry, including the automobile industry
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
  • Assess the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twenty-first centuries.
  • Assess how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies.
  • Assess the cause and effect of foreign based industry on Alabama's economy including the automobile industry.
Teacher Vocabulary:
  • assess
  • technological advancements
  • population growth
  • demographics
  • natural resources
  • foreign-based
  • economy
Knowledge:
Students know:
  • The causes of population growth in cities includes natural resources, advancements in technology, and placement of foreign based industries.
  • Key technology inventions that have changed the lives of Alabamians.
  • Key technology inventions that have changed the power of the media's influence over Alabamians.
  • Location of major waterways and road systems in Alabama impacts the population density of an area.
Skills:
Students are able to:
  • Identify major road systems, natural resources, and areas of population growth.
  • Relate Alabama's economy to the influence of technology and foreign based industry.
Understanding:
Students understand that:
  • Technological advancements that have occurred in the twentieth and twenty-first centuries have greatly impacted the lives of Alabamians socially, economically, and globally.
  • The natural resources available in Alabama in the twentieth and twenty-first centuries led to the growth of Alabama's population.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 1
Lesson Plans: 16
Unit Plans: 0
1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

Insight Unpacked Content
Strand: Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Discuss the influence that geographic features had on the exploration and settlement of Americas.
Teacher Vocabulary:
  • impact
  • exploration
  • settlement
  • prevailing
  • legend (key)
  • physical features
  • cultural features
Knowledge:
Students know:
  • How geographic features such as ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges influenced exploration and settlement of the Americas.
Skills:
Students are able to:
  • Correctly use maps to identify various physical and cultural features, including natural harbors, states and capitals.
Understanding:
Students understand that:
  • Geographical features influenced the exploration and settlement of the Americas.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 0
Lesson Plans: 17
Unit Plans: 0
2 ) Identify causes and effects of early migration and settlement of North America.

Insight Unpacked Content
Strand: Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Relate the causes and effects of early migration and settlement of North America.
Teacher Vocabulary:
  • demography
  • cause
  • effect
  • migration
  • settlement
Knowledge:
Students know:
  • The various causes of early migration and settlement on North America.
  • The effects of these early migration and settlement patterns.
Skills:
Students are able to:
  • Identify migration and settlement patterns on a map.
  • Identify causes of settlement and migration.
  • Identify effects of settlement and migration.
Understanding:
Students understand that:
  • There were many causes and effects of early migration and settlement on North America.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 24
Learning Activities: 3
Lesson Plans: 20
Unit Plans: 1
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
Insight Unpacked Content
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.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 19
Learning Activities: 3
Lesson Plans: 16
Unit Plans: 0
4 ) Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.

•  Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World
Examples: patrons—King Ferdinand and Queen Isabella

explorers—Christopher Columbus

early settlements—St. Augustine, Quebec, Jamestown

•  Tracing the development and impact of the Columbian Exchange
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons and explorers, as well as the early settlements in the New World.
  • Trace the development and impact of the Columbian Exchange.
Teacher Vocabulary:
  • economic impact
  • cultural impact
  • Age of Discovery
  • patrons (King Ferdinand and Queen Isabella)
  • explorers (Christopher Columbus, Ponce de Leon, Hernando de Soto)
  • early settlements (St. Augustine, Quebec, Jamestown)
  • Columbian Exchange
Knowledge:
Students know:
  • The economic and cultural impacts on European society and American Indians by European exploration during the Age of Discovery.
  • The significant early patrons and explorers.
  • The development and impact of the Columbian Exchange.
Skills:
Students are able to:
  • Identify the geography of North America.
  • Discuss the discoveries of Columbus and the exploration and conquests of Pizarro and Cortes.
  • Explain the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons, explorers, and their country of origin.
  • Locate significant early European settlements in the New World.
  • Map the Columbian exchange.
  • Explain how science, technology, and economic factors have developed, changed and affected societies throughout history.
  • Explain how religious and philosophical ideas have been powerful forces throughout history.
Understanding:
Students understand that:
  • European exploration connected the old world to the new world creating both positive and negative changes across the globe.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 2
Lesson Plans: 15
Unit Plans: 0
5 ) Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.

•  Recognizing how colonial development was influenced by the desire for religious freedom
Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

•  Identifying influential leaders in colonial society
•  Describing emerging colonial government
Examples: Mayflower Compact, representative government, town meetings, rule of law

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Explain the reasons for settlement and early colonization of North America in the Northern, Middle, and Southern colonies.
  • Describe the influence of prominent leaders in colonial society.
  • Describe the characteristics of the emerging colonial governments and the lasting effects.
Teacher Vocabulary:
  • colonization
  • representative government
  • geographic features
  • rule of law
Knowledge:
Students know:
  • The location of the various colonies was based upon many factors such as geographic location, landforms, and climate. Colonial development was often influenced by the desire for religious freedom.
  • Many distinguishing factors of colonial governments continue to influence the development of the United States.
Skills:
Students are able to:
  • Locate colonies on a physical and political map.
Understanding:
Students understand that:
  • That a variety of geographic, religious, and socio-political factors influenced the location of the various colonial settlements.
  • The emerging colonial governments had lasting effects still evident today.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 12
Learning Activities: 0
Lesson Plans: 12
Unit Plans: 0
6 ) Describe colonial economic life and labor systems in the Americas.

•  Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Describe colonial economic life and labor systems in the Americas.
  • Describe centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route.
Teacher Vocabulary:
  • economic
  • labor system
  • establishment
  • Triangular Trade Route
  • Hemisphere
  • Americas
  • Latin America
  • North America
  • South America
  • island
Knowledge:
Students know:
  • Each colony's economic life and labor system was unique and based on the geographic location of the colony.
  • Most slaves came from a variety of countries in Africa and were brought to the Americas by slave traders using the Triangular Trade Route.
Skills:
Students are able to:
  • Locate each colony on a physical and political map.
  • Describe and explain the types of labor used in each colony (indentured servitude, slaves, free blacks, merchants, farmers, shipping, fishing/whaling, among others).
  • Trace, examine and evaluate the Triangular Trade Route and its impact on colonial economy and labor systems.
Understanding:
Students understand that:
  • Different labor systems were used to build and grow each of the 13 colonies.
  • Slave labor was brought to the Americas by the Northern colonial shipping industry and purchased and used in the Caribbean islands and Southern colonies.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 5
Lesson Plans: 12
Unit Plans: 0
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Determine the causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.
Teacher Vocabulary:
  • cause
  • effect
  • revolution
  • intolerable
Knowledge:
Students know:
  • The effects of the French and Indian War.
  • The Stamp Act enraged the citizens of the colonies and was the origin of the phrase "No Taxation with Representation".
  • The Intolerable Acts were enacted to punish the Boston colonists for the Boston Tea Party.
  • The Boston Massacre was a result of conflict between the British soldiers and angry colonists.
  • The Boston Tea Party was the colonists' response to taxes on tea.
Skills:
Students are able to:
  • Explain why colonies were engaged in the French and Indian War.
  • Describe and evaluate how colonists reacted to the Stamp Act.
  • Describe the effects of the Intolerable Acts.
  • Describe the Boston Massacre and analyze colonists response to the Boston Massacre.
  • Describe the Boston Tea Party and examine the effects of this event.
Understanding:
Students understand that:
  • The causes and effects of events that lead to the American Revolution.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 23
Learning Activities: 3
Lesson Plans: 20
Unit Plans: 0
8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence
•  Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
•  Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
•  Recognizing reasons for colonial victory in the American Revolution
•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify, describe, and evaluate major events of the American Revolution, including battles, as well as economic, political, and social actions and events.
  • Describe principles contained in the Declaration of Independence.
  • List, describe and evaluate contributions of major American and foreign supporters, ordinary citizens, and influential groups on the American Revolution.
Teacher Vocabulary:
  • identify
  • evaluate
  • contributions
  • principles
  • mobilize
  • Committees of Correspondence
  • Liberty
  • boycott
  • Continental Congress
  • ordinary citizens
  • American Revolution
  • declaration
  • financier
  • popular sovereignty
  • limited government
  • bicameral
  • unicameral
  • Great Compromise
  • Annapolis Convention
Knowledge:
Students know:
  • The major events of the American Revolution as it relates to the battles and other events.
  • The principles contained in the Declaration of Independence.
  • The contributions of significant people and supporters of the American Revolution.
  • The contributions of African Americans, women, merchants and farmers.
  • The efforts used to gain support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress.
  • The location on a map of major battles during the American Revolution.
  • The reasons for colonial victory in the American Revolution.
  • The effect of the Treaty of Paris of 1783 on the development of the United States.
Skills:
Students are able to:
  • Identify, describe, and evaluate events, individuals, and groups important in historic events.
  • Examine and interpret historic documents. Compare and contrast the contributions of significant people and events.
  • Identify the contribution ordinary people such as Haym Solomon.
  • Describe the contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, and supporters from other countries to the American Revolution.
Understanding:
Students understand that:
  • Through the events of the American Revolution and the contributions of many people, the United States gained independence from Great Britain.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 12
Learning Activities: 1
Lesson Plans: 11
Unit Plans: 0
9 ) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

•  Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
•  Identifying factions in favor of and opposed to ratification of the Constitution of the United States
Example: Federalist and Anti-Federalist factions

•  Identifying main principles in the Bill of Rights
•  Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Describe and analyze the role of the Articles of Confederation and influential groups and individuals on the development of the United States Constitution.
  • Identify the main principles of the Constitution and the Bill of Rights and analyze events such as the election of George Washington as President for their impact on the development of the republic.
Teacher Vocabulary:
  • inadequacies
  • Article of Confederation
  • ratification
  • limitations
  • factions
  • Federalist
  • Anti-Federalist
  • republic
  • powers
  • principles
Knowledge:
Students know:
  • Inadequacies of the Articles of Confederation and the impact these had on the creation of the Constitution of the United States.
  • The duties and powers of the three branches of government.
  • The supporters and oppositions of the constitution.
  • The main principles of the bill of rights.
  • The impact of George Washington as president in a republic.
Skills:
Students are able to:
  • Analyze and describe the impact of government documents.
  • Describe and provide examples of major ideas, concepts, and limitations of the Constitution including the duties and powers of the three branches of government.
  • Compare and contrast the positions of various groups involved in historic events, such as the writing of the Constitution and Bill of Rights.
  • Analyze primary source documents.
Understanding:
Students understand that:
  • The Articles of Confederation and influential groups and individuals played a role in the development of the United States Constitution.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 20
Learning Activities: 0
Lesson Plans: 20
Unit Plans: 0
10 ) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849.

•  Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion
•  Explaining the purpose of the Monroe Doctrine
•  Identifying Alabama's role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
•  Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Analyze and describe the political, social, and economic events led to the expansion of the United States and contributed to the development of new technologies and the creation of new states.
  • Explain how these changes also set the stage for future conflict within the nation.
Teacher Vocabulary:
  • political
  • expansion
  • Indian Removal Act
  • Texas-Mexican War
  • Mexican-American War
  • Gold Rush
  • technological developments
  • locomotive
  • telegraph
  • barbed wire
Knowledge:
Students know:
  • Political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States (the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, the Gold Rush of 1849, among others).
  • The role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion.
  • The purpose of the Monroe Doctrine.
  • Alabama's role in the expansion movement in the United States, (the Battle of Horseshoe Bend and the Trail of Tears, among others).
  • The impact of technological developments on United States' expansion (steamboat, steam locomotive, telegraph, barbed wire, among others).
Skills:
Students are able to:
  • Locate journeys, territories, and political boundaries on a physical and political maps.
  • Sequence historical events.
  • Explain the role of individuals in historical time periods.
  • Compare and contrast technological.
  • Determine causes and effects of events and technological developments between 1803-1860.
  • Analyze primary sources.
Understanding:
Students understand that:
  • Political, social, and economic events led to the expansion of the United States and contributed to the development of new technologies and the creation of new states while also setting the stage for future conflict within the nation.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 22
Learning Activities: 4
Lesson Plans: 18
Unit Plans: 0
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
Knowledge:
Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).
Skills:
Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.
Understanding:
Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 9
Learning Activities: 1
Lesson Plans: 8
Unit Plans: 0
12 ) Summarize successes and failures of the Reconstruction Era.

•  Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
•  Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States
Examples: Horace Mann and education reform, Freedmen's Bureau, establishment of segregated schools, African-American churches

•  Explaining the black codes and the Jim Crow laws
•  Describing post-Civil War land distribution, including tenant farming and sharecropping
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Analyze and describe the successes and failures of the Reconstruction Era.
Teacher Vocabulary:
  • Reconstruction Era
  • extension
  • citizenship rights
  • amendments
  • impact
  • education reform
  • black codes
  • Jim Crow
  • tenant farming
  • distribution
  • sharecropping
  • Radical Republicans
  • 13th Amendment
  • 14th Amendment
  • 15th Amendment
Knowledge:
Students know:
  • Successes and failures of the Reconstruction Era.
  • The extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • The impact of Reconstruction for its effect on education and social institutions in the United States( Horace Mann and education reform, Freedmen's Bureau, establishment of segregated schools, African-American churches, among others).
  • The black codes and the Jim Crow laws.
  • Post-Civil War land distribution, including tenant farming and sharecropping.
Skills:
Students are able to:
  • Evaluation successes and failures of historical events.
  • Compare and contrast changes in historical and political realities as a result of a historical event.
Understanding:
Students understand that:
  • The Reconstruction Era was a period of success, failures, and conflict that greatly impacted the lives of citizens, including African-Americans.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 8
Learning Activities: 1
Lesson Plans: 7
Unit Plans: 0
13 ) Describe social and economic influences on United States' expansion prior to World War I.

•  Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny
•  Locating on a map states, capitals, and important geographic features west of the Mississippi River
•  Explaining how the United States acquired Alaska and Hawaii
•  Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics
•  Analyzing the impact of closing the frontier on American Indians' way of life
•  Explaining how the Spanish-American War led to the emergence of the United States as a world power
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify and describe social, political, and economic influences on the United States prior to World War I.
Teacher Vocabulary:
  • social influences
  • economic influences
  • expansion
  • transcontinental railroads
  • Manifest Destiny
  • geographic features
  • acquired
  • Westward Expansion
  • ranchers
  • Mormons
  • Hispanics
  • frontier
  • emergence
Knowledge:
Students know:
  • Social and economic influences on United States' expansion prior to World War I.
  • How the development of transcontinental railroads contributed to the expansion of the United States and related to the concept of Manifest Destiny.
  • Details related to how the United States acquired Alaska and Hawaii.
  • Major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics.
  • The impact of closing the frontier on American Indians' way of life.
  • The Spanish-American War led to the emergence of the United States as a world power.
Skills:
Students are able to:
  • Locate states and capitals on a physical and political map.
  • Describe and explain social and economic influences on the United States expansion.
  • Explain and evaluate the concept of Manifest Destiny.
  • Describe and explain how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny.
  • Identify and analyze the impact of Manifest Destiny on a variety of cultural groups.
  • Explain and analyze how the Spanish-American War led to the United States becoming a world power.
Understanding:
Students understand that:
  • There were social, political, and economic influences on United States prior to World War I.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 13
Learning Activities: 3
Lesson Plans: 10
Unit Plans: 0
1 ) Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Explain the impact of industrialism, urbanization, communication, cultural changes on life in the US from the late 19th Century to World War I.
Teacher Vocabulary:
  • industrialization
  • urbanization
  • WWI
Knowledge:
Students know:
  • How industrialization, urbanization, communication, and cultural changes in the United States from the late nineteenth century to World War I have effected the lives of Americans.
Skills:
Students are able to:
  • Explain the impact of industrialism on life in the US from the late 19th Century to World War I.
  • Explain the impact of urbanization on life in the US from the late 19th Century to World War I.
  • Explain the impact of communication on life in the US from the late 19th Century to World War I.
  • Explain the impact of cultural changes on life in the US from the late 19th Century to World War I.
Understanding:
Students understand that:
  • Industrialization, urbanization, communications and cultural changes in the United States from the late nineteenth century to World War I have impacted the lives of Americans.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 26
Learning Activities: 3
Lesson Plans: 23
Unit Plans: 0
2 ) Describe reform movements and changing social conditions during the Progressive Era in the United States.

•  Relating countries of origin and experiences of new immigrants to life in the United States
Example: Ellis Island and Angel Island experiences

•  Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
•  Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
•  Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
•  Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
•  Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Describe reform movements and changes in social conditions during the Progressive Era in the U.S.
  • Relate experiences of new immigrants.
  • Identify working conditions before and after workplace reforms.
  • Identify leaders associated with specific political and social reforms.
  • Recognize goals of the early Civil Rights Movement.
  • Explain key details of the Progressive Movement in specific amendments to the Constitution.
Teacher Vocabulary:
  • immigrants
  • reforms
  • movements
  • 16th, 17th, 18th, 19th, and 21st amendments origin
  • Progressive Movement
  • Populists
  • temperance
  • trustbuster
  • muckraker
  • repeal
  • Homestead Act
  • child labor
  • corporation
  • civil rights
  • Ellis Island
  • Angel Island
  • workman's compensation
  • Civil Rights Movement
  • NAACP
Knowledge:
Students will know:
  • Immigrant experiences at Ellis Island and Angel Island. Workplace reforms that took place during the Progressive Era (i.e., 8 hour work day, child labor laws, and workman compensation laws).
  • Key leaders of the Progressive Era that contributed to reforms in the United States (Theodore Roosevelt-National Parks System, Jane Adams-Hull House, Clara Barton-American Red Cross, Julia Tutwiler-Education/Prison Reform).
  • Social reforms of the Progressive Movement.
  • The early goals of the Civil Rights Movement and the purpose of the NAACP and other early civil rights organizations.
  • Provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the U.S. Constitution.
Skills:
Students are able to:
  • Identify impacts of historical events.
  • Describe historical movements by comparing and contrasting.
Understanding:
Students understand that:
  • There were causes and the effects, both immediate and lasting, of various reform movements pertaining to immigration, labor, political, social, and constitutional amendments during the Progressive Era in the United States.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 17
Learning Activities: 4
Lesson Plans: 13
Unit Plans: 0
3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

•  Describing military and civilian roles in the United States during World War I
•  Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
•  Analyzing technological advances of the World War I era for their impact on modern warfare
Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

•  Locating on a map major countries involved in World War I and boundary changes after the war
•  Explaining the intensification of isolationism in the United States after World War I
Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

•  Recognizing the strategic placement of military bases in Alabama (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Identify how the sinking of the Lusitania, the Zimmerman Note, alliances, imperialism, militarism and nationalism led to U.S. entry into WWI.
  • Describe the various roles of military and civilians in WWI.
  • Explain Woodrow Wilson and Archduke Franz Ferdinand and their association to WWI.
  • Analyze machine guns, tanks, submarines, airplanes, poison gas, and gas masks and their contributions to advancing modern warfare during WWI.
  • Use map skills to locate key countries involved in WWI and boundary changes post WWI.
  • Explain reactions to the Treaty of Versailles, League of Nations and the Red Scare pertaining to the intensification of isolationism in the United States after WWI.
  • Recognize military bases of Alabama and their strategic placement.
Teacher Vocabulary:
  • WWI
  • Lusitania
  • Zimmerman Note
  • alliances
  • militarism
  • imperialism
  • nationalism
  • modern warfare
  • isolationism
  • Treaty of Versailles
  • League of Nations
  • Red Scare
Knowledge:
Students know:
  • The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
  • The roles of military and civilians played in WWI.
  • Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
  • The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
  • How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
  • The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
  • Strategic locations of military bases in Alabama.
Skills:
Students are able to:
  • Locate places on a map.
  • Read and interpret primary source documents.
  • Cite evidence to support historical events.
Understanding:
Students understand that:
  • There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 34
Learning Activities: 9
Lesson Plans: 25
Unit Plans: 0
4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

•  Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age
Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

•  Identifying contributions of turn-of-the-century inventors
Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

•  Describing the emergence of the modern woman during the early 1900s
Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

•  Identifying notable persons of the early 1900s
Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

•  Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations
Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Identify cultural developments in the US from 1900 through the 1930s by describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age.
  • Identify contributions of turn-of-the century inventors.
  • Describe the emergence of the modern woman.
  • Identifying notable persons of the early 1900s.
  • Compare results of various administrative economic policies of Harding, Coolidge, and Hoover.
Teacher Vocabulary:
  • Harlem Renaissance
  • Jazz Age
  • suffragettes
  • suffragists
  • flappers
  • personal credit
  • stock market crash
  • Immigration Act of 1924
Knowledge:
Students know:
  • The cultural and economic developments of the early 1900s.
Skills:
Students are able to:
  • Characterize the impact of notable people and events that shape our world.
  • Compare multiple points of view to explain economic policies.
Understanding:
Students understand that:
  • Major cultural and economic changes took place in the US during the early 1900's.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 27
Learning Activities: 12
Lesson Plans: 15
Unit Plans: 0
5 ) Explain causes and effects of the Great Depression on the people of the United States.

Examples: economic failure, loss of farms, rising unemployment, building of Hoovervilles

•  Identifying patterns of migration during the Great Depression
•  Locating on a map the area of the United States known as the Dust Bowl
•  Describing the importance of the election of Franklin D. Roosevelt as President of the United States, including the New Deal alphabet agencies
•  Locating on a map the river systems utilized by the Tennessee Valley Authority (TVA) (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Explain the cause and effects of the Great Depression on the people of the United States.
  • Identify patterns of migration.
  • Locate on a map the area known as the Dust Bowl, as well as the river systems utilized by the Tennessee Valley Authority (TVA).
  • Describe the importance of the election of Franklin D. Roosevelt.
  • Compare and contrast the policies of Harding, Hoover, and Roosevelt.
Teacher Vocabulary:
  • depression
  • economic failure
  • Hoovervilles
  • migration
  • Dust Bowl
  • New Deal
  • Tennessee Valley Authority
  • river systems
Knowledge:
Students know:
  • What caused the Great Depression and the effect it had on the people of the United States.
Skills:
Students are able to:
  • Examine cause and effect to see relationships between people, places, ideas, and events.
  • Use map skills to locate places of historical significance.
Understanding:
Students understand that:
  • There were many causes and effects of the Great Depression on the people of the U.S.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 14
Learning Activities: 5
Lesson Plans: 9
Unit Plans: 0
6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers
•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō
•  Describing the development of and the decision to use the atomic bomb
•  Describing human costs associated with World War II
Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II
Insight Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Identify the causes and consequences of WWII.
  • Identify the factors that led to U.S. entry into WWII.
  • Locate on a map Allied and Axis Powers and key engagements of WWII.
  • Identify significant persons involved in WWII.
  • Describe the creation of the atomic bomb and decision to drop the atomic bomb.
  • Describe the human cost of WWII.
  • Explain the Axis Powers' surrender and the importance of this in ending WWII.
Teacher Vocabulary:
  • consequences
  • Allies
  • Axis Powers
  • World War II
  • Pearl Harbor
  • Battle of Normandy
  • Battle of Stalingrad
  • Battle of Midway
  • Battle of the Bulge
  • Atomic Bomb
  • Holocaust
Knowledge:
Students know:
  • How to identify the causes and consequences of WWII and what led to U.S. involvement in WWII.
Skills:
Students are able to:
  • Recognize relationships among people and places by locating historical events on a map.
  • Cite evidence to support historical events using primary and secondary sources.
  • Describe how world events contribute to international conflict.
  • Examine the contributions of significant individuals and/or groups, and their role in WWII.
Understanding:
Students understand that:
  • There were many causes and consequences of WWII and the motivations for American involvement in this war.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 19
Learning Activities: 3
Lesson Plans: 16
Unit Plans: 0
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Describe the types of rationing implemented and the reasons rationing was necessary.
  • Describe the shift in factory production from consumer to military during WWII.
  • Describe the changing role of women and ethnic minorities in the workplace.
  • Describe the industrial contributions of Alabama during WWII, including ports and facilities.
Teacher Vocabulary:
  • internment camp
  • rationing
  • Birmingham steel industry
  • Port of Mobile
  • Tuskegee Airmen
  • retooling
Knowledge:
Students know:
  • The types of rationing that occurred in the United States during WWII.
Skills:
Students are able to:
  • Cite evidence to support changes on the home front using primary and secondary sources.
  • Evaluate the contributions of significant individuals and/or groups in the US during WWII.
Understanding:
Students understand that:
  • Many changes occurred in the United States during WWII.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
8 ) Describe how the United States' role in the Cold War influenced domestic and international events.

•  Describing the origin and meaning of the Iron Curtain and communism
•  Recognizing how the Cold War conflict manifested itself through sports
Examples: Olympic Games, international chess tournaments, Ping-Pong diplomacy

•  Identifying strategic diplomatic initiatives that intensified the Cold War, including the policies of Harry S. Truman, Dwight D. Eisenhower, and John F. Kennedy
Examples: trade embargoes, Marshall Plan, arms race, Berlin blockade and airlift, Berlin Wall, mutually assured destruction, North Atlantic Treaty Organization (NATO), Warsaw Pact, Cuban missile crisis, Bay of Pigs invasion

•  Identifying how Cold War tensions resulted in armed conflict
Examples: Korean Conflict, Vietnam War, proxy wars

•  Describing the impact of the Cold War on technological innovations
Examples: Sputnik; space race; weapons of mass destruction; accessibility of microwave ovens, calculators, and computers

•  Recognizing Alabama's role in the Cold War (Alabama)
Examples: rocket production at Redstone Arsenal, helicopter training at Fort Rucker (Alabama)

•  Assessing effects of the end of the Cold War Era
Examples: policies of Mikhail Gorbachev; collapse of the Soviet Union; Ronald W. Reagan's foreign policies, including the Strategic Defense Initiative (SDI or Star Wars)

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Compare and contrast democracy and communism.
  • Describe the origins and meaning of the Iron Curtain.
  • Recognize the emerging roles of the super powers in influencing cultural, economic, and military changes throughout the world.
  • Recognize Alabama's role in the Cold War.
  • Summarize how the Cold War influenced domestic and foreign policy.
Teacher Vocabulary:
  • Cold War
  • domestic
  • international
  • Iron Curtain
  • communism
  • democracy
  • embargo
  • blockade
  • diplomacy
  • strategic diplomatic initiative
  • proxy war
  • destruction
  • invasion
  • crisis
  • weapons of mass destruction
  • Strategic Defense Initiative
Knowledge:
Students know:
  • How the role the U.S. played in the Cold War influenced domestic and foreign policy.
Skills:
Students are able to:
  • Appraise the value of technological advances during the Cold War.
  • Cite specific textual evidence to analyze the influence of the super powers on cultural, technological, and political changes during the Cold War.
Understanding:
Students understand that:
  • The United States played an important role in the Cold War and this influenced U.S. domestic and foreign policy.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 28
Learning Activities: 2
Lesson Plans: 26
Unit Plans: 0
9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement
Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit
Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II
Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States.
  • Describe the changing role of women in the workplace and the impact on the family unit.
  • Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II.
Teacher Vocabulary:
  • Brown vs. Board of Education
  • Montgomery Bus Boycott
  • Freedom Rides
  • Selma-to-Montgomery Voting Rights March
  • Motown
  • AM/FM radio
  • protest songs
  • demonstrations
  • genre
  • political assassinations
  • latchkey children
  • Civil Rights Movement
Knowledge:
Students know:
  • The key figures involved in the Civil Rights Movement.
  • The major social and cultural changes that occurred in the United States post WWII.
Skills:
Students are able to:
  • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
  • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
  • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.
Understanding:
Students understand that:
  • There were important the social and cultural changes that occurred in the U.S. after WWII.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 4
Learning Activities: 1
Lesson Plans: 3
Unit Plans: 0
10 ) Analyze changing economic priorities and cycles of economic expansion and contraction for their impact on society since World War II.

Examples: shift from manufacturing to service economy, higher standard of living, globalization, outsourcing, insourcing, "boom and bust," economic bubbles

•  Identifying policies and programs that had an economic impact on society since World War II
Examples: Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), Medicare and Medicaid, Head Start programs, space exploration, Children's Health Insurance Program (CHIP), environmental protection issues (Alabama)

•  Analyzing consequences of immigration for their impact on national and Alabama economies since World War II (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Analyze economic cycles of expansion and contraction and how this impacted American society after WWII.
  • Describe the policies and programs that had an economic impact on society since World War II.
  • Analyze consequences of immigration for their impact on national and Alabama economies since World War II.
Teacher Vocabulary:
  • economic expansion
  • economic contraction
  • service economy
  • "boom and bust"
  • economic bubbles
  • GI Bill of Rights of 1944
  • Medicare
  • Medicaid
  • Head Start programs
  • Children's Health Insurance Program
  • manufacturing
  • standard of living
  • globalization
  • outsourcing
  • insourcing
  • environmental protection
  • immigration
Knowledge:
Students know:
  • The cycles of economic expansion and contraction and the impact these cycles had on American society after WWII.
Skills:
Students are able to:
  • Analyze and explain policies and programs that economically impacted society since World War II.
Understanding:
Students understand that:
  • There are cycles of economic expansion and contraction and this has had an impact on American society after WWII.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Unit Plans: 0
11 ) Identify technological advancements on society in the United States since World War II.

Examples: 1950s—fashion doll, audio cassette

1960s—action figure, artificial heart, Internet, calculator

1970s—word processor, video game, cellular telephone

1980s—personal computer, Doppler radar, digital cellular telephone

1990s—World Wide Web, digital video diskette (DVD)

2000s—digital music player, social networking technology, personal Global Positioning System (GPS) device

Insight Unpacked Content
Strand: Economics, History
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Describe how advances in technology since WWII have impacted American society.
Teacher Vocabulary:
  • fashion dolls
  • audio cassette
  • artificial heart
  • internet
  • calculator
  • World Wide Web
  • DVD
  • word processor
  • Doppler radar
  • fiber optics
  • trade agreements
  • digital
  • Global Positioning System
Knowledge:
Students know:
  • Progressive changes in technology have occurred in each decade since WWII in the United States.
Skills:
Students are able to:
  • Appraise the value of technological advances and their impact on society.
  • Cite evidence to explain the progression of technological advancements from the 1950's to present.
Understanding:
Students understand that:
  • There have been important technological advancements in society in the United States since WWII.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 11
Learning Activities: 0
Lesson Plans: 11
Unit Plans: 0
12 ) Evaluate significant political issues and policies of presidential administrations since World War II.

•  Identifying domestic policies that shaped the United States since World War II
Examples: desegregation of the military, Interstate Highway System, federal funding for education, Great Society, affirmative action, Americans with Disabilities Act, welfare reform, Patriot Act, No Child Left Behind Act

•  Recognizing domestic issues that shaped the United States since World War II
Examples: McCarthyism, Watergate scandal, political assassinations, health care, impeachment, Hurricane Katrina

•  Identifying issues of foreign affairs that shaped the United States since World War II
Examples: Vietnam Conflict, Richard Nixon's China initiative, Jimmy Carter's human rights initiative, emergence of China and India as economic powers

•  Explaining how conflict in the Middle East impacted life in the United States since World War II
Examples: oil embargoes; Iranian hostage situation; Camp David Accords; Persian Gulf Wars; 1993 World Trade Center bombing; terrorist attacks on September 11, 2001; War on Terrorism; homeland security

•  Recognizing the election of Barack Obama as the culmination of a movement in the United States to realize equal opportunity for all Americans
•  Identifying the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence of Student Attainment:
Students:
  • Evaluate the domestic and foreign policies of the US following WWII.
  • Explain the domestic issues that shaped the US following WWII.
  • Explain the causes of the intensifying conflict in the Middle East and the impact on life in the US.
  • Describe the importance of the election of Barack Obama in the movement to provide equal opportunities for all Americans.
  • Describe the technological advances used in the 2008 presidential election and its influence on voter participation.
Teacher Vocabulary:
  • Interstate Highway System
  • Great Society
  • affirmative action
  • Americans with Disabilities Act
  • Welfare Reform
  • Patriot Act
  • No Child Left Behind
  • McCarthyism
  • Watergate Scandal
  • impeachment
  • Hurricane Katrina
  • Vietnam Conflict
  • Iranian Hostage Crisis
  • Camp David Accords
  • Persian Gulf Wars
  • domestic and foreign policy
  • desegregation
  • human rights
  • embargo
  • terrorism
  • equal opportunity
Knowledge:
Students know:
  • The significant political issues and policies of American presidents since WWII.
Skills:
Students are able to:
  • Appraise the value of technological advances.
  • Cite evidence to support historical events.
  • Evaluate the foreign and domestic policies of the US after WWII.
Understanding:
Students understand that:
  • We can evaluate the politics and policies of American presidents since WWII.
Social Studies (2010)
Grade(s): 7
Civics
All Resources: 12
Learning Activities: 0
Lesson Plans: 12
Unit Plans: 0
1 ) Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence of Student Attainment:
Students:
  • Summarize the contributions of various historical influences and classify how each of these influences impacted the establishment of the American Government.
Teacher Vocabulary:
  • direct democracy
  • representative democracy
  • Feudal system
  • royalty
  • nobility
  • common people
  • Parliament
  • rights
  • due process
  • rule of law
  • quartering
  • punishment
Knowledge:
Students know:
  • Many important principles of American government originated with the Greeks, Romans and early English governments.
Skills:
Students are able to:
  • Distinguish relevant material about the historical influence.
  • Cite evidence to show similarities between influences. Analyze primary source documents.
Understanding:
Students understand that:
  • The Founding Fathers were impacted by several historical influences that helped them create our system of government.
Social Studies (2010)
Grade(s): 7
Civics
All Resources: 15
Learning Activities: 0
Lesson Plans: 15
Unit Plans: 0
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence of Student Attainment:
Students:
  • Describe the influence of important philosophers on the U.S. political system.
Teacher Vocabulary:
  • philosophers
Knowledge:
Students know:
  • The important ideas and contributions of historical thinkers such as John Locke, Thomas Hobbes, Jean-Jaques Rousseau, Thomas Paine, Niccolo Machiavelli, Charles de Montesquieu, Voltaire.
Skills:
Students are able to:
  • Relate the ideas put forth by important philosophers to founding ideas and documents of American government. Interpret primary source documents to identify original ideas.
Understanding:
Students understand that:
  • Many of the founding documents of the United States are based upon the ideas of various Enlightenment Philosophers.
Social Studies (2010)
Grade(s): 7
Civics
All Resources: 8
Learning Activities: 1
Lesson Plans: 7
Unit Plans: 0
3 ) Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence of Student Attainment:
Students:
  • Compare and Contrast other forms of government with the U.S. government focusing on who has the power and how power is acquired/achieved.
Teacher Vocabulary:
  • power
  • federalism
  • republic
Knowledge:
Students know:
  • The characteristics of the various forms of government found around the world including Federal Republic (representative democracy), Monarchy (absolute monarchy), Limited monarchy (constitutional monarchy), Oligarchy, Dictatorship, Theocracy, and Pure democracy (direct democracy).
Skills:
Students are able to:
  • Interpret primary source documents.
Understanding:
Students understand that:
  • The system of government of the United States can be compared to other forms of government in the world.
Social Studies (2010)
Grade(s): 7
Civics
All Resources: 5
Learning Activities: 0
Lesson Plans: 5
Unit Plans: 0
4 ) Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)

•  Describing how local and state governments are funded (Alabama)
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Civics
Evidence of Student Attainment:
Students:
  • Explain the organization of state and local governments focusing on Alabama's state government, officials, and sources of funding.
  • Teacher Vocabulary:
    • funding
    • revenue
    • taxes
    • county
    • city
    • branches of government: legislative, executive, judicial
    Knowledge:
    Students know:
    • The basic organizational structure of Alabama's government including the legislative, judicial and executive branches.
    • The basic funding sources of state and local governments.
    Skills:
    Students are able to:
    • Identify the major office holders of the three branches of Alabama's government.
    • Identify types of local government.
    • Classify the different types of state and local government funding.
    Understanding:
    Students understand that:
    • Alabama's state and local office holders are elected and that funding comes from a variety of sources.
Social Studies (2010)
Grade(s): 7
Civics
All Resources: 18
Learning Activities: 1
Lesson Plans: 17
Unit Plans: 0
5 ) Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)

•  Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government (Alabama)
•  Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States (Alabama)
•  Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments (Alabama)
Insight Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: Civics
Evidence of Student Attainment:
Students:
  • Relate the organization, duties and functions of state and local government examining how they compare and contrast to the organization, duties and functions of the federal government.
Teacher Vocabulary:
  • branches: executive, legislative, judicial
  • duties
  • functions
  • organization
  • jurisdiction
  • federal
  • districts
  • separation of powers
  • checks and balances
Knowledge:
Students know:
  • The functions of each of the three branches of the Federal Government and the three branches of Alabama's government.
  • The functions of the local government.
  • The organizational structure of local, state and Federal Courts.
Skills:
Students are able to:
  • Locate state and federal political districts and geographic districts in Alabama on a map.
  • Cite evidence in primary source documents to support important concepts of American Government.
Understanding:
Students understand that:
  • The structure of government at the federal and state level and the unique duties and functions of each are set forth by the U.S. and Alabama Constitutions.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

    •  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
    •  Explaining what is meant by the term rule of law
    •  Justifying consequences of committing a civil or criminal offense
    •  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Differentiate between juvenile and adult laws, as well as between civil and criminal laws. Identify the protections given in the U.S. Bill of Rights.
    Teacher Vocabulary:
    • juvenile
    • civil law
    • criminal law
    • rights
    • Bill of Rights
    • rule of law
    • state
    • federal
    • local
    • court
    • offense
    • felony
    • misdemeanor
    • jail
    • prison
    • juvenile detention center
    Knowledge:
    Students know:
    • The similarities and differences between civil and criminal law.
    • The structure of the juvenile court system.
    • The rights and freedoms guaranteed in the Bill of Rights.
    Skills:
    Students are able to:
    • Use primary source documents to justify the actions of courts.
    Understanding:
    Students understand that:
    • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    7 ) Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.

    •  Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts (Alabama)
    Example: increase in oil prices resulting from supply and demand

    •  Analyzing agriculture, tourism, and urban growth in Alabama for their impact on economic development (Alabama)
    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Describe how the different economic systems influence the answers to the questions: What goods and services are produced? How they are distributed? and Who consumes them?
    Teacher Vocabulary:
    • economic system
    • consumer
    • land
    • labor
    • capital
    • good
    • service
    Knowledge:
    Students know:
    • The economic system under which you operate will help determine which goods and services are produced, how they will be distributed and who will consume them.
    Skills:
    Students are able to:
    • Analyze and interpret charts, graphs, and tables to support assumptions.
    Understanding:
    Students understand that:
    • Within the various economic systems, several factors contribute to determining what is produced, where it is produced, and how items are distributed.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    8 ) Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.

    •  Describing effects of government policies on the free market
    •  Identifying laws protecting rights of consumers and avenues of recourse when those rights are violated
    •  Comparing economic systems, including market, command, and traditional
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Draw conclusions about the relationship between the consumer and the marketplace in U.S. economy.
    Teacher Vocabulary:
    • supply and demand
    • free enterprise
    • market economy
    • command economy
    • traditional economy
    • mixed economy
    • good
    • service
    • scarcity
    • opportunity cost
    • trade-off decision making
    • stock market
    • policy
    • regulations
    Knowledge:
    Students know:
    • The following economies answers the three basic questions:
      • Traditional Economy
        • Goods are produced for the community based on traditional needs.
        • Individuals produce goods based on custom.
        • They produce for themselves and the community.
      • Market Economy
        • Goods are produced based on consumer demand.
        • Individuals and businesses are free to choose how items are produced.
        • Goods are produced for the customer in hopes of gaining a profit.
      • Command Economy
        • The government decides what goods will be produced.
        • The government decides how goods will be produced.
        • Goods are produced for the purposes of the government.
    • The U.S. economy is based on principles of free market. Due to the effect of government policies and regulations, the U.S. economy resembles a Mixed Economy. U.S. laws that protect employees include minimum wage, safe work conditions, and child labor laws. Some U.S. laws that protect the consumers are food labeling requirements and safety features on cars. Consumers who have problems with products can register complaints with the government or seek recourse under the judicial system.
    • The U.S. stock market is a gauge of U.S. economic health. When the stock market is strong, it influences businesses to invest and expand (increase in profit leads to employment, rise in consumer confidence ) When the stock market is weak, businesses are less likely to take risks which can affect the overall economic health of our country (loss of revenue, rise in unemployment rate, fewer new businesses created). Consumer behavior influences the fluctuation in the stock market.
    • The consumer is influenced by the following:
      • Scarcity- is a shortage or limited amount of resources like time, money, land, labor, capital et al.
      • Trade-off decisions- the alternative you face if you decide to do one thing rather than another. (Example: A farmer can grow corn or cotton. A student can attend University of South Alabama or University of North Alabama)
      • Opportunity cost — the cost of the next best use of resources when choosing to do one thing or another. (Example: Because the farmer grows corn, he cannot grow cotton. Because the student choose to go University of South Alabama, he does not cannot go to University of North Alabama).
    Skills:
    Students are able to:
    • Define Traditional Economy, Market Economy, Command Economy, and Mixed Economy.
    • Understand how each Economy answers the three basic economic questions.
    • Identify the U.S. economic system.
    • Explain how the stock market impacts the Marketplace.
    • Relate the ideas of scarcity, opportunity cost and trade-off decisions to the consumer's role in the Marketplace.
    Understanding:
    Students understand that:
    • Scarcity, opportunity costs, and trade-off decisions influence the consumer's behavior causing changes in the marketplace and the U.S. stock market.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 9
    Learning Activities: 0
    Lesson Plans: 9
    Unit Plans: 0
    9 ) Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping.

    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Demonstrate the ability to manage money effectively through a personal budget.
    Teacher Vocabulary:
    • calculate
    • estimate
    • principles of money management
    • budget
    • savings
    • checking account
    • income
    • expenses
    • insurance
    • taxes
    • comparison
    • shopping
    • credit
    • debt
    • investments
    Knowledge:
    Students know:
    • Effective money management means that a citizen has to take into account that the money they make should be enough to cover expenses like housing, transportation, food, clothing, medical expenses, and insurance and this can be accomplished by making and following a budget.
    Skills:
    Students are able to:
    • Estimate and calculate income and expenses in order to create a budget.
    Understanding:
    Students understand that:
    • Effective money management includes making a budget based on income and expenses.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 16
    Learning Activities: 0
    Lesson Plans: 16
    Unit Plans: 0
    10 ) Describe individual and civic responsibilities of citizens of the United States.

    Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

    civic—respect for law, patriotism, participation in political process, fiscal responsibility

    •  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
    •  Explaining how United States' citizenship is acquired by immigrants
    •  Explaining character traits that are beneficial to individuals and society
    Examples: honesty, courage, compassion, civility, loyalty

    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Describe the rights, duties, and responsibilities of U.S. citizens, as well as paths to citizenship.
    Teacher Vocabulary:
    • responsibilities
    • duties
    • rights
    • privileges
    • citizen
    • alien
    • immigrants
    • naturalization
    • character
    Knowledge:
    Students know:
    • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.
    Skills:
    Students are able to:
    • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.
    Understanding:
    Students understand that:
    • There are rights, duties, responsibilities, and privileges of U.S. citizenship.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 8
    Learning Activities: 0
    Lesson Plans: 8
    Unit Plans: 0
    11 ) Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.

    Examples: social—family values, peer pressure, education opportunities, women in the workplace

    economic—career opportunities, disposable income, consumption of goods and services

    •  Determining benefits of Alabama's role in world trade (Alabama)
    •  Tracing the political and social impact of the modern Civil Rights Movement from 1954 to the present, including Alabama's role (Alabama)
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Describe changes over the past hundred years in Alabama's political, social, and economic conditions.
    Teacher Vocabulary:
    • social conditions
    • economic conditions
    • world trade
    • Civil Rights Movement
    • voting rights
    Knowledge:
    Students know:
    • Many political, social, and economic changes have occurred in the United States over the past 100 years.
    • Alabama played a major role in the Civil Rights Movement.
    • Alabama's role in contemporary world trade includes being a major exporter of poultry, steel, and machinery, in addition to attracting many international companies to the state.
    Skills:
    Students are able to:
    • Investigate social changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.
    • Investigate economic changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.
    Understanding:
    Students understand that:
    • There have been many social and economic changes in the past 100 years and Alabama has been at the forefront of many of these changes.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 14
    Learning Activities: 0
    Lesson Plans: 14
    Unit Plans: 0
    12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

    •  Identifying options for civic and community action
    Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

    •  Determining ways to participate in the political process
    Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Explain how participating in civic and community activities improves life in our community, state, and country.
    Teacher Vocabulary:
    • civic
    • community
    • political process
    • political participation
    • political parties
    • campaigns
    Knowledge:
    Students know:
    • Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.
    Skills:
    Students are able to:
    • List ways to actively participate in the political process and in their community.
    Understanding:
    Students understand that:
    • Individual and community participation has the potential to improve the U.S. society.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 7
    Civics
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    13 ) Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.

    Insight Unpacked Content
    Strand: Civics and Government
    Course Title: Civics
    Evidence of Student Attainment:
    Students:
    • Draw conclusions to support or refute the development of Homeland Security, the Patriot Act and contemporary media bias since 2001.
    Teacher Vocabulary:
    • Homeland Security
    • Patriot Act
    • media bias
    • privacy
    • terrorism
    Knowledge:
    Students know:
    • The events that led to the creation of the U.S. Department of Homeland Security and the passage of Patriot Act.
    • The main duties of the Department of Homeland Security.
    • The major provisions of the Patriot Act that allow those suspected of terrorism to have their property, public and private records, or phone searched or seized without warrant.
    • There is bias in American media.
    Skills:
    Students are able to:
    • Detect bias statements by examining multiple sources of information.
    Understanding:
    Students understand that:
    • Events of 2001 led to major changes in American government designed to further protect the country.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 26
    Learning Activities: 0
    Lesson Plans: 26
    Unit Plans: 0
    1 ) Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.

    •  Explaining the use of map essentials, including type, projections, scale, legend, distance, direction, grid, and symbols
    Examples: type—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images

    distance—fractional, graphic, and verbal scales

    direction—lines of latitude and longitude, cardinal and intermediate directions

    •  Identifying geospatial technologies to acquire, process, and report information from a spatial perspective
    Examples: Google Earth, Global Positioning System (GPS), geographic information system (GIS), satellite-remote sensing, aerial photography

    •  Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns
    •  Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions
    •  Categorizing the geographic organization of people, places, and environments using spatial models
    Examples: urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread of culture traits, spread of contagious diseases through a population

    Insight Unpacked Content
    Strand: Economics, Geography, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Demonstrate the use of geographic representations, tools and technologies.
    Teacher Vocabulary:
    • spatial thinking
    • spatial relationships
    • spatial perspective
    • spatial patterns
    • spatial models
    • geospatial technologies
    Knowledge:
    Students know:
    • Types of maps or geographic resources—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images.
    • The difference between aerial photography and satellite images and their properties for interpreting spatial patterns.
    • The uses of GIS in portraying geographic or spatial patterns and in answering geographic questions.
    • The uses of mapping technology to trace diseases through a population geographic trade patterns, governmental alliances, and immigration patterns, mental maps, cultures, urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread (diffusion) of culture traits, spread (diffusion) of contagious.
    Skills:
    Students are able to:
    • Read, analyze and interpret maps, aerial photography, satellite images, and other types of mapping technology.
    • Use mental maps.
    • Use GPS for locations.
    Understanding:
    Students understand that:
    • Maps portray human and physical geographic patterns, understand the use of GPS and GIS in explaining geographic patterns, that mental maps are important in understanding cultural perceptions and the organization of cultural landscapes.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 15
    Learning Activities: 0
    Lesson Plans: 15
    Unit Plans: 0
    2 ) Determine how regions are used to describe the organization of Earth's surface.

    •  Identifying physical and human features used as criteria for mapping formal, functional, and perceptual regions
    Examples: physical—landforms, climates, bodies of water, resources

    human—language, religion, culture, economy, government

    •  Interpreting processes and reasons for regional change, including land use, urban growth, population, natural disasters, and trade
    •  Analyzing interactions among regions to show transnational relationships, including the flow of commodities and Internet connectivity
    Examples: winter produce to Alabama from Chile and California, poultry from Alabama to other countries (Alabama)

    •  Comparing how culture and experience influence individual perceptions of places and regions
    Examples: cultural influences—language, religion, ethnicity, iconography, symbology, stereotypes

    •  Explaining globalization and its impact on people in all regions of the world
    Examples: quality and sustainability of life, international cooperation

    Insight Unpacked Content
    Strand: Economics, Geography
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Identify the reasons for organizing geographic information by region and use regional information to organize geographic information.
    Teacher Vocabulary:
    • regional geography
    • functional and perceptual regions
    • spatial process and regional change
    • regional interactions
    • culture
    • perception
    • globalization
    Knowledge:
    Students know:
    • Geographic features can be organized into regions in order to understand activities and processes within and between places.
    • Formal, functional, and perceptional regions; land use, urban growth, natural disaster, commodity, Internet connectivity, globalization, sustainability, international cooperation.
    • Physical regions—landforms, climates, bodies of water, resources.
    • Human regions—language, religion, culture, economy, government.
    • Cultural influences characterizing regions—language, religion, ethnicity, iconography, symbology, stereotypes how to use regions for identification of related phenomena, interpretation of processes causing regional change, analysis of interactions among regions in terms of economic activities, migration, cultural diffusion, and evaluation of the impacts of globalization.
    Skills:
    Students are able to:
    • Construct various types of regions, determine regional boundaries or transitional boundary zones.
    • Read and analyze thematic maps that display information, such as climate, religion, international commodity flows, arranged by geographic regions.
    Understanding:
    Students understand that:
    • Regions are a way of organizing spatial (geographic) information for specific social, economic, and political purposes.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    3 ) Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth's physical systems.

    •  Comparing Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfalls, and tornadoes
    •  Explaining processes that shape the physical environment, including long-range effects of extreme weather phenomena
    Examples: processes—plate tectonics, glaciers, ocean and atmospheric circulation, El Niño

    long-range effects—erosion on agriculture, typhoons on coastal ecosystems

    •  Describing characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth's surface
    •  Comparing how ecosystems vary from place to place and over time
    Examples: place to place—differences in soil, climate, and topography

    over time—alteration or destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forest and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts

    •  Comparing geographic issues in different regions that result from human and natural processes
    Examples: human—increase or decrease in population, land-use change in tropical forests

    natural—hurricanes, tsunamis, tornadoes, floods

    Insight Unpacked Content
    Strand: Economics, Geography
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Use maps, charts, and diagrams to: recognize, compare, and understand spatial (geographic) patterns resulting from human and natural processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth's physical systems.
    Teacher Vocabulary:
    • geographic or spatial patterns
    • regions
    • compare
    • geographic issues
    • human and natural processes
    Knowledge:
    Students know:
    • Geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth's physical systems.
    • Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfalls, and tornadoes.
    • Processes that shape the physical environment, including long-range effects of extreme weather phenomena, such as plate tectonics, glaciers, ocean and atmospheric circulation, El Niño long-range effects—erosion on agriculture, typhoons on coastal ecosystems.
    • Characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth's surface.
    • How ecosystems vary from place to place and over time, such as alteration or destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forest and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts.
    • Geographic issues in different regions that result from human and natural processes.
    Skills:
    Students are able to:
    • Interpret reasons for spatial patterns of Earth's regions.
    • Compare variations between and within geographic regions.
    • Explain processes that shape the physical environment.
    • Compare and explain geographic issues in different regions.
    Understanding:
    Students understand that:
    • Spatial patterns are caused by human and physical processes in the atmosphere, biosphere, lithosphere, and the hydrosphere.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    4 ) Evaluate spatial patterns and the demographic structure of population on Earth's surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time.

    Examples: spatial patterns—major population clusters

    demographic structure—age and sex distribution using population pyramids

    •  Predicting reasons and consequences of migration, including push and pull factors
    Examples: push—politics, war, famine

    pull—potential jobs, family

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Describe and analyze spatial patterns, the demographic structure of population on Earth's surface, and changes in the demographic structure of population.
    Teacher Vocabulary:
    • demographic structure
    • population pyramid
    • density
    • dispersion
    • growth
    • mortality rate
    • natural population increase
    • doubling time and migration
    Knowledge:
    Students know:
    • Spatial patterns—major population clusters. Demographic structure—age and sex distribution using population pyramids.
    • Types of migration and reasons for migration including both push and pull reasons.
    Skills:
    Students are able to:
    • Interpret demographic and population data.
    • Predict and calculate changes in population.
    • Evaluate causes and consequences of historical events, such as migration.
    Understanding:
    Students understand that:
    • There are spatial patterns and demographic structure to the population on Earth's surface.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    5 ) Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam.

    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Explain how cultural features, traits, and diffusion help define regions.
    • Analyze changes in regions over time.
    Teacher Vocabulary:
    • cultural traits
    • diffusion
    • agriculture
    • ethnic
    • cultural landscape
    • culture regions
    Knowledge:
    Students know:
    • How cultural features, traits, and diffusion help define regions.
    • Cultural characteristics of regions including religious structures and agricultural patterns.
    • Changes in the cultural characteristics of regions including development of ethnic enclaves, introduction of ethnic restaurants, and changes in religious belief such as the spread of Islam.
    Skills:
    Students are able to:
    • Define and recognize elements of culture and expressions of culture on the landscape that collectively define a culture region, i.e., Mormon culture region.
    Understanding:
    Students understand that:
    • Cultural features, traits, and diffusion help define regions and change over time.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    6 ) Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns.

    Examples: primary—forestry, agriculture, mining

    secondary—manufacturing furniture, grinding coffee beans, assembling automobiles

    tertiary—selling furniture, selling caffé latte, selling automobiles

    •  Comparing one location to another for production of goods and services
    Examples: fast food restaurants in highly accessible locations, medical offices near hospitals, legal offices near courthouses, industries near major transportation routes

    •  Analyzing the impact of economic interdependence and globalization on places and their populations
    Examples: seed corn produced in Iowa and planted in South America, silicon chips manufactured in California and installed in a computer made in China that is purchased in Australia

    •  Explaining why countries enter into global trade agreements, including the North American Free Trade Agreement (NAFTA), the Dominican Republic-Central America Free Trade Agreement (DR-CAFTA), the European Union (EU), the Mercado Común del Sur (MERCOSUR), and the Association of Southeast Asian Nations (ASEAN)
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate the nature of primary, secondary, and tertiary economic activities.
    Teacher Vocabulary:
    • primary economic activities
    • secondary economic activities
    • tertiary economic activities
    • economic interdependence
    • globalization
    • trade agreements
    Knowledge:
    Students know:
    • The nature, characteristics and spatial expressions of three broad categories of economic activities.
      Examples:
      • primary—forestry, agriculture, mining
      • secondary—manufacturing furniture, grinding coffee, beans, assembling automobiles
      • tertiary— selling furniture, selling café latte, selling automobiles
    • Economic activities create spatial patterns and the type and degree often reveal the developmental nature of the geographic area.
    • Reasons for trade between regions.
    • Definition and examples of globalization and the effects of increased globalization.
    Skills:
    Students are able to:
    • Evaluate the properties of primary, secondary and tertiary economic activities.
    • Compare locations of economic activities.
    • Evaluate benefits and drawbacks of trade agreements.
    Understanding:
    Students understand that:
    • Primary, secondary, and tertiary economic activities have specific functions and spatial patterns.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 11
    Learning Activities: 0
    Lesson Plans: 11
    Unit Plans: 0
    7 ) Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.

    Examples: types—linear, clustered, grid

    sizes—large urban, small urban, and rural areas

    •  Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
    Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)

    •  Describing settlement patterns in association with the location of resources
    Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

    •  Describing ways in which urban areas interact and influence surrounding regions
    Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Analyze and describe spatial patterns of settlement in different regions of the world.
    • Evaluate the influence of changes in settlement over time.
    Teacher Vocabulary:
    • linear
    • clustered
    • grid
    • settlement
    • settlement patterns
    • urban area
    • spatial interaction
    Knowledge:
    Students know:
    • Different types of settlements by type, size, major functions, such as linear, clustered, grid, large urban, small urban, and rural.
    • Ways in which urban areas interact and influence surrounding regions.
      Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production
    • Regions where human activities resulted in the development of settlements at particular locations due to trade, political importance, or natural resources.
      Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)
    • Settlement patterns in association with the location of resources.
      Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements
    Skills:
    Students are able to:
    • Classify types and sizes of settlements.
    • Determine geographic and cultural reasons for settlement locations.
    • Evaluate relationships between different settlement regions.
    Understanding:
    Students understand that:
    • There are spatial patterns of settlement in different regions of the world.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 6
    Learning Activities: 0
    Lesson Plans: 6
    Unit Plans: 0
    8 ) Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people.

    •  Identifying political boundaries based on physical and human systems
    Examples: physical—rivers as boundaries between counties

    human—streets as boundaries between local government units

    •  Identifying effects of cooperation among countries in controlling territories
    Examples: Great Lakes environmental management by United States and Canada, United Nations (UN) Heritage sites and host countries, Antarctic Treaty on scientific research

    •  Describing the eruption of territorial conflicts over borders, resources, land use, and ethnic and nationalistic identity
    Examples: India and Pakistan conflict over Jammu and Kashmir, the West Bank, the Sudan, Somalia piracy, ocean fishing and mineral rights, local land-use disputes

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate the effects of political, military, cultural and economic forces on cooperation and conflict among people.
    Teacher Vocabulary:
    • conflict
    • cooperation
    • economic forces
    • human and physical systems
    Knowledge:
    Students know:
    • Political boundaries created by human and physical systems.
    • The effect of cooperation among countries in controlling territories.
    • The effects of territorial conflicts over borders, resources, land use, and ethnic and nationalistic identity.
    Skills:
    Students are able to:
    • Evaluate the spatial influence of political, military, cultural forces on the landscape and among people.
    • Identify various ways boundaries are identified.
    • Evaluate the reasons for territorial conflicts.
    Understanding:
    Students understand that:
    • Political, military, cultural and economic forces contribute to cooperation and conflict among people.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 7
    Learning Activities: 0
    Lesson Plans: 7
    Unit Plans: 0
    9 ) Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.

    Examples: within—construction of dams and downstream water availability for human consumption, agriculture, and aquatic ecosystems

    between—urban heat islands and global climate change, desertification and land degradation, pollution and ozone depletion

    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Explain the ways peoples' actions produce both positive and negative effects on the physical environment at the local to global level.
    Teacher Vocabulary:
    • modification
    • induced changes
    Knowledge:
    Students know:
    • How human actions modify the physical environment within and between places.
    • How human-induced changes affect the environment.
    Skills:
    Students are able to:
    • Recognize the effects of human actions on the physical environment.
    • Evaluate changes in the physical environment.
    Understanding:
    Students understand that:
    • Physical environment and actions play a major role in changing the face of Earth's environments.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 7
    Learning Activities: 0
    Lesson Plans: 7
    Unit Plans: 0
    10 ) Explain how human systems develop in response to physical environmental conditions.

    Example: farming practices in different regions, including slash-and-burn agriculture, terrace farming, and center-pivot irrigation

    •  Identifying types, locations, and characteristics of natural hazards, including earthquakes, hurricanes, tornadoes, and mudslides
    •  Differentiating ways people prepare for and respond to natural hazards, including building storm shelters, conducting fire and tornado drills, and establishing building codes for construction
    Insight Unpacked Content
    Strand: Economics, Geography, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Explain how human systems develop in response to physical environmental conditions.
    Teacher Vocabulary:
    • human systems
    • differentiating
    • response
    Knowledge:
    Students know:
    • How human systems develop in response to physical environmental conditions.
    • Farming practices in different regions, including slash-and-burn agriculture, terrace farming, and center-pivot irrigation.
    • Types, locations, and characteristics of natural hazards, including earthquakes, hurricanes, tornadoes, and mudslides.
    • Ways people prepare for and respond to natural hazards, including building storm shelters, conducting fire and tornado drills, and establishing building codes for construction.
    Skills:
    Students are able to:
    • Interpret regional and global spatial patterns.
    • Evaluate adaptions to physical environmental conditions.
    Understanding:
    Students understand that:
    • Human systems develop in response to physical environmental conditions.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 6
    Learning Activities: 0
    Lesson Plans: 6
    Unit Plans: 0
    11 ) Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location.

    •  Evaluating various cultural viewpoints regarding the use or value of natural resources
    Examples: salt and gold as valued commodities, petroleum product use and the invention of the internal combustion engine

    •  Identifying issues regarding depletion of nonrenewable resources and the sustainability of renewable resources
    Examples: ocean shelf and Arctic exploration for petroleum, hybrid engines in cars, wind-powered generators, solar collection panels

    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate and explain different cultural viewpoints about use and value of natural resources and changes in distribution, quantity, and quality of resources through time and by location.
    Teacher Vocabulary:
    • cultural concept
    • cultural viewpoint
    • spatial distribution
    • non-renewable and renewable
    • resources
    • sustainability
    Knowledge:
    Students know:
    • The ways cultural viewpoints about the use and value of natural resources can change over time.
    • Reasons for the changes in value, distribution, quantity, and quality of resources.
    • Issues related to the use of non-renewable resources.
    Skills:
    Students are able to:
    • Read thematic maps to locate particular resources and their global distribution.
    Understanding:
    Students understand that:
    • Cultural concepts of natural resources and changes in spatial distribution of resources differ over time.
    Social Studies (2010)
    Grade(s): 7
    Geography
    All Resources: 10
    Learning Activities: 0
    Lesson Plans: 10
    Unit Plans: 0
    12 ) Explain ways geographic features and environmental issues have influenced historical events.

    Examples: geographic features—fall line, Cumberland Gap, Westward Expansion in the United States, weather conditions at Valley Forge and the outcome of the American Revolution, role of ocean currents and winds during exploration by Christopher Columbus

    environmental issues—boundary disputes, ownership of ocean resources, revitalization of downtown areas

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: Geography
    Evidence of Student Attainment:
    Students:
    • Analyze and describe the ways geographic features and environmental issues have influenced historical events.
    Teacher Vocabulary:
    • geographic features
    • physical environments
    • environmental issues
    • revitalization
    Knowledge:
    Students know:
    • The ways geographic feature can effect historical events.
    • The ways environmental issues can effect historical events.
    • Geographic features: fall line, Cumberland Gap, desert southwest, global and local landscape patterns, climate and weather conditions (local to global), central business district/downtown.
    Skills:
    Students are able to:
    • Read and interpret physical geography maps related to historical events.
    • Trace the progression of a historical event or era on a map.
    • Analyze changing realities of natural resources.
    Understanding:
    Students understand that:
    • Historical events are influenced by geographic features and environmental issues.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 9
    Learning Activities: 2
    Lesson Plans: 7
    Unit Plans: 0
    1 ) Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

    Examples: cave paintings, Ice Man, Lucy, fossils, pottery

    •  Identifying the founding of Rome as the basis of the calendar established by Julius Caesar and used in early Western civilization for over a thousand years
    •  Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.
    •  Using vocabulary terms other than B.C. and A.D. to describe time
    Examples: B.C.E., C.E.

    •  Identifying terms used to describe characteristics of early societies and family structures
    Examples: monogamous, polygamous, nomadic

    Insight Unpacked Content
    Strand: Geography, History
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Explain how artifacts and other archaeological findings provide evidence of the nature, social and family structures, and movements of prehistoric groups of people including prehistoric fossils, human remains such as mummies, human artwork, pottery and other human-made artifacts.
    • Describe the relationship among various methods for describing historical and pre-historical time, including: the Julian calendar, the Gregorian calendar and associated use of B.C. and A.D., use of B.C.E. and C.E.
    Teacher Vocabulary:
    • artifacts
    • archaeological findings
    • evidence
    • Gregorian calendar
    • Julian calendar
    • nomadic
    • agrarian
    • monogamous
    • polygamous
    • prehistoric
    • B.C.E.
    • C.E.
    • B.C.
    • A.D.
    Knowledge:
    Students know:
    • How artifacts and other archaeological findings provide evidence of the nature of movement of prehistoric people.
    • The historical basis for the Julian and Gregorian calendars. Various ways to describe historic and pre-historic time, including use of B.C.E. and C.E.
    • Terms to describe characteristics of early societies and family structures (Ex. monogamous, polygamous, nomadic, agrarian).
    Skills:
    The students are able to:
    • Describe the difference between artifacts and fossils and how they are used by archeologists and historians.
    • Use examples to explain the ways artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.
    • Describe time through the use of a variety to calendars and methods.
    • Identify terms used to describe characteristics of early societies and family structures.
    Understanding:
    Students understand that:
    • Archaeologists and historians use evidence left behind by prehistoric people to describe the nature of these people and their movements.
    • The Gregorian and Julian calendars differ and various calendars use different dates as their starting points.
    • There are a variety of ways to identify historical time.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 15
    Learning Activities: 2
    Lesson Plans: 13
    Unit Plans: 0
    2 ) Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings.

    •  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys
    Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

    •  Identifying on a map locations of cultural hearths of early civilizations
    Examples: Mesopotamia, Nile River Valley

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze and compare the characteristics of early civilizations in ancient Mesopotamia, Egypt, China, and India based on their natural environments, urban development, technology, division of labor and social hierarchies, types of government, ethical and religious belief systems, economic systems, calendar, and writings.
    • Locate and describe the cultural hearths of early civilizations including those in Mesopotamia and the Nile Valley.
    Teacher Vocabulary:
    • technology
    • early civilizations
    • labor
    • government
    • developed
    • division of labor
    • cultural hearths
    • natural environments
    • urban development
    • social hierarchy
    • types of government
    • ethical and religious belief systems
    • economic systems
    Knowledge:
    Students know:
    • The characteristics of early civilizations, including natural environments, urban development, technology, division of labor and social hierarchies, types of government, ethical and religious belief systems, economic systems, calendar, and writings the similarities and differences among the civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang-He River valleys.
    • The locations of cultural hearths of early civilizations.
    Skills:
    The students are able to:
    • Analyze and compare early civilizations using a list of characteristics.
    • Locate places on a map.
    Understanding:
    Students understand that:
    • There are ways early civilizations developed to meet the demands of their environment and the needs of their people.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 7
    Learning Activities: 0
    Lesson Plans: 7
    Unit Plans: 0
    3 ) Compare the development of early world religions and philosophies and their key tenets.

    Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

    •  Identifying cultural contributions of early world religions and philosophies
    Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians

    Insight Unpacked Content
    Strand: History
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Compare the early world religions and philosophies, including the origins, development, influence, spread, and cultural contributions of each.
    Teacher Vocabulary:
    • Judaism
    • Diaspora
    • covenant
    • Greek gods
    • Hinduism
    • Buddhism
    • Roman gods
    • oracle
    • Confucianism
    • Daoism
    • Legalism
    • Islam
    • Christianity
    • Zen
    • prophets
    • messiah
    • disciple
    • apostle
    • Darma
    • Karma
    • monotheism
    • polytheism
    • meditation
    • reincarnation
    • excommunicate
    • monastery
    • doctrine
    • parable
    • philosophies
    • tenets
    Knowledge:
    Students know:
    • The origins, development, influence, spread, and cultural contributions of Judaism, Greek and Roman gods, Hinduism, Confucianism, Taoism, Buddhism, Christianity, and Islam.
    Skills:
    Students are able to:
    • Identify locations on a map or globe.
    • Use maps to support conclusions about cultural groups.
    Understanding:
    Students understand that:
    • The history, key tenets, and beliefs of early world religions and philosophies have influenced regional and world history.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 8
    Learning Activities: 2
    Lesson Plans: 6
    Unit Plans: 0
    4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze and compare cultural contributions of Classical Greece, including politics, intellectual life, arts, architecture, and science
    Teacher Vocabulary:
    • cultural contributions
    • Classical Greece
    • politics
    • intellectual life
    • oligarchy
    • democracy
    • representative democracy
    • direct democracy
    • philosophy
    Knowledge:
    Students know:
    • The cultural contributions of Classical Greece, including the areas of politics, intellectual life, arts, literature, architecture, and science.
    • The social and political structures of various city-states throughout Greece's Classical Era.
    • The contribution of Greek democracy to the American system of government.
    Skills:
    Students are able to:
    • Analyze textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Describe how geography influenced Greek culture.
    Understanding:
    Students understand that:
    • There were many cultural contributions of Classical Greece, in government, politics, arts, history, philosophy, drama, literature, architecture, math, and science.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    5 ) Describe the role of Alexander the Great in the Hellenistic world.

    Examples: serving as political and military leader, encouraging cultural interaction, allowing religious diversity

    •  Defining boundaries of Alexander the Great's empire and its economic impact
    •  Identifying reasons for the separation of Alexander the Great's empire into successor kingdoms
    •  Evaluating major contributions of Hellenistic art, philosophy, science, and political thought
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Evaluate the achievements, influence, and contributions of Alexander the Great and Hellenistic art, philosophy, science, and political thought.
    Teacher Vocabulary:
    • Hellenistic
    • economic impact
    • successor kingdoms
    • philosophy
    • scientific thought
    • political thought
    • aristocracy
    • oligarchy
    • democracy
    • Socratic method
    • monarch
    • tyrant
    • city-state
    • influence
    • invasion
    • inspiration
    • conquer
    • engineers
    • artisans
    • Epicureanism
    • Stoicism
    • drama
    • playwright
    Knowledge:
    Students know:
    • The role of Alexander the Great played in the Hellenistic World.
    • The economic impact of Alexander's empire.
    • The reasons for separation of Alexander's empire after his death.
    • The major contributions of Hellenistic art, philosophy, science, and political thought.
    Skills:
    Students are able to:
      Analyze textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Identify the boundaries of an empire and its political and economic impact.
    Understanding:
    Students understand that:
    • The achievements, influences, and contributions of Alexander the Great and the Hellenistic Age had effects on later civilizations.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    6 ) Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements.

    Examples: expansion—illustrating the spread of Roman influence with charts, graphs, timelines, or maps

    transformation—noting reforms of Augustus, listing effects of Pax Romana

    •  Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze the influence of the Roman Republic, including reforms and the Pax Romana.
    Teacher Vocabulary:
    • Roman Republic
    • transformation
    • geographic, political, and economic elements
    • spatial distributions
    Knowledge:
    Students know:
    • Details of the expansion of the Roman Republic and its transformation into an empire. Key geographic, political, and economic elements of the Roman Empire.
    • The spatial distributions and patterns of the Roman Republic.
    • How Rome gained control of the Mediterranean region events leading to the creation of a Roman empire.
    • The reforms of Augustus.
    • Effects of the Pax Romana.
    Skills:
    Student are able to:
    • Analyze textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Analyze the effects of geography on culture.
    Understanding:
    Students understand that:
    • The Roman Republic evolved from a republic into an empire, and it later expanded.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    7 ) Describe the widespread impact of the Roman Empire.

    Example: spread of Roman law and political theory, citizenship and slavery, architecture and engineering, religions, sculptures and paintings, literature, and the Latin language

    •  Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine
    •  Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze the history and impact of the Roman Empire on later societies.
    Teacher Vocabulary:
    • diffusion
    • persecution
    • doctrine
    • external factors
    Knowledge:
    Students know:
    • The impact/influence of the Roman Empire on the world including cultural achievements.
    • How to trace important aspects of the spread of Christianity such as how it relates to Judaism, its organization, and its doctrine. The reasons behind the decline and fall of Rome including economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the empire.
    • Long-lasting Roman influences.
    • The important aspects of Christianity in the Roman Empire, including how it relates to other religions and its influence on Roman society.
    • The role of economics, politics, size/diversity, and societal changes in the decline and fall of Rome.
    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.
    • Identify the cause and effect of economic changes on societies.
    Understanding:
    Students understand that:
    • The Roman Empire impacted and influenced later societies.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 4
    Learning Activities: 1
    Lesson Plans: 3
    Unit Plans: 0
    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

    Insight 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.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    9 ) Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law.

    •  Identifying factors leading to the establishment of the Eastern Orthodox Church
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Identify and analyze influences of the Byzantine empire on later societies.
    Teacher Vocabulary:
    • Byzantine Empire
    • Constantine
    • Justinian
    • Theodora
    • Eastern Orthodox Church
    • Justinian Law Code
    • Hagia Sophia
    • Christianity
    • Western Roman Catholic Church
    • Byzantine Church
    • icons
    • excommunicate
    • missionary
    Knowledge:
    Students know:
    • The factors that led to the rise of the Byzantine Empire examples of Byzantine influences on art, culture, religion, architecture, and law.
    • The influence of major political leaders, including Emperors Constantine and Justinian
    • The factors leading to the establishment of the Eastern Orthodox Church.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Identify the effects of religious beliefs and practices on societies.
    • Determine how governmental policies impact an empire. Analyze the long-term impact of specific aspects of a culture.
    Understanding:
    Students understand that:
    • The Byzantine Empire influenced art, culture, religion, architecture, and law.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    10 ) Trace the development of the early Russian state and the expansion of its trade systems.

    Examples: rise of Kiev and Muscovy, conversion to Orthodox Christianity, movement of peoples of Central Asia, Mongol conquest, rise of czars

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Explain the development of the early Russian state and the expansion of its trade systems.
    Teacher Vocabulary:
    • Kievan Rus
    • Muscovy
    • conversion
    • czars
    • Mongols
    • conquest
    Knowledge:
    Students know:
    • The factors that led to the development of the early Russian state.
    • The importance of specific regions and cities on Russia's growth and economic development reasons for Russia's conversion to Orthodox Christianity.
    • Changes in Russian politics, including the rise of czars.
    • The economic, political, and social impacts of the movement of groups in Central Asia.
    • The effects of the Mongol conquest on early Russia.
    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.
    • Identify the cause and effect of political, social, and economic changes on a society.
    Understanding:
    Students understand that:
    • There were important social and political developments of the early Russian state and this expanded its trading system.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    11 ) Describe early Islamic civilizations, including the development of religious, social, and political systems.

    •  Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe
    Insight Unpacked Content
    Strand: Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Describe the spread and influence early Islamic civilizations.
    Teacher Vocabulary:
    • Islam
    • Muslim
    • Muhammad
    • Quran
    • pilgrimage
    • Shiite
    • Sunni
    • caliph
    • mosque
    • minaret
    • oasis
    • Mecca
    • Medina
    • jihad
    • Sunnah
    • Shariah
    • Five Pillars of Islam
    • tolerance
    • calligraphy
    Knowledge:
    Students know:
    • The influence of Islamic beliefs and philosophy on social, political, and economic development of early Islamic civilizations.
    • The ways Islamic civilizations and influence spread throughout the Middle East, northern Africa, and western Europe including through trade, invasion, and conquest.
    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 and political systems.
    Understanding:
    Students understand that:
    • There were important developments and influences from the early Islamic civilizations.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    12 ) Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia.

    Examples: culture—describing the influence on art, architecture, language, and religion

    politics—describing changes in civil service

    economics—introducing patterns of trade

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Describe and compare China's influences on Japanese, Korean, and Southeast Asian cultural, political, and economic development.
    Teacher Vocabulary:
    • influences
    • civil service
    • warlord
    • reform
    • General Wendi
    • bushido
    • Shinto
    • Zen
    • samurai
    • shogun
    • typhoon
    • kamikaze
    • tsunami
    • Noh
    • daimyo
    • dynasty (Sui, Tang, Song)
    • Neo-Confucianism
    • Khan (Genghis, Kublai)
    • Mongols
    • Huns
    • Marco Polo
    • Zheng He
    Knowledge:
    Students know:
    • The cultural influences of China on Japan, Korea, and Southeast Asia, including: art, architecture, language, religion, and daily life.
    • The political influences of China on Japan, Korea, and Southeast Asia, including civil service.
    • The economic influences of China on Japan, Korea, and Southeast Asia, including: patterns of trade.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Identify the cause and effect of political, economic, and cultural actions.
    Understanding:
    Students understand that:
    • China's cultural and political systems influenced Japan, Korea, and Southeast Asia.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 7
    Learning Activities: 0
    Lesson Plans: 7
    Unit Plans: 0
    13 ) Compare the African civilizations of Ghana, Mali, and Songhai to include geography, religions, slave trade, economic systems, empires, and cultures.

    •  Tracing the spread of language, religion, and customs from one African civilization to another
    •  Illustrating the impact of trade among Ghana, Mali, and Songhai
    Examples: using map symbols, interpreting distribution maps, creating a timeline

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Compare the African civilizations of Ghana, Mali, and Songhai.
    Teacher Vocabulary:
    • matrilineal
    • trade
    • Dhow
    • interpreting
    • distribution maps
    • timeline
    • economic systems
    • extended family
    • Sub-Saharan
    • Sahel
    • animism
    • Swahili
    • Bantu
    • migrations
    • clan
    • tribe
    • ancestor worship
    Knowledge:
    Students know:
    • How geography, natural resources, movements of people, and trade influenced the early African civilization.
    • The most prevalent spiritual beliefs that existed in the early African civilizations.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Describe how geography influenced culture.
    • Create a timeline.
    • Understand map symbols.
    • Interpret distribution maps.
    • Identify and trace trade and migration patterns on a map.
    Understanding:
    Students understand that:
    • There were important developments in the early African civilizations of Ghana, Mali, and Songhai.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    14 ) Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayas, Aztecs, Incas, and North American tribes.

    Examples: pyramids, wars among pre-Columbian people, religious rituals, irrigation, Iroquois Confederacy

    •  Locating on a map sites of pre-Columbian cultures
    Examples: Maya, Inca, Inuit, Creek, Cherokee

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze and compare pre-Columbian cultures in the Americas including the Olmecs, Mayas, Aztecs, Incas, and North American tribes.
    Teacher Vocabulary:
    pre-Columbian tribes (Olmec, Maya, Moche, Aztec, Inca, Anasazi, Iroquois) confederation conquistador mound builders Mississippian isthmus Montezuma
    Knowledge:
    Students know: Key cultural aspects of various pre-Columbian groups, including the Olmecs, Mayas, Aztecs, Incas, and North American tribes. Migration and trade patterns for pre-Columbian groups location of pre-Columbian groups and the influence of geography on individual cultures. The influence of religion and spiritual beliefs on pre-Columbian culture, architecture, and art.
    Skills:
    Students are able to: Understand textual evidence of primary and secondary sources. Locate places on a map. Describe how geography influenced culture. Understand map symbols and trace a series of events on a map. Describe the influence on art, architecture, language, and religion.
    Understanding:
    Students understand that: There were important developments in the pre-Columbian civilizations of the Olmec, Maya, Aztec, Inca, Inuit, and North American tribes.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    15 ) Describe military and governmental events that shaped Europe in the early Middle Ages (600-1000 A.D.).

    Examples: invasions, military leaders

    •  Describing the role of the early medieval church
    •  Describing the impact of new agricultural methods on manorialism and feudalism
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Give examples of the influences of military, governmental, social, and economic events that shaped Europe in the early Middle Ages (600-1000).
    Teacher Vocabulary:
    • manorialism
    • feudalism
    • concordat
    • Eurasia
    • topography
    • three field succession
    • Franks
    • Germanic tribes
    • Vikings
    • chivalry
    • vassal
    • Patrick
    • Benedict
    • Charlemagne
    • William the Conquer
    • Eleanor of Aquitaine
    Knowledge:
    Students know:
    • Military events that influenced the early Middle Ages in Europe, including invasions and military leaders. Governmental events that influenced the early Middle Ages in Europe.
    • Social events that influenced the early Middle Ages in Europe, including the role of the early medieval church.
    • Economic events that influenced the early Middle Ages in Europe, including the impact of new agricultural methods, changes in feudalism, and changes in manorialism.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Describe the ways military, governmental, social, and economic events can influence a country.
    • Identify the effects of religious beliefs and practices on societies.
    • Identify how religious beliefs affect government.
    Understanding:
    Students understand that:
    • There were important influences from the military, governmental, social, and economic events in the early Middle Ages in Europe (600-1000 A.D.).
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    16 ) Describe major cultural changes in Western Europe in the High Middle Ages (1000-1300 A.D.).

    Examples: the Church, scholasticism, the Crusades

    •  Describing changing roles of church and governmental leadership
    •  Comparing political developments in France, England, and the Holy Roman Empire, including the signing of the Magna Carta
    •  Describing the growth of trade and towns resulting in the rise of the middle class
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze religious, political, and economic developments that lead to major cultural changes in Western Europe in the High Middle Ages (1000-1300 A.D.).
    Teacher Vocabulary:
    • Holy Roman Empire
    • Magna Carta
    • High Middle Ages
    • William the Conqueror
    • King John
    • Philip II
    • jury (grade, trial)
    • clergy
    • friar
    • sacraments
    • Dominicans
    • Thomas Aquinas
    • theology
    • Scholasticism
    • anti-Semitism
    • Crusades
    Knowledge:
    Students know:
    • Religious influences on Western Europe in the High Middle Ages, including the changing role of the Catholic Church and the Crusades.
    • Political influences on Western Europe in the High Middle Ages, including the changing roles of governmental leaders, the signing of the Magna Carta, and the differing political developments in France, England, and the Holy Roman Empire.
    • The ways agriculture improved and the influence this had on the growth of cities and towns.
    • How the growth of cities and towns lead to increased trade and the expansion of the middle class.
    • Social changes that influenced Western Europe in the High Middle Ages, including the rise of scholasticism.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Describe how geography influenced culture.
    • Create a timeline.
    • Understand map symbols.
    • Identify the effects of religious beliefs and practices on societies.
    • Identify how religious beliefs affect government.
    Understanding:
    Students understand that:
    • Religion, political developments, and economics led to changes in European society during the High Middle Ages.
    Social Studies (2010)
    Grade(s): 8
    World History to 1500
    All Resources: 7
    Learning Activities: 1
    Lesson Plans: 6
    Unit Plans: 0
    17 ) Explain how events and conditions fostered political and economic changes in the late Middle Ages and led to the origins of the Renaissance.

    Examples: the Crusades, Hundred Years' War, Black Death, rise of the middle class, commercial prosperity

    •  Identifying changes in the arts, architecture, literature, and science in the late Middle Ages (1300-1400 A.D.)
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: World History to 1500
    Evidence of Student Attainment:
    Students:
    • Analyze events and conditions of the late Middle Ages and explain how these led to the origins of the Renaissance.
    Teacher Vocabulary:
    • foster
    • origins
    • Renaissance
    • Middle Ages
    • Gothic
    • pandemic
    • Inquisition
    • vernacular
    • heresy
    • plague
    • King Edward III
    • Battle of Crécy
    • Joan of Arc
    • War of the Roses
    Knowledge:
    Students know:
    • How the new prosperity of the late Middle Ages enabled the expansion of religious wealth and influence.
    • The effects of the Crusades on Europe.
    • The social and economic impact of the Black Death.
    • The cause and effect of the Hundred Years' War.
    • Identify changes in the arts, architecture, literature, and science in the late Middle Ages.
    • Changes in intellectual thought and economic prosperity that lead to an increase in education among most social groups.
    • Economic changes that resulted in a larger middle class and greater commercial prosperity.
    Skills:
    Students are able to:
    • Understand textual evidence of primary and secondary sources.
    • Locate places on a map.
    • Compare and contrast historical events.
    • Analyze historical events for cause and effect.
    Understanding:
    Students understand that:
    • Events and changes in the late Middle ages led to the origins of the Renaissance.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    1 ) Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.

    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the development of the Renaissance.
    • Describe changes in humanism, the arts, literature, and intellectual development throughout the Renaissance period.
    • Determine the effects of trade on the Renaissance.
    • Relate advances in technology to other changes in the Renaissance.
    Teacher Vocabulary:
    • Humanism
    • Renaissance
    Knowledge:
    Students know:
    • Specific changes that occurred during the Renaissance in areas such as humanism, arts and literature, intellectual development, trade, and technology.
    Skills:
    Students are able to:
    • Describe a historical period.
    • Analyze primary and secondary resources to identify changes over time.
    • Use evidence to determine cause and effect.
    Understanding:
    Students understand that:
    • Changes in humanism, arts and literature, intellectual development, increased trade, and advances in technology worked together to result in the time period known as the Renaissance.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 1
    Lesson Plans: 0
    Unit Plans: 0
    2 ) Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange.

    •  Describing the impact of the Commercial Revolution on European society
    •  Identifying major ocean currents, wind patterns, landforms, and climates affecting European exploration
    Example: marking ocean currents and wind patterns on a map

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Analyze the impact of mercantilism and imperialism on European exploration and colonization in the sixteenth century.
    • Appraise the value of various aspects and examples of European exploration and colonization in the sixteenth century.
    • Describe the impact of the Commercial Revolution on European society.
    • Describe how the climate and geography affected European exploration.
    Teacher Vocabulary:
    • mercantilism
    • imperialism
    • colonization
    • Columbian Exchange
    • commercial revolution
    Knowledge:
    Students know:
    • How mercantilism and imperialism motivated European exploration and colonization in the sixteenth century.
    • The details the Columbian Exchange.
    Skills:
    Students are able to:
    • Analyze historical information from both primary and secondary resources.
    • Analyze the impact of historical events.
    Understanding:
    Students understand that:
    • There were many causes and effects of European exploration and colonization in the sixteenth century.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    3 ) Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion.

    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Compare and contrast the Reformation, the Counter Reformation, and the English Reformation.
    • Examine the points of view among religious and secular authorities, reformers, and doctrines.
    • Explain the wars of religion as they relate to the Reformation and subsequent movements as well as to the various beliefs and points of view of this time.
    Teacher Vocabulary:
    • Reformation doctrine
    • Counter Reformation
    • English Reformation
    • wars of religion
    Knowledge:
    Students know:
    • The causes and impacts of the Reformation.
    Skills:
    Students are able to:
    • Compare and contrast historical movements.
    • Research and describe points of view.
    • Identify causes and impacts of historical events using variety of resources including literature, visual arts, maps, and other primary and secondary resources.
    Understanding:
    Students understand that:
    • There were many causes of the Reformation and it had an impact on religious and social thought.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    4 ) Explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age, including trade and travel, natural resources, and movement and isolation of peoples and ideas.

    •  Depicting the general location of, size of, and distance between regions in the early Global Age
    Example: drawing sketch maps

    Insight Unpacked Content
    Strand: Economics, Geography, History
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Identify the physical geography and cultural development of India, Africa, Japan, and China in the early Global Age.
    • Recognize the influence of cultural development on trade, travel, natural resources, and the movement and isolation of people and ideas.
    • Illustrate the physical geography of regions in the early Global Age and evaluate the impact on cultural development during this time period.
    Teacher Vocabulary:
    • cultural development
    • physical geography
    • natural resources
    • isolation
    • Global Age
    Knowledge:
    Students know:
    • The relationship and development of India, Africa, Japan, and China culturally and geographically in the early Global Age.
    Skills:
    Students are able to:
    • Using a variety of primary and secondary resources including, literature, visual art, and maps, identify physical and cultural aspects of regions.
    • Recognize the influence of historical activities. Evaluate the role of physical geography on the development of regions.
    • Identify and illustrate physical geographic traits on a variety of types of maps.
    Understanding:
    Students understand that:
    • There is an important relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    5 ) Describe the rise of absolutism and constitutionalism and their impact on European nations.

    •  Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings
    •  Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great
    •  Identifying major provisions of the Petition of Rights and the English Bill of Rights
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Evaluate the impact of the philosophies of absolutism and constitutionalism, including the impact of the Petition of Rights and the English Bill of Rights.
    • Compare and contrast the philosophies of constitutionalism and absolutism as evidenced by the ideas of social and political philosophers and philosophies of the time.
    Teacher Vocabulary:
    • absolutism
    • constitutionalism
    • Petition of Rights
    • English Bill of Rights
    Knowledge:
    Students know:
    • The definitions of absolutism and constitutionalism and the impact these philosophies had on European nations.
    Skills:
    Students are able to:
    • Use primary resources, evaluate influential philosophies.
    Understanding:
    Students understand that:
    • The philosophies of absolutism and constitutionalism had a lasting impact on European nations.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    6 ) Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.

    Examples: Scientific Revolution—astronomical theories of Nicolaus Copernicus and Galileo Galilei, Sir Isaac Newton's law of gravity

    Age of Enlightenment—philosophies of Charles de Montesquieu, François-Marie Arouet (Voltaire), and Jean-Jacques Rousseau

    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Identify and evaluate the specific scientists, philosophers, ideas, and achievements of the Scientific Revolution and the Age of Enlightenment.
    Teacher Vocabulary:
    • Scientific Revolution
    • Age of Enlightenment
    • Sir Isaac Newton's law of gravity
    Knowledge:
    Students know:
    • The ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.
    Skills:
    Student is able to:
    • Identify key figures and achievements using primary and secondary resources.
    • Evaluate the importance of historic individuals, ideas, and achievement.
    Understanding:
    Students understand that:
    • There were significant ideas and achievements that came out of the Scientific Revolution and the Age of Enlightenment.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 2
    Learning Activities: 2
    Lesson Plans: 0
    Unit Plans: 0
    7 ) Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism.

    •  Identifying causes of the French Revolution
    •  Describing the influence of the American Revolution on the French Revolution
    •  Identifying objectives of different groups participating in the French Revolution
    •  Describing the role of Napoléon Bonaparte as an empire builder
    Insight Unpacked Content
    Strand: Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Analyze the influences and causes of the French Revolution.
    • Describe the influence the American Revolution had on the French Revolution.
    • Compare and contrast the objectives of the different groups that participated in the French Revolution.
    • Discuss the importance of Napoleon Bonaparte and the role he played in Europe.
    Teacher Vocabulary:
    • French Revolution
    • political evolution
    • social evolution
    • nationalism
    • liberalism
    • American Revolution
    Knowledge:
    Students know:
    • Describe the impact of the French Revolution on political and social thought.
    Skills:
    Students are able to:
    • Analyze historical and political thoughts and actions using primary resources such as literature and visual art.
    • Analyze the role of key components in a historical situation using primary resources including literature, visual art, and maps.
    • Compare and contrast the thoughts, actions, and motives of historical groups.
    Understanding:
    Students understand that:
    • The French Revolution had a significant impact on political and social thought.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    8 ) Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.

    •  Identifying the location of countries in Latin America
    Insight Unpacked Content
    Strand: Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Compare and contrast similarities and differences among revolutions that occurred in Latin America and the Caribbean.
    Teacher Vocabulary:
    • revolutions
    • Latin America
    • Creoles
    • Mestizos
    • plantation
    • Cabildos
    • Indians
    • class system
    • maroons
    • voodoo
    • "Night of Fire"
    • mulattos
    • yellow fever
    • liberator
    • royalist
    • campaign
    Knowledge:
    Students know:
    • The location Latin American and Caribbean countries, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.
    • Contributing factors in revolutionary movements, including causes, outside and internal influences, political thought, social changes, and any other factors important to a particular revolution. Social and political realities of indigenous populations in Latin American and the Caribbean.
    • Leaders of the Mexican revolutions such as: Miguel Hidalgo, Miguel Hidalgo y Castilla, Jose Maria Morelos, Santa Anna, Benito Juareze, Pancho Villa, Emiliano Zapata; liberator Simon Bolivar; in Haiti ,Toussaint L'Ouverture, Jean Jaques Dessalines, Jose Tomas Boves.
    Skills:
    Students are able to:
    • Utilize maps of various types for appropriate purposes.
    • Compare and contrast historical events using a variety of secondary and primary resources.
    • Use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
    Understanding:
    Students understand that:
    • There were both similarities and differences among revolutions that occurred in Latin America and the Caribbean.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    9 ) Describe the impact of technological inventions, conditions of labor, and the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economies, societies, and politics of Europe.

    •  Identifying important inventors in Europe during the Industrial Revolution
    •  Comparing the Industrial Revolution in England to later revolutions in Europe
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the social, economic, and political impact on Europe of inventions, labor conditions, and economic theories that occurred during the Industrial Revolution.
    • Identify important inventors from the Industrial Revolution in Europe.
    • Compare the Industrial Revolution to later Revolutions in Europe.
    Teacher Vocabulary:
    • capitalism
    • liberalism
    • socialism
    • Marxism
    • Industrial Revolution
    Knowledge:
    Students know:
    • The impact inventions, labor conditions, economic, and governmental theories had on Europe during the Industrial Revolution.
    Skills:
    Student is able to:
    • Evaluate critical factors surrounding a historical time period.
    • Identify causal factors of historical changes.
    • Distinguish among causal factors and results of historical changes.
    Understanding:
    Students understand that:
    • Various factors impacted the economies, societies, and politics during the Industrial Revolution and each had an impact of the Industrial Revolution on Europe and the world.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    10 ) Describe the influence of urbanization on the Western World during the nineteenth century.

    Examples: interaction with the environment, provisions for public health, increased opportunities for upward mobility, changes in social stratification, development of Romanticism and Realism, development of Impressionism and Cubism

    •  Describing the search for political democracy and social justice in the Western World
    Examples: European Revolution of 1848, slavery and emancipation in the United States, emancipation of serfs in Russia, universal manhood suffrage, women's suffrage

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the influences of urbanization on the Western World during the nineteenth century.
    • Describe how the search for political democracy and social justice impacted the nineteenth century Western World.
    Teacher Vocabulary:
    • urbanization
    • mobility
    • social stratification
    • Romanticism
    • Realism
    • Impressionism
    • Cubism
    • European Revolution of 1848
    • emancipation
    • universal manhood suffrage
    • women's suffrage
    Knowledge:
    Students know:
    • The influence of urbanization on the Western World during the nineteenth century.
    • The role of political democracy and social justice in the nineteenth century Western World.
    Skills:
    Student is able to:
    • Evaluate historical influences using primary resources such as literature, visual arts, and maps.
    • Analyze and explain impacts of historical movements.
    Understanding:
    Students understand that:
    • Urbanization influenced the Western World during the nineteenth century.
    • Political democracy and social justice played important roles in the nineteenth century Western World.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    11 ) Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan's power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States' imperialism.

    •  Describing resistance to European imperialism in Africa, Japan, and China
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the role of nationalism and imperialism in global transformation during the nineteenth and early twentieth centuries, including in Africa, Japan, and China.
    Teacher Vocabulary:
    • European nationalism
    • Western imperialism
    • colonialism
    • national rivalries
    Knowledge:
    Students know:
    • How to describe the global impact of European nationalism and Western imperialism.
    Skills:
    Students are able to:
    • Use a variety of types of maps, identify countries and regions that were colonized and/or colonizers.
    • Examine and analyze historical evidence, using a variety of types of primary resources.
    Understanding:
    Students understand that:
    • Nationalism and imperialism impacted countries and societies around the world during the nineteenth and early twentieth centuries.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 9
    Learning Activities: 1
    Lesson Plans: 8
    Unit Plans: 0
    12 ) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.

    •  Describing the rise of Communism in Russia during World War I
    Examples: return of Vladimir Lenin, rise of the Bolsheviks

    •  Describing military technology used during World War I
    •  Identifying problems created by the Treaty of Versailles of 1919
    Examples: Germany's reparations and war guilt, international controversy over the League of Nations

    •  Identifying alliances during World War I and boundary changes after World War I
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Explain the causes and consequences of imperialism, militarism, nationalism, and the alliance system of WWI.
    • Describe the rise of communism in Russia during WWI.
    • Describe military technology of WWI.
    • Summarize problems created by the Treaty of Versailles of 1919.
    • Describe the alliances of WWI and boundary changes after WWI.
    Teacher Vocabulary:
    • imperialism
    • militarism
    • nationalism
    • alliance system
    • Bolsheviks
    • Treaty of Versailles of 1919
    • reparations
    • War Guilt Clause
    • League of Nations
    Knowledge:
    Students know:
    • How to explain the causes and consequences of WWI.
    Skills:
    Students are able to:
    • Identify causes and consequences of historical events using a variety of primary and secondary historical resources.
    • Judge the importance of historical events using specific textual evidence to support the student's position.
    Understanding:
    Students understand that:
    • There were many causes and consequences of World War I.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    13 ) Explain challenges of the post-World War I period.

    Examples: 1920s cultural disillusionment, colonial rebellion and turmoil in Ireland and India, attempts to achieve political stability in Europe

    •  Identifying causes of the Great Depression
    •  Characterizing the global impact of the Great Depression
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Identify and analyze social, political, and economic changes in the world during the time period between World War I and World War II, including causes and impacts of the Great Depression.
    • Evaluate social, political, and economic changes in the world during the time period between World War I and World War II in order to determine long-term global impact.
    Teacher Vocabulary:
    • Great Depression
    Knowledge:
    Students know:
    • The challenges faced around the world after WWI.
    Skills:
    Students are able to:
    • Identify and analyze social and political changes using historical data.
    • Evaluate the impact of social and political changes using primary resources including text, visual and auditory arts, and maps.
    Understanding:
    Students understand that:
    • There were many global challenges in the world after World War I.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 9
    Learning Activities: 2
    Lesson Plans: 7
    Unit Plans: 0
    14 ) Describe causes and consequences of World War II.

    Examples: causes—unanswered aggression, Axis goal of world conquest

    consequences—changes in political boundaries; Allied goals; lasting issues such as the Holocaust, Atomic Age, and Nuremberg Trials

    •  Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
    •  Identifying turning points of World War II in the European and Pacific Theaters
    •  Depicting geographic locations of world events between 1939 and 1945
    •  Identifying on a map changes in national borders as a result of World War II
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Explain the causes of World War II.
    • Relate the consequences of World War II to the resulting global changes.
    • Explain the rise of militarist and totalitarian states at the onset of WWII.
    • Judge important turning points of World War II.
    • Depict graphically the locations of world events from 1939-1945.
    • Depict on a map changes in national borders due to WWII.
    • Relate the consequences of World War II to the resulting global changes.
    Teacher Vocabulary:
    • Axis Powers
    • Allied Powers
    • Holocaust
    • Atomic Age
    • Nuremburg Trials
    • militarist
    • totalitarian
    • European Theater
    • Pacific Theater
    Knowledge:
    Students know:
    • How to describe the causes and consequences of WWII.
    Skills:
    Students are able to:
    • Investigate and explain causal factors for historical events, using a variety of primary resources.
    • Develop and defend a position related to a historical event, citing specific textual evidence to support the student's position.
    • Relate historical consequences to resulting social and political changes.
    Understanding:
    Students understand that:
    • There were many causes and consequences of World War II.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    15 ) Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires.

    Examples: reconstruction of Japan; nationalism in India, Pakistan, Indonesia, and Africa; Chinese Communist Revolution; creation of the Jewish state of Israel; Cuban Revolution; Central American conflicts

    •  Explaining origins of the Cold War
    Examples: Yalta and Potsdam Conferences, "Iron Curtain," Truman Doctrine, Marshall Plan, United Nations, North Atlantic Treaty Organization (NATO), Warsaw Pact

    •  Tracing the progression of the Cold War
    Examples: nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe post-World War II realignment, reconstruction, and the end of colonial empires.
    • Explain the relationship of realignment and reconstruction to the origins and events of the Cold War.
    • Trace the progression of the Cold War.
    Teacher Vocabulary:
    • Chinese Communist Revolution
    • Cuban Revolution
    • Yalta Conference
    • Potsdam Conference
    • Iron Curtain
    • Truman Doctrine
    • Marshall Plan
    • United Nations
    • North Atlantic Treaty Organization
    • Warsaw Pact
    • Cold War
    • Korean War
    • Berlin Wall
    • Cuban Missile Crisis
    • Vietnam War
    Knowledge:
    Students know:
    • How to describe the realignment and reconstruction of Europe, Asia, and Latin America after WWII.
    Skills:
    Students are able to:
    • Develop descriptions of historical situations using resources that include literature, visual and auditory arts, maps, and other primary and secondary resources.
    • Explain relationships among historical situations, citing specific evidence to support the student's position.
    Understanding:
    Students understand that:
    • Europe, Asia, and Latin America were each realigned and reconstructed after WWII.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    16 ) Describe the role of nationalism, militarism, and civil war in today's world, including the use of terrorism and modern weapons at the close of the twentieth and the beginning of the twenty-first centuries.

    •  Describing the collapse of the Soviet Empire and Russia's struggle for democracy, free markets, and economic recovery and the roles of Mikhail Gorbachev, Ronald Reagan, and Boris Yeltsin
    Examples: economic failures, demands for national and human rights, resistance from Eastern Europe, reunification of Germany

    •  Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
    •  Characterizing the War on Terrorism, including the significance of the Iran Hostage Crisis; the Gulf Wars; the September 11, 2001, terrorist attacks; and the Israeli-Palestinian conflict
    •  Depicting geographic locations of major world events from 1945 to the present
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Explain the relationship of economics, political and social ideologies, and geography to key events in the late 20th and early 21st Centuries.
    • Describe the collapse of the Soviet Empire and Russia's struggle for democracy, capitalism, and recovery.
    • Describe the effects of internal conflict in South Africa, Northern Ireland, Chile, the Middle East, Somalia, Rwanda, Cambodia, and the Balkans.
    • Characterize the War on Terrorism.
    • Map the geographic locations of major world events from 1945-the present.
    Teacher Vocabulary:
    • nationalism
    • militarism
    • terrorism
    • Iran Hostage Crisis
    • Gulf Wars
    • terrorist attacks
    • Israeli-Palestinian Conflict
    Knowledge:
    Students know:
    • The role of nationalism, militarism, civil war, and terrorism in the late twentieth and early twenty-first centuries.
    Skills:
    Students are able to:
    • Develop an understanding of key historical events, using a variety of primary and secondary resources.
    • Explain relationship among key historical events and economics, political and social ideologies, and geography.
    Understanding:
    Students understand that:
    • Nationalism, militarism, civil war, and terrorism all played a role in world events in the close of the twentieth and beginning of the twenty-first centuries.
    Social Studies (2010)
    Grade(s): 9
    World History: 1500 to the Present
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    17 ) Describe emerging democracies from the late twentieth century to the present.

    •  Discussing problems and opportunities involving science, technology, and the environment in the late twentieth century
    Examples: genetic engineering, space exploration

    •  Identifying problems involving civil liberties and human rights from 1945 to the present and ways in which these problems have been addressed
    •  Relating economic changes to social changes in countries adopting democratic forms of government
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: World History: 1500 to the Present
    Evidence of Student Attainment:
    Students:
    • Describe emerging democracies from the late twentieth century to the present.
    • Discuss problems and opportunities created by science, technology, and the environment from the late twentieth century to the present.
    • Discuss how issues of civil liberty and human rights are addressed from 1945 to the present.
    • Relate how social and economic changes occur in countries adopting democratic governments.
    Teacher Vocabulary:
    • emerging democracies
    • genetic engineering
    • civil liberties
    Knowledge:
    Students know:
    • Examples of emerging democracies from the close of the twentieth century to the present.
    Skills:
    Student is able to:
    • Analyze historical and current information in order to understand and make decisions about global issues.
    Understanding:
    Students understand that:
    • There are global realities of emerging democracies; debates involving science, technology, and the environment; and issues involving civil liberties and human rights in the last half of the 20th Century and the early 21st Century.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 4
    Learning Activities: 2
    Lesson Plans: 2
    Unit Plans: 0
    1 ) Describe current news stories from various perspectives, including geographical, historical, political, social, and cultural.

    •  Evaluating the impact of current news stories on the individual and on local, state, national, and international communities (Alabama)
    •  Comparing current news stories to related past events
    •  Analyzing news stories for implications regarding nations of the world
    •  Locating on a map areas affected by events described in news stories
    •  Interpreting statistical data related to political, social, and economic issues in current events
    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Describe the relevance of major news stories.
    • Explain the information contained within a news story.
    Teacher Vocabulary:
    • perspective
    • local, state, national, and international communities
    • analyze
    • interpret
    • statistical data
    • compare/contrast
    • news graphic (infographic)
    Knowledge:
    Students know:
    • News stories can be interpreted through various perspectives.
    • The types of information that can be found within news stories.
    Skills:
    Students are able to:
    • Analyze news stories for comparative purposes in their style, format, and audience.
    • Develop connections between current issues and past events.
    • Interpret various forms of data, including statistical and geographical, contained in news stories.
    • Identify cause-effect relationships with current news stories and their world implications.
    • Locate on a map key locations of major world news stories.
    Understanding:
    Students understand that:
    • The relevancy of major news stories can be established through analysis of the story and drawing connections.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    2 ) Compare the relationship of governments and economies to events occurring in specific nations.

    •  Identifying recurring historical patterns in regions around the world
    •  Describing costs and benefits of trade among nations in an interdependent world
    •  Comparing ways different countries address individual and national economic and social problems, including child care, tax rates, economic regulations, health care, national debt, and unemployment
    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Explain how government actions and economic trends are interrelated.
    • Describe the means by which certain countries address social and economic issues.
    Teacher Vocabulary:
    • compare/contrast
    • cost/benefit
    • interdependent world
    • economic problem
    • social problem
    • trade
    • historical pattern
    Knowledge:
    Students know:
    • Economic decisions result in costs and benefits for nations and individuals.
    • Different countries utilize varying means of addressing social and economic problems.
    • World affairs are shaped by the trade patterns of countries.
    Skills:
    Students are able to:
    • Identify recurring trends in history revealing existing patterns.
    • Compare and contrast ways in which countries address existing social and economic problems.
    • Identify cause-effect relationships between government actions and their economies.
    Understanding:
    Students understand that:
    • There is a relationship between government actions and economic trends as found within news stories of current events.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    3 ) Compare civic responsibilities, individual rights, opportunities, and privileges of citizens of the United States to those of citizens of other nations.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Describe what rights, opportunities, responsibilities, and privileges they have within the United States.
    • Describe how citizenship in the United States differs from that of other countries.
    Teacher Vocabulary:
    • compare/contrast
    • civic responsibility
    • individuals rights
    • civic/individual opportunity
    • civic/individual privilege
    Knowledge:
    Students know:
    • The definition of a citizen varies amongst countries, including the rights and responsibilities of such.
    • The rights, opportunities, responsibilities, and privileges American citizens possess.
    Skills:
    Students are able to:
    • Compare and contrast the meaning of citizenship in the United States to other countries.
    • Identify examples of and differences between the meanings of a right, privilege, opportunity, and responsibility.
    Understanding:
    Students understand that:
    • The role of a citizen differs amongst countries.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    4 ) Analyze scientific and technological changes for their impact on the United States and the world.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Summarize the effects of scientific and technological change on the United States as well as the world.
    Teacher Vocabulary:
    • analyze
    • scientific change
    • technological change
    • scientific impact
    • technological impact
    Knowledge:
    Students know:
    • The important trends in science and technology in relation to current events.
    • How changes in science and technology can shape national and world events.
    Skills:
    Students are able to:
    • Identify cause-effect relationships regarding changes in science and technology and their impact.
    Understanding:
    Students understand that:
    • There are impacts that changes in science and technology can create on national and international events, trends, and issues.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 4
    Learning Activities: 1
    Lesson Plans: 3
    Unit Plans: 0
    5 ) Analyze cultural elements, including language, art, music, literature, and belief systems, to determine how they facilitate global understanding or misunderstanding.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Analyze elements of cultures from countries around the world including various languages, pieces of art; music; literature, and differing beliefs systems.
    • Provide an argument with strong evidence for or against how cultural elements can facilitate a better global understanding or cause a misunderstanding between nations and cultures.
    Teacher Vocabulary:
    • global understanding
    • cultural elements
    • evidence
    • analyze
    • belief system
    • globalization
    • perspective
    • diversity
    Knowledge:
    Students know:
    • The elements that form a culture.
    • Differing cultures around the world.
    • Culture conflicts throughout history.
    • The meaning of globalization as well as how globalization has provided a need and an avenue for global/cultural understanding.
    Skills:
    Students are able to:
    • Analyze elements of culture using a variety of techniques.
    • Support analysis with global perspective of culture.
    • Identify cultures throughout the world through locating.
    • Form an argument with evidence to determine if cultural elements facilitate global understanding or misunderstanding.
    Understanding:
    Students understand that:
    • Cultural elements facilitate global understanding or misunderstanding for any given culture.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 4
    Learning Activities: 2
    Lesson Plans: 2
    Unit Plans: 0
    6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

    •  Explaining the reliability of news stories and their sources
    •  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips
    •  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints
    •  Describing the role of intentional and unintentional bias and flawed samplings
    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Compare and contrast information from various media outlets.
    • Explain the reliability of news stories and their sources from the television, newspapers, magazines, journals, and the internet.
    • Analyze and describe the meaning of different media materials and how the materials are used and misused.
    • Critique viewpoints used in editorials and political cartoons; Analyze symbolism used in media.
    • Analyze and describe the role of bias and flawed sampling used in media.
    Teacher Vocabulary:
    • media bias
    • analyze
    • criticism
    • viewpoints
    • perspective
    • political carton
    • symbolism
    • flawed sampling
    • editorial
    Knowledge:
    Students know:
    • A variety of techniques for analyzing media outlets including television, internet, magazines, newspapers, and journals.
    • A variety of techniques for analyzing the meaning, sources, viewpoints, bias, and sampling involved in media.
    • Media is biased.
    Skills:
    Students are able to:
    • Analyze and compare information from various media sources.
    • Support analysis with evidence from various sources.
    • Determine reliability of news and their sources.
    • Identify bias and viewpoints including symbolism.
    • Apply strategies for media analysis to a variety of media outlets.
    Understanding:
    Students understand that:
    • It is important to analyze media in all forms to determine the reliability, source, meaning, perspective, bias, and sampling when listening to media outlets.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 3
    Learning Activities: 2
    Lesson Plans: 1
    Unit Plans: 0
    7 ) Identify strategies that facilitate public discussion on societal issues, including debating various positions, using a deliberative process, blogging, and presenting public forums.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Identify various strategies for public discussion of societal issues.
    • Analyze debating techniques, the use of deliberating, blogging, and public forums.
    Teacher Vocabulary:
    • public discussion
    • societal issues
    • debate
    • blogging
    • deliberation
    • public forum
    Knowledge:
    Students know:
    • Strategies for public discussion.
    • Important controversial issues facing society today.
    • A variety of techniques for analyzing methods of public discussion and when each method is appropriate.
    Skills:
    Students are able to:
    • Analyze strategies for public discussion.
    • Debate, deliberate, blog, and hold public forums on various societal issues.
    Understanding:
    Students understand that:
    • Public discussion is important in regards to societal issues and how each method is appropriate at various times depending on the discussion.
    Social Studies (2010)
    Grade(s): 9 - 12
    Contemporary World Issues and Civic Engagement
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    8 ) Organize a service-learning project, including research and implementation, that addresses an identified community or global issue having an impact on the quality of life of individuals and groups.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Contemporary World Issues and Civic Engagement
    Evidence of Student Attainment:
    Students:
    • Identify a community or global issue that has an impact on the quality of life of individuals and groups.
    • Research the issue and organize a project that addresses the issue in the community or the world.
    • Implement the service-learning project during the course.
    Teacher Vocabulary:
    • service learning
    • community service
    • community issue
    • global issue
    • quality of life
    • implementation
    Knowledge:
    Students know:
    • There are issues of importance to the quality of life in their community and the world.
    • Various types of service-learning projects and activities exist. and new ones can be created.
    • The organizational skills necessary for a successful for a service-learning project.
    • Research and implementation methods for service-learning projects.
    Skills:
    Students are able to:
    • Identify and research an issue of importance to their community and the world that is impacting the quality of life for individuals and groups.
    • Organize and implement a service learning project in their community or the world that addresses the issue that has been identified.
    Understanding:
    Students understand that:
    • Civic involvement is important as is the ability to serve the community and the world by addressing issues that impact quality of life on a daily basis.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    1 ) Describe spatial patterns of world populations to discern major clusters of population density and reasons for these patterns.

    Examples: East Asia, India

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Explain spatial patterns of world population and evaluate reasons for these patterns.
    • Illustrate the demographic transition model.
    • Demonstrate the use of age-sex pyramids.
    Teacher Vocabulary:
    • spatial
    • pattern
    • density
    • clusters
    Knowledge:
    Students know:
    • Where the world's population is distributed.
    • Issues related to population growth and decline.
    • The importance of the Malthusian dilemma and the demographic transition mode.
    Skills:
    Students are able to:
    • Understand and interpret various sources of population data.
    • Interpret the demographic transition model.
    • Analyze data extrapolated from age-sex pyramids.
    Understanding:
    Students understand that:
    • The East Asian, South Asian, European, and North American population clusters have had significant impact in the context of global population.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    2 ) Identify world migration patterns caused by displacement issues.

    Example: African refugees relocating from the Republic of Sierra Leone to Scandinavia

    •  Explaining how Southeast Asian ethnic minorities, including Hmong, Lhasa, and Akha, adapt to life in the United States
    •  Tracing the migration of ethnic minorities in Kunming to urban cities in China
    •  Explaining how the displacement of American Indians to reservations affected many areas of the United States, including Alabama (Alabama)
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Discuss major world migration patterns triggered by push and pull factors.
    • Evaluate displacement issues related to migration.
    Teacher Vocabulary:
    • migration
    • patterns
    • displacement
    Knowledge:
    Students know:
    • Push and pull factors that trigger migration.
    • Major migration streams and obstacles migrants face.
    • Criteria, policies, and issues related to refugees.
    • The various types of migration.
    Skills:
    Students are able to:
    • Identify various types of push and pull factors.
    • Map the major migration streams that exist.
    • Interpret refugee and migration data.
    Understanding:
    Students understand that:
    • Displacement issues result from world migratory patterns.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    3 ) Identify the characteristics, distribution, and complexity of Earth's cultural mosaics.

    •  Explaining essential aspects of culture, including social structure, languages, belief systems, customs, religion, traditions, art, food, architecture, and technology
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Discuss the essential components that make-up culture and the role culture plays in the human mosaic.
    • Map major cultural regions of the world.
    Teacher Vocabulary:
    • characteristics
    • distribution
    • complexity
    • cultural
    • mosaics
    Knowledge:
    Students know:
    • How the belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology all shape culture.
    • The role of popular culture and the impact it has on local culture.
    Skills:
    Students are able to:
    • Compare and contrast differing cultures around the world.
    • Identify the role that belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology have in shaping culture.
    • Identify major cultural regions of the world.
    Understanding:
    Students understand that:
    • There are essential components that make-up culture.
    • Culture plays an important role in the human mosaic.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    4 ) Describe elements of the landscape as a mirror of culture.

    •  Explaining how landscapes reflect cultural traits and preferences
    •  Distinguishing various types of architecture, including rural, urban, and religious structures
    Examples: religious land uses, advertisements for ethnic restaurants

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Analyze the elements of the landscape as a mirror of culture.
    Teacher Vocabulary:
    • elements
    • landscape
    • mirror
    • culture
    Knowledge:
    Students know:
    • How folk housing, religious buildings, sacred spaces, and architectural styles are a reflection of culture.
    • How the landscape is altered to reflect the cultural values of people.
    Skills:
    Students are able to:
    • Understand the linkeage between the modified landscape and culture.
    • Identify major sacred sites around the world which are a reflection of culture on the landscape.
    • Understand how architectural styles vary worldwide.
    Understanding:
    Students understand that:
    • Culture is reflected on the landscape.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    5 ) Compare the geographic distribution of linguistic features around the world.

    •  Identifying the world's most widely spoken languages
    •  Describing how linguistic diversity creates cultural conflict
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Map the geographic distribution of the major language families.
    • Explain how languages evolve.
    • Describe how language is critical to culture.
    Teacher Vocabulary:
    • compare
    • linguistic
    • geographic distribution
    • world
    Knowledge:
    Students know:
    • How languages diffuse and differentiate.
    • The role of language as it relates to culture.
    • How languages are classified.
    • The most widely spoken languages.
    Skills:
    Students are able to:
    • Interpret the language map of the world.
    • Trace the evolution of languages on a map.
    • Use language related vocabulary correctly and effectively.
    Understanding:
    Students understand that:
    • There are patterns to the spatial distribution and diversity of human languages.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    6 ) Explain how religion influences cultures around the globe.

    •  Identifying major religions, their source areas, and spatial expansion
    •  Interpreting different ceremonies based on religious traditions, including marriages, funerals, and coming-of-age
    •  Describing how religion influences political views around the world
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate the world's major religions.
    • Map the diffusion routes of the world's major religions.
    • Map the location of the world's major religions.
    Teacher Vocabulary:
    • religion
    • culture
    • influence
    • globe
    Knowledge:
    Students know:
    • The major religions, how they have expanded over time, and the source areas of those religions.
    • The basic attributes and belief systems of the world's principal religions.
    • Impact that religion plays on culture and politics.
    Skills:
    Students are able to:
    • Locate the major religions on a map.
    • Compare and contrast the major religions.
    • Locate the diffusion routes of the principal religions.
    Understanding:
    Students understand that:
    • Religion has an significant influence on culture.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    7 ) Describe patterns of settlement in different regions of the world.

    Examples: linear, grid, cluster, urban sprawl

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Explain patterns of settlement in different regions of the world.
    • Illustrate various agricultural village forms and various urban structure models.
    Teacher Vocabulary:
    • patterns
    • settlement
    • regions
    • world
    Knowledge:
    Students know:
    • The diversity of human settlements.
    • The agricultural village forms and various urban structure models.
    • The variables affecting human settlement patterns.
    Skills:
    Students are able to:
    • Illustrate the different urban structure models and various agricultural village forms.
    • Compare and contrast variations of human settlement patterns.
    Understanding:
    Students understand that:
    • Human settlement patterns vary in different parts of the world.
    • Many factors influence settlement patterns.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    8 ) Analyze the interaction of urban places for their impact on surrounding regions.

    •  Describing urban hinterlands
    •  Explaining dimensions of urban sprawl
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate the affect urban places have on surrounding regions.
    Teacher Vocabulary:
    • interaction
    • urban
    • places
    • impact
    • regions
    Knowledge:
    Students know:
    • The basic hierarchy of the world's prominent cities.
    • The impact of cities on surrounding areas.
    • How cities function as a network.
    Skills:
    Students are able to:
    • Map the world's most influential cities.
    • Evaluate how cities operate as a network.
    Understanding:
    Students understand that:
    • There are many ways that urban places affect surrounding regions.
    • There is an interconnectedness of cities.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    9 ) Explain how economic interdependence and globalization impact many countries and their populations.

    •  Tracing the flow of commodities from one region to another
    •  Comparing advantages and disadvantages of global trade agreements
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Explain how the world is economically connected.
    • Discuss the effects of globalization.
    Teacher Vocabulary:
    • economic
    • interdependence
    • globalization
    • impact
    • countries
    • populations
    Knowledge:
    Students know:
    • How the economies of various countries interact with one another and how it affects the global division of labor.
    • The impact of globalization on various nation-states.
    • What trading blocs are and how they impact people around the world.
    Skills:
    Students are able to:
    • Compare and contrast the effects of globalization on various regions of the world.
    • Explain how the various development models relate to globalization and economic development.
    • Locate less developed and more developed regions of the world.
    • Compare the advantages and disadvantages of global trade agreements.
    Understanding:
    Students understand that:
    • Populations in various countries are impacted by economic interdependence and globalization.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    10 ) Recognize how human-environmental interaction affects culture in today's society.

    Examples: population growth in the Galapagos Islands damaging the environment of endemic plant and animal species, deforestation in the Pantanal affecting the world's largest freshwater ecosystem, green technologies affecting humans and the environment

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Describe the ways in which human-environment interaction has affected culture.
    • Provide examples of areas affected by environmental change.
    Teacher Vocabulary:
    • human-environment
    • interaction
    • recognize
    • culture
    • society
    Knowledge:
    Students know:
    • How humans have impacted the earth's environment.
    • The major factors contributing to environmental change.
    • How humans are responding to environmental change.
    Skills:
    Students are able to:
    • List several ways humans have impacted the environment.
    • Evaluate reasons why environmental change occurs.
    • Map areas of the world most affected by human activity.
    Understanding:
    Students understand that:
    • Culture is impacted by humans interacting with the environment.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    11 ) Interpret human geography as it relates to gender.

    •  Contrasting roles of men and women around the world
    •  Describing ways the diffusion of ideas affects gender roles within societies
    Example: effects of Grameen Bank loans

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Interpret human geography as it relates to gender and describe how this has affected gender roles.
    Teacher Vocabulary:
    • human
    • geography
    • gender
    Knowledge:
    Students know:
    • How gender dynamics are changing in various parts of the world.
    • How issues related to gender affect power relationships and culture.
    Skills:
    Students are able to:
    • Understand how roles related to gender are changing.
    • Compare and contrast roles of men and women around the world.
    • Recognize how gender affects power relationships between men and women.
    Understanding:
    Students understand that:
    • Gender plays a role regarding human geography.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    12 ) Distinguish among cultural health patterns around the world.

    Example: exercise patterns and mortality rates in Asia, the United States, Europe, South America, and Australia

    •  Comparing dietary trends in Africa, Asia, the United States, Europe, and South America
    •  Tracing disease prevalence and efficiency of treatment around the world, including malaria, dengue fever, acquired immunodeficiency syndrome (AIDS), parasites, and obesity
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Distinguish among cultural health patterns around the world.
    • Map areas affected by certain diseases.
    Teacher Vocabulary:
    • cultural
    • health
    • patterns
    • world
    Knowledge:
    Students know:
    • How caloric consumption rates relate to disease patterns.
    • The implications of wealth and geographic location on nutrition and disease.
    • Terms related to heath and disease issues.
    Skills:
    Students are able to:
    • Compare caloric consumption rates of various regions.
    • Draw conclusions from population, health, and disease related data.
    • Examine disease prevalence and efforts at treatment around the world.
    Understanding:
    Students understand that:
    • There are patterns related to health and disease around the world.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    13 ) Critique music, art, and dance as vehicles for understanding world cultures.

    •  Categorizing musical instruments as a means to understanding culture, including the didgeridoo in the aboriginal culture in Australia
    •  Identifying music genres and dance styles around the world
    Examples: genres—Naxi, Peruvian, pop

    dance styles—reggae, folk

    •  Explaining how culture from various countries is expressed through adornments
    Examples: jewelry, clothing

    •  Relating artwork and artists to history
    Examples: Fabergé eggs, commissioned paintings and sculptures

    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • To describe how musical, art, and dance forms differ from one another.
    • Evaluate the influence of music, art, and dance on world cultures.
    Teacher Vocabulary:
    • music
    • art
    • dance
    • world
    • culture
    Knowledge:
    Students know:
    • The cultural significance of music, art, and dance.
    • Origins of certain musical, art, and dance forms and their diffusion.
    Skills:
    Students are able to:
    • Compare and contrast the musical, art, and dance forms of various cultural groups around the world.
    Understanding:
    Students understand that:
    • Music, art, and dance influences cultures around the world.
    Social Studies (2010)
    Grade(s): 9 - 12
    Human Geography
    All Resources: 2
    Learning Activities: 1
    Lesson Plans: 1
    Unit Plans: 0
    14 ) Describe how tourism shapes cultural traditions and population growth.

    •  Explaining how regions become major business centers of tourism and trade, including the cities of Dubai, Bangkok, New York, and Shanghai
    •  Identifying how trends, including ecotourism and the cruise industry, affect island culture in tropical areas
    Insight Unpacked Content
    Strand: Elective
    Course Title: Human Geography
    Evidence of Student Attainment:
    Students:
    • Evaluate the impact that tourism has on local culture.
    • Identify major tourist destinations on a map.
    Teacher Vocabulary:
    describe
  • tourism
  • cultural
  • traditions
  • population
  • growth
  • Knowledge:
    Students know:
    • Tourism is problematic as it relates to the maintenance of cultural traditions.
    • How eco-tourism can be beneficial to the development of a country.
    • How tourism contributes little to a country's long term economic development.
    Skills:
    Students are able to:
    • Identify major tourist destinations in the world.
    • Analyze the impact tourism has on countries in question.
    Understanding:
    Students understand that:
    • Cultural traditions and population growth can be shaped by tourism.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    1 ) Trace the development of psychology as a scientific discipline evolving from other fields of study.

    •  Describing early psychological and biological inquiries that led to contemporary approaches and methods of experimentation, including ideologies of Aristotle, John Locke, Wilhelm Wundt, Charles Darwin, William James, Frantz Fanon, and G. Stanley Hall
    •  Differentiating among various modern schools of thought and perspectives in psychology that have evolved since 1879, including each school's view on concepts of aggression or appetite
    •  Illustrating how modern psychologists utilize multiple perspectives to understand behavior and mental processes
    •  Identifying major subfields and career opportunities related to psychology
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Trace the evolution of psychology as a scientific discipline from the early Greek thinkers to today.
    • Analyze how the ideas of a particular philosopher/scholar/scientist influenced the development of psychology as a scientific discipline.
    • When given a scenario, explain how different schools of thought in psychology would identify causes and/or treatments for the scenario.
    • Identify what type of psychologist would be interested in studying certain phenomena or experiences.
    • Using a case study of a patient with mental illness, identify the different, but evidence-based, treatments that could be used for that patient.
    • Appreciate that psychological science can be applied in multiple venues, not just for treatment of mental illness.
    Teacher Vocabulary:
      philosophy
    • psychology
    • empiricism
    • introspection
    • psychophysics
    • evolution
    • functionalism
    • structuralism
    • Gestalt psychology
    • psychoanalysis
    • psychodynamic perspective
    • humanistic perspective
    • "third force" in psychology
    • behaviorism
    • cognitive perspective
    • biopsychology
    • biopsychosocial perspective
    • neuroscience
    • industrial/organizational psychology
    • educational psychology
    • psychiatrist
    • psychologist
    • developmental psychology
    • evolutionary psychology
    • social psychology
    • clinical psychology
    Knowledge:
    Students know:
    • The philosophical ideas of Aristotle, John Locke, Wilhelm Wundt, William James, Frantz Fanon, Charles Darwin, G. Stanley Hall.
    • The following schools of psychology, including structuralism, functionalism, Gestalt psychology, behaviorism, cognitive psychology, humanistic psychology, psychoanalysis/ psychodynamic perspective, biopsychology.
    • The biopsychosocial perspective, which highlights the eclectic approach to behavior and mental processes.
    • The different subfields in psychology, including educational psychology, developmental psychology, evolutionary psychology, social psychology, industrial/organizational psychology, and clinical psychology.
    • The ways in which psychological science can be used in different careers, situations, and experiences.
    Skills:
    Students are able to:
    • Cite textual evidence to support analysis of primary and secondary sources (writings of philosophers/early scientists/psychologists).
    • Provide accurate summaries of the writings of philosophers/scientists/psychologists.
    • Evaluate various explanations for actions and events and determining which explanation is best according to the diagnosis and evidence.
    • Evaluate different points of view when looking at behavior and mental processes.
    Understanding:
    Students understand that:
    • Psychology is a scientific discipline.
    • There are different ways in which psychologists explain behavior and mental processes.
    • There is a historical progression of ideas about behavior and mental processes.
    • There are ways in which psychological science can be applied to different situations and experiences.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    2 ) Describe research strategies used by psychologists to explore mental processes and behavior.

    •  Describing the type of methodology and strategies used by researchers in different psychological studies
    Examples: surveys, naturalistic observations, case studies, longitudinal studies, cross-sectional studies

    •  Contrasting independent, dependent, and confounding variables and control and experimental groups
    •  Identifying systematic procedures necessary for conducting an experiment and improving the validity of results
    •  Describing the use of statistics in evaluating research, including calculating the mean, median, and mode from a set of data; conducting a simple correlational analysis using either calculators or computer software; and explaining the meaning of statistical significance
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Explain how using the scientific method provides more confidence in understanding behavior and mental processes than other types of knowing (i.e., intuition).
    • Identify the type of methodology used and analyze whether that methodology was appropriate for the research question.
    • Identify the independent variable(s), dependent variable(s), possible confounding variable(s), the selection method for participants, and the ways in which the participants were grouped.
    • Analyze ways in which the study can be improved for greater validity, reliability, and control of extraneous variables.
    • Conduct a research study, using sound methodology and ethical practices.
    • Calculate measures of central tendency and simple correlations.
    • Interpret measures of central tendency and simple correlation coefficients.
    • Explain the concept of statistical significance, interpret the meaning of the p-value, and evaluate its importance to determining the outcomes of research.
    • Evaluate the importance of following ethical practices for working with human and non-human research participants.
    Teacher Vocabulary:
    intuition hindsight bias
    • overconfidence
    • belief perseverance
    • self-serving bias
    • confirmation bias
    • hypothesis
    • theory
    • naturalistic observation
    • case study
    • survey
    • correlation
    • correlation coefficient
    • direct correlation/positive correlation
    • inverse correlation/negative correlation
    • random sampling
    • random assignment
    • experiment
    • independent variable
    • dependent variable
    • confounding variable
    • double-blind procedure
    • control group
    • experimental group
    • mean
    • median
    • mode
    • normal curve
    • skewed distribution
    • range
    • standard deviation
    • p-value
    • statistical significance
    • ethics
    • informed consent
    • debriefing
    • anonymity
    • confidentiality
    Knowledge:
    Students know:
    • The role of the scientific method in understanding phenomena.
    • The basic steps of the scientific method.
    • How to calculate measures of central tendency.
    • The importance of following ethical guidelines when conducting research.
    Skills:
    Students are able to:
    • Cite evidence to support analysis of primary and secondary descriptions of research.
    • Provide an accurate summary of primary and secondary descriptions of research, identifying the essential elements of the particular research being conducted.
    • Analyze primary and secondary descriptions of research to determine whether the research conducted best suited the question posed.
    • Decipher key terms or jargon used by psychologists when writing up research for publication and public consumption.
    • Evaluate whether a researcher's or participant's biases influenced the outcome, description of, or conclusions drawn for the research.
    • Integrate and evaluate multiple sources of information to determine if the research conducted was accurate and representative of the population being studied.
    • Cite supporting or contradicting evidence for various research descriptions.
    • Integrate research findings to explain a particular psychological phenomena.
    Understanding:
    Students understand that:
    • The scientific method plays a role in understanding behavior and mental processes.
    • Different research methods are appropriate for different empirical questions about behavior and mental processes.
    • You can conduct research using different methodologies.
    • Simple statistics can be calculated using data collected from research.
    • Different statistics derived from research can be interpreted.
    • There are important ethical guidelines for working with human and non-human participants in research.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    3 ) Explain how processes of the central and peripheral nervous systems underlie behavior and mental processes, including how neurons are the basis for neural communication.

    •  Describing how neurons communicate, including the role of neurotransmitters in behavior and the electrochemical process
    •  Comparing the effect of drugs and toxins on the brain and neurotransmitters
    •  Describing how different sections of the brain have specialized yet interdependent functions, including functions of different lobes and hemispheres of the cerebral cortex and consequences of damage to specific sections of the brain
    •  Describing different technologies used to study the brain and nervous system
    •  Analyzing behavior genetics for its contribution to the understanding of behavior and mental processes, including differentiating between deoxyribonucleic acid (DNA), chromosomes, and genes; identifying effects of chromosomal abnormalities; and explaining how genetics and environmental factors work together to determine inherited traits
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Identify and differentiate among the different types of nervous systems in mammals.
    • Describe how neurons communicate electrochemically.
    • Identify the ways in which drugs alter the electrochemical communication system of the nervous system.
    • Explain how brain function in different regions is differentiated but interdependent.
    • Differentiate among the types of scans used to study the brain and nervous systems.
    • Analyze the influence of genetics and the environment on behavior and mental processes.
    Teacher Vocabulary:
    • central nervous system
    • peripheral nervous system
    • autonomic nervous system
    • skeletal (somatic) nervous system
    • sympathetic nervous system
    • parasympathetic nervous system
    • neuron
    • dendrites
    • axon
    • semipermeable
    • ion
    • resting potential
    • action potential
    • sodium-potassium pump
    • myelin
    • terminal buttons
    • all-or-none law
    • thresholds
    • refractory period
    • neurotransmitters
    • serotonin
    • dopamine
    • acetylcholine
    • GABA
    • glutamate
    • endorphins
    • reuptake
    • synapse
    • medulla
    • pons
    • reticular formation
    • thalamus
    • hypothalamus
    • hippocampus
    • amygdala
    • frontal lobe
    • parietal lobe
    • occipital lobe
    • temporal lobe
    • corpus callosum
    • motor cortex
    • sensory cortex
    • Broca's area
    • Wernicke's area
    • right visual field
    • left visual field
    • epilepsy
    • hemisphere lateralization
    • DNA
    • genes
    • chromosomes
    • identical twins
    • fraternal twins
    • adoption studies
    • EEG
    • PET scan
    • CT scan
    • MRI
    • fMRI
    Knowledge:
    Students know:
    • The basic anatomy of the nervous systems.
    • Basic processes in chemistry, including diffusion and ion exchange.
    • The basic concepts of genetics, including genes, DNA, and chromosomes.
    Skills:
    Students are able to:
    • Summarize complex biological processes into simpler but still accurate terms.
    • Determine the meaning of key terms and concepts from biopsychology.
    • Synthesize information from a range of sources about biological processes to describe complex behavior and mental processes coherently.
    Understanding:
    Students understand that:
    • The nervous system has a specific organization and function.
    • Drugs affect the communication of the nervous systems.
    • Neurons communicate electrochemically.
    • The brain is organized by structure and function.
    • There are many ways in which researchers study the brain and nervous systems.
    • Hemispheric lateralization works in split and whole brains.
    • Behavior and mental processes are influenced by genetics and environmental factors.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    4 ) Describe the interconnected processes of sensation and perception.

    •  Explaining the role of sensory systems in human behavior, including sight, sound, smell, touch, and pain
    •  Explaining how what is perceived can be different from what is sensed, including how attention and environmental cues can affect the ability to accurately sense and perceive the world
    •  Describing the role of Gestalt principles and concepts in perception
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Explain how sensation and perception are interconnected.
    • Analyze the impact of attention and environmental cues on successful sensation and perception.
    • Evaluate the functions and limits of sensory systems.
    • Evaluate the impact of damage to a particular sensory system.
    • Identify monocular and binocular depth cues in the world around them or in 2D media.
    • Offer real-world examples of Gestalt grouping principles.
    Teacher Vocabulary:
    • sensation
    • bottom-up processing
    • top-down processing
    • perception
    • absolute threshold
    • difference threshold (just noticeable difference)
    • signal detection
    • sensory adaptation
    • selective attention
    • cornea
    • iris
    • pupil
    • lens
    • retina
    • accommodation
    • receptor cells
    • rods
    • cones
    • optic nerve
    • blind spot
    • trichromatic theory of color vision
    • opponent-process theory of color vision
    • pitch
    • cochlea
    • hair cells
    • auditory nerve
    • kinesthetic sense
    • vestibular sense
    • gate-control theory of pain
    Knowledge:
    Students know:
    • The basic anatomy of sensory systems.
    • The brain regions responsible for processing sensory information.
    Skills:
    Students are able to:
    • Summarize complex concepts in sensation and perception into simpler, but still accurate, terms.
    • Demonstrate phenomena in sensation and perception using multistep procedures and taking precise measurements and analyzing the results compared to information presented in the text or in research.
    • Determine the meanings of terms related to sensation and perception.
    • Associate terms that specifically relate to a particular sensory systems - vision, hearing, taste, touch, smell, kinesthesis, balance, and pain detection.
    • Explain how a situation is sensed and perceived using a particular sensory system and/or interaction of sensory systems.
    • Evaluate how environmental cues impact the processes of sensation and perception.
    Understanding:
    Students understand that:
    • Sensation and perception are interconnected.
    • Sensory systems work to get information into the brain.
    • Perception is influenced by environmental cues and attention.
    • Gestalt grouping principles and depth cues influence sensation and perception.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    5 ) Explain ways to promote psychological wellness.

    •  Describing physiological processes associated with stress, including hormones associated with stress responses
    •  Describing Hans Selye's general adaptation syndrome (GAS)
    •  Describing the flight-or-fight response in terms of the autonomic and somatic nervous systems
    •  Contrasting positive and negative ways of coping with stress related to problem-focused coping, aggression, and emotion-focused coping
    •  Explaining approach-approach, approach-avoidance, and avoidance-avoidance conflicts
    •  Identifying various eating disorders and conditions
    Examples: anorexia nervosa, bulimia nervosa, obesity

    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Understand the biopsychosocial mechanisms for dealing with stress and promoting psychological wellness.
    • Explain theories regarding the physiological reactions to stress.
    • Contrast the positive and negative ways to cope with stress and conflict.
    • Describe the symptoms of and possible treatments for eating disorders.
    Teacher Vocabulary:
    • stress
    • stressor
    • stress reaction
    • health psychology
    • fight or flight response
    • general adaptation syndrome (GAS)
    • alarm reaction
    • resistance
    • exhaustion
    • daily hassles
    • burnout
    • catastrophes
    • perceived control
    • learned helplessness
    • optimism
    • pessimism
    • cortisol
    • Type A personality
    • Type B personality
    • heart disease
    • anorexia nervosa
    • bulimia nervosa
    • obesity
    • problem focused coping
    • emotion focused coping
    • aggression
    • frustration aggression hypothesis
    • catharsis
    • approach-approach conflict
    • approach-avoidance conflict
    • avoidance-avoidance conflict
    Knowledge:
    Students know:
    • The basic anatomy of the nervous systems.
    • The role of hormones in body functions.
    Skills:
    Students are able to:
    • Summarize the complex theories and processes related to stress and coping in simpler terms.
    • Assess one's own level of stress using multiple measures and following multistep procedures, analyzing the results while considering the research presented in the text.
    • Synthesize information about stress and coping to explain the processes in a real-world context.
    • Integrate information about eating disorders to discuss how to avoid and/or address them.
    Understanding:
    Students understand that:
    • There are physiological mechanisms for responding to stress.
    • There are biopsychosocial processes for coping with stress.
    • There are particular ways in which people perceive and resolve conflict.
    • There are both positive and negative ways to cope with stress.
    • There are many causes and treatments for eating disorders.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    6 ) Describe the physical, cognitive, and social development across the life span of a person from the prenatal through aging stages.

    •  Outlining the stage-of-development theories of Jean Piaget, Erik H. Erikson, Sigmund Freud, Carol Gilligan, and Lawrence Kohlberg
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Compare and contrast the theories of development throughout the lifespan.
    • Discuss the environmental and genetic influences on physical development throughout the lifespan.
    • Differentiate between habituation and maturation.
    • Discuss how social development occurs in each stage of life.
    • Distinguish between critical and sensitive periods in development.
    • Discuss how parents and peer each influence behavior and moral/belief choices.
    Teacher Vocabulary:
    • zygote
    • embryo
    • fetus
    • teratogens
    • fetal alcohol syndrome
    • rooting reflex
    • habituation
    • maturation
    • schema
    • assimilation
    • accommodation
    • sensorimotor stage
    • pre-operational stage
    • concrete operational stage
    • formal operational stage
    • object permanence
    • conservation
    • egocentrism
    • attachment
    • critical/sensitive period
    • imprinting
    • adolescence
    • puberty
    • menarche
    • menopause
    • crystallized intelligence
    • fluid intelligence
    • APGAR
    • preconventional morality
    • conventional morality
    • postconventional morality
    • identity crisis
    • trust vs. mistrust
    • autonomy vs. shame and doubt
    • initiative vs. guilt
    • industry vs. inferiority
    • identity vs. role confusion
    • intimacy vs. isolation
    • generativity vs. stagnation
    • integrity vs. despair
    • authoritarian parenting
    • permissive parenting
    • authoritative parenting
    • secure attachment
    • anxious/ambivalent attachment
    • avoidant attachment
    Knowledge:
    Students know:
    • The physiological processes related to pregnancy, childbirth, and growth throughout the lifespan.
    • The relationship between physical, social, and cognitive factors that influence development.
    Skills:
    Students are able to:
    • Use theories of development to explain why people might make different choices at each stage of life about a particular issue or experience.
    • Summarize complex theories of development into simpler, but still accurate, terms.
    • Assess a person's level of physical, cognitive, and social development following a multistep procedure and analyzing the results in light of the theories described in the text.
    • Explain which stages of each developmental theory apply to each stage of life.
    • Synthesize the theories of development for each stage of life to explain why choices may differ throughout the lifespan.
    Understanding:
    Students understand that:
    • There are physical, cognitive, and social factors that influence development.
    • Many different developmental theories apply to each stage of life.
    • Many different developmental theories can be applied to their own lives.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    7 ) Describe the processes and importance of memory, including how information is encoded and stored, mnemonic devices, schemas related to short-term memory, working memory, and long-term memory.

    •  Distinguishing between surface and deep processing in memory development
    •  Comparing ways memories are stored in the brain, including episodic and procedural
    •  Identifying different parts of the brain that store memory
    •  Differentiating among different types of amnesia
    •  Describing how information is retrieved from memory
    •  Explaining how memories can be reconstructed and misremembered
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Differentiate among the different types of memory systems.
    • Practice memory improvement techniques.
    • Identify the different parts of the brain that process and store memories.
    • Understand how the process used to encode memories influences the retention and retrieval of memories.
    • Explain what happens when memory fails.
    • Analyze the causes of memory reconstruction and misinformation.
    Teacher Vocabulary:
    • cognition
    • memory
    • information processing model
    • sensory memory
    • working memory
    • long-term memory
    • encoding
    • storage
    • retrieval
    • maintenance rehearsal
    • elaborative rehearsal
    • procedural memory
    • declarative memory
    • episodic memory
    • semantic memory
    • anterograde amnesia
    • retrograde amnesia
    • proactive interference
    • retroactive interference
    • flashbulb memory
    • implicit memory
    • explicit memory
    • priming
    • recall
    • recognition
    • encoding specificity
    • mood-congruent memory
    • state-dependent memory
    • tip-of-the-tongue phenomenon
    • serial position effect
    • spacing effect
    • distributed rehearsal
    • massed rehearsal
    • misattribution
    • expectancy bias
    • mnemonics
    • method of loci
    • peg-word list
    Knowledge:
    Students know:
    • The importance of good memory to everyday life.
    • The techniques they rely on to improve their memory of events and information.
    • The brain structures typically responsible for processing and storing memories.
    Skills:
    Students are able to:
    • Synthesize evidence from multiple sources to create an endorsement of particular memory techniques that would maximize memory retention and retrieval.
    • Summarize the processes and systems of memory into simpler, but still accurate, terms.
    • Assess one's own capacity for memory encoding, storage and retrieval using multistep procedures and taking precise measurements, analyzing the results in light of research presented in the text.
    • Notice how hierarchical organization found in texts contributes to better memory for information contained within.
    Understanding:
    Students understand that:
    • There are ways to improve memory.
    • There are methods that can be used to avoid misinformation and reconstruction of memories.
    • There are ways to study more efficiently by using memory enhancement techniques.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    8 ) Describe ways in which organisms learn, including the processes of classical conditioning, operant conditioning, and observational conditioning.

    •  Identifying unconditioned stimuli (UCS), conditioned stimuli (CS), unconditioned responses (UCR), and conditioned responses (CR)
    •  Describing the law of effect
    •  Describing original experiments conducted by B. F. Skinner, Albert Bandura, Ivan Pavlov, John B. Watson, and Rosalie Rayner
    •  Differentiating between reinforcement and punishment, positive and negative reinforcement, and various schedules of reinforcement
    •  Describing biological limitations on operantly conditioned learning
    •  Differentiating between observational learning and modeling
    •  Analyzing watching violent media for effects on violent behavior
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Define learning.
    • Provide real-world examples of classical conditioning, operant conditioning, and observational learning.
    • Differentiate among the elements of classical conditioning (UCS, CS, UCR, CR).
    • Demonstrate how classical conditioning, operant conditioning, and observational learning work in the real-world.
    • Differentiate between reinforcement and punishment.
    • Differentiate among the various schedules of reinforcement.
    • Evaluate the role of cognition in conditioning.
    • Evaluate the influence of role models on others.
    • Evaluate how learning can be limited by biology.
    Teacher Vocabulary:
    • Law of Effect
    • classical conditioning
    • unconditioned stimulus (UCS)
    • conditioned stimulus (CS)
    • unconditioned response (UCR)
    • conditioned response (CR)
    • extinction
    • spontaneous recovery
    • generalization
    • discrimination
    • operant conditioning
    • behaviorism
    • consequence
    • positive reinforcement
    • negative reinforcement
    • continuous reinforcement
    • partial reinforcement
    • variable ratio schedule
    • variable interval schedule
    • fixed ratio schedule
    • fixed interval schedule
    • instinctive drift
    • primary reinforcer
    • secondary reinforcer
    • shaping
    • chaining
    • modeling
    • observational learning
    Knowledge:
    Students know:
    • What it means to learn.
    • How stimuli and consequences affect behavior and mental processes.
    Skills:
    Students are able to:
    • Explain the complex procedures involved in classical and operant conditioning in simpler, yet still accurate, terms.
    • Carry out multistep procedures using classical conditioning, operant conditioning, and observational learning to teach someone a new skill, analyzing the results in terms of research presented in the text.
    • Decipher the meanings of jargon used with conditioning procedures.
    • Analyze the more recent contributions of cognitive psychology, biopsychology, and social learning on behaviorist views of learning.
    • Apply appropriate conditioning techniques to a real-world learning experience by modifying a behavior.
    Understanding:
    Students understand that:
    • There are specific characteristics of learning.
    • Behavior can be modified using conditioning or observational learning techniques.
    • There are ways to identify classical and operant conditioning in real-world examples.
    • There are conditions under which observational learning and modeling occurs best.
    • There are limitations of conditioning techniques for teaching new skills.
    • Cognition has a specific role in learning.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    9 ) Describe how organisms think and solve problems, including processes involved in accurate thinking.

    •  Identifying the role of mental images and verbal symbols in the thought process
    •  Explaining how concepts are formed
    •  Differentiating between algorithms and heuristics
    •  Analyzing different types of heuristics to determine effects on problem solving
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Deconstruct thinking into concepts, prototypes, and schemas.
    • Construct real-world examples of algorithms and heuristics, differentiating between the two.
    • Attempt to solve problems that challenge tendencies toward fixation, mental set, and functional fixedness.
    • Recognize how the use of representativeness and availability heuristics hinders problem solving.
    Teacher Vocabulary:
    • concept
    • prototype
    • schema
    • algorithm
    • heuristic
    • availability heuristic
    • representativeness heuristic
    • insight
    • confirmation bias
    • fixation
    • mental set
    • functional fixedness
    • overconfidence
    • framing
    • belief bias
    • belief perseverance
    Knowledge:
    Students know:
    • The basic procedures for solving problems.
    • Some basic ways in which people might struggle with solving problems.
    Skills:
    Students are able to:
    • Summarize complex concepts involved in thinking and problem solving into simpler, but still accurate, terms.
    • Solve multistep problems that reveal common problem-solving errors, analyzing the data relative to the research presented in the text.
    • Analyze a text for hierarchies in structure and content to demonstrate understanding of how concept hierarchies work in a real-world example.
    • Propose a plan to combat errors in thinking and problem solving in a particular circumstance that synthesizes the literature on these errors.
    Understanding:
    Students understand that:
    • There is a fundamental cognitive structure of thinking.
    • There are basic processes involved in thinking and solving problems.
    • There are major cognitive obstacles for accurate thinking and problem solving and ways to combat them.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    10 ) Describe the qualities and development of language.

    •  Identifying common phonemes and morphemes of language
    •  Describing how understanding syntax and grammar affect language comprehension
    •  Demonstrating how qualities of sign language are similar to spoken language
    •  Describing how infants move from babbling to usage of complete sentences
    •  Explaining how hearing loss in infants and children can affect the development of spoken language
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Deconstruct language into its component parts.
    • Determine the number of morphemes and phonemes in a word or phrase.
    • Analyze the role of grammar, semantics, and syntax in the expression of spoken and written language.
    • Differentiate among languages, focusing on structural and expressive differences.
    • Trace the development of language from birth to maturity.
    • Evaluate the impact of hearing loss on the acquisition and expression of language.
    • Consider how culture and the learning of a language can influence thinking in everyday life.
    Teacher Vocabulary:
    • language
    • morpheme
    • phoneme
    • grammar
    • semantics
    • syntax
    • babbling
    • one-word stage
    • two-word stage
    • telegraphic speech
    • linguistic determinism
    • nerve deafness
    • conduction deafness
    Knowledge:
    Students know:
    • Some defining features of language.
    • How language is different between children and adults.
    • Some basic differences between their native language and other languages.
    Skills:
    Students are able to:
    • Summarize complex ideas related to language and its acquisition into simpler, but still accurate, terms.
    • Evaluate the ways in which language influences our thinking, considering the different theories on how language is acquired.
    • Evaluate the importance of physical or cognitive limitations on language acquisition, including hearing loss and learning a second language later in life.
    Understanding:
    Students understand that:
    • All language is structured.
    • There are specific ways that language develops.
    • There are differences among languages, both spoken and expressed.
    • There are differences between written and spoken/expressed language.
    • There are ways in which physical limitations can affect language development and expression.
    • There are specific uses of language in different contexts.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    11 ) Compare various states of consciousness evident in human behavior, including the process of sleeping and dreaming.

    •  Explaining states of sleep throughout an average night's sleep, including nonrapid eye movement (NREM) and rapid eye movement (REM)
    •  Describing the mechanism of the circadian rhythm
    •  Evaluating the importance of sleep to good performance
    •  Comparing theories regarding the use and meaning of dreams
    •  Analyzing the use of psychoactive drugs for effects on people, including the mechanisms of addiction, withdrawal, and tolerance
    •  Evaluating the phenomenon of hypnosis and its possible uses
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Trace nervous system and physiological activity during a night's sleep.
    • Describe the processes of the circadian rhythm.
    • Evaluate the importance of sleep to good cognition and performance.
    • Compare and contrast theories of dreams.
    • Analyze the impact of the use and misuse of psychoactive drugs on biopsychosocial processes.
    • Evaluate the usefulness of hypnosis as a therapeutic technique.
    Teacher Vocabulary:
    • consciousness
    • depressants
    • stimulants
    • hallucinogens
    • opiates
    • addiction
    • tolerance
    • withdrawal
    • manifest content
    • latent content
    • activation synthesis
    • hypnosis
    • suggestibility
    • divided consciousness
    • dissociation
    • adaptive theory of sleep
    • restorative theory of sleep
    • REM
    • non-REM
    • Stage 1
    • Stage 2
    • Stages 3 and 4
    • insomnia
    • sleep apnea
    • narcolepsy
    • night terrors
    • restless leg syndrome
    • somnambulism
    • circadian rhythm
    • REM rebound
    Knowledge:
    Students know:
    • The role of neurotransmitters in neural communication.
    • The role of sleep in one's daily life.
    • The effects of psychoactive drugs on behavior and mental processes.
    Skills:
    Students are able to:
    • Summarize complex concepts related to sleep, dreams, drug use and misuse, and hypnosis into simpler, yet still accurate, terms.
    • Argue in favor of or against a theory of sleep, dreams, and/or hypnosis using research-based evidence to support claims.
    • Develop a plan for getting enough sleep, using evidence-based strategies derived from theories and information presented in the text.
    • Create a public awareness campaign that discourages children from misusing psychoactive drugs, using evidence-based strategies and information derived from the text.
    Understanding:
    Students understand that:
    • Sleep is important in one's daily life.
    • There are ways to improve one's sleep experience.
    • There are positive and negative affects of psychoactive drugs on behavior and mental processes.
    • There are ways in which hypnosis can be helpful for alleviating pain.
    • There are unsupported uses of hypnosis as a therapeutic technique.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    12 ) Describe the role of motivation and emotion in human behavior.

    •  Identifying theories that explain motivational processes, including cognitive, biological, and psychological reasons for motivational behavior, and Abraham Maslow's hierarchy of needs and arousal theory
    •  Describing situational cues that cause emotions, including anger, curiosity, and anxiety
    •  Differentiating among theories of emotion
    •  Identifying universally recognized emotions
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Differentiate among the theories of motivation.
    • Appreciate that motivation is a complex concept that involves multiple variables.
    • Evaluate whether popular theories of motivation can be applied consistently to all types of motivated behavior.
    • Evaluate how environmental and genetic factors influence motivated behavior.
    • Differentiate among theories of emotions.
    • Identify the universally recognized emotional expressions and consider explanations of why these emotions are universally recognized.
    • Consider how culture and gender affect the expression of emotions and motivated behavior.
    Teacher Vocabulary:
    • motivation
    • instinct
    • drive reduction theory
    • homeostasis
    • incentive
    • hierarchy of needs
    • flow
    • achievement motivation
    • intrinsic motivation
    • extrinsic motivation
    • James-Lange theory of emotion
    • Cannon-Bard theory of emotion
    • Schachter's two-factor theory of
    • emotion
    • catharsis
    • feel good-do good phenomenon
    • adaptation level phenomenon
    • self actualization
    • emotion
    • relative deprivation
    • arousal theory
    Knowledge:
    Students know:
    • The ways in which they are motivated to action in multiple domains.
    • An understanding of differences and similarities among cultures and between genders.
    Skills:
    Students are able to:
    • Summarize the complex theories of motivation into simpler, yet still accurate, terms.
    • Evaluate the theories of motivation by considering the relative contributions of each theory to a complete understanding of motivated behavior.
    • Assess one's own level of motivation and emotional expression by carrying out multistep procedures and analyzing the resulting data in light of research presented in the text.
    • Evaluate the reasoning behind major theories of motivated behavior and emotional expression by considering the methodology, context, and perspective of the researchers/theorists.
    • Synthesize evidence to provide an overarching and multivariate explanation for a motivated behavior (i.e., eating behavior, achievement motivation), resolving conflicting information where necessary.
    • Synthesize research and information to provide a reasoned argument for the impact of gender and culture on emotional expression.
    Understanding:
    Students understand that:
    • There are differences among theories of motivation and emotion.
    • There are complexities involved in explaining motivated behavior and emotional expression.
    • There are similarities and differences among people regarding motivated behavior and emotional expression.
    • Culture and gender can influence emotional expression and motivate behavior.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    13 ) Describe methods of assessing individual differences and theories of intelligence, including Charles E. Spearman's general (g) factor of intelligence, Howard Gardner's multiple intelligences, and Robert J. Sternberg's triarchic theory of intelligence.

    •  Describing different types of intelligence tests, including the Flynn effect
    •  Describing how intelligence may be influenced by differences in heredity and environment and by biases toward ethnic minority and socioeconomic groups
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Explore definitions and theories of intelligence.
    • Evaluate appropriate procedures for administering tests of individual abilities, skills, and dispositions.
    • Debate whether intelligence is a general ability or multiple, distinct abilities.
    • Analyze whether intelligence is an innate ability or whether it can be enhanced via learning and experience.
    • Determine the importance of validity and reliability in the creation, administration and analysis of intelligence tests.
    • Explore the uses and misuses of intelligence tests throughout history.
    • Evaluate the influence of environmental and social factors on assessments of dispositions.
    Teacher Vocabulary:
    • intelligence
    • factor analysis
    • general intelligence
    • savant syndrome
    • emotional intelligence
    • creativity
    • mental age
    • chronological age
    • intelligence quotient
    • aptitude
    • achievement
    • standardization
    • normal curve
    • reliability
    • validity
    • content validity
    • criterion referenced test
    • predictive validity
    • mental retardation
    • stereotype threat
    • fixed mindset
    • growth mindset
    • multiple intelligences
    • triarchic theory of
    • intelligence/successful intelligence
    Knowledge:
    Students know:
    • Their own definitions of intelligence.
    • How tests are typically administered in different settings.
    Skills:
    Students are able to:
    • Cite specific textual and research-based evidence to develop a definition of intelligence, noting how theorists approach the concept differently.
    • Summarize complex theories and approaches to the definition and assessment of intelligence and other dispositions into simpler, yet still accurate, terms.
    • Assess one's own level of intelligence and other dispositions using multistep procedures, analyzing the results in light of research presented in the text while noting the issues related to each assessment tool concerning validity and reliability.
    • Address an issue related to the definitions of intelligence, nature of intelligence, and/or measurement of dispositions by integrating multiple sources of information and research.
    • Synthesize information and research about the definitions, assessment, and nature of intelligence, noting where researchers disagree.
    Understanding:
    Students understand that:
    • There is a complexity to defining and measuring intelligence and other dispositions.
    • Considering reliability and validity is important when constructing and administering an assessment.
    • Environmental and societal factors can influence the results of assessments.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    14 ) Explain the role of personality development in human behavior.

    •  Differentiating among personality theories, including psychoanalytic, sociocognitive, trait, and humanistic theories of personality
    •  Describing different measures of personality, including the Neuroticism-Extroversion-Openness Personality Inventory (NEO-PI), the Minnesota Multiphasic Personality Inventory (MMPI), and projective tests
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Differentiate among personality theories.
    • Match personality theories with assessments of personality.
    • Evaluate the relative reliability and validity of various assessments of personality.
    Teacher Vocabulary:
    • psychodynamic theory
    • psychosexual theory of personality
    • development
    • id
    • ego
    • superego
    • fixation
    • humanistic theory
    • unconditional positive regard
    • inferiority complex
    • superiority complex
    • archetypes
    • collective unconscious
    • projective tests
    • trait theory
    • Big Five personality traits
    • Eysenck's personality trait theory
    • factor analysis
    • ego defense mechanisms
    • self actualization
    • self concept
    • self esteem
    • unconscious
    • preconscious
    Knowledge:
    Students know:
    • The schools of thought in psychology that have been concerned with personality development and assessment.
    • Their own notions of personality as a disposition.
    Skills:
    Students are able to:
    • Cite specific textual and research-based evidence to support a holistic definition of personality.
    • Summarize complex theories of personality into simpler, yet still accurate, terms.
    • Assess one's own personality using multiple assessments that follow multistep procedures, analyzing the results in light of research presented in the text.
    • Consider the perspectives of various researchers and theorists to determine their reasons for constructing their particular theories of personality.
    • Synthesize information and research from multiple sources to develop a coherent understanding of personality as a disposition.
    Understanding:
    Students understand that:
    • There are differences among the perspectives on and theories of personality.
    • There are ways in which each perspective on personality prefers to assess personality.
    • It is important to attend to issues in reliability and validity when assessing personality.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    15 ) Describe major psychological disorders and their treatments.

    •  Differentiating between normal and abnormal behavior
    •  Describing different approaches for explaining mental illness, including biological and medical, cognitive, and sociocultural models
    •  Differentiating types of mental illness, including mood, anxiety, somatoform, schizophrenic, dissociative, and personality disorders
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Evaluate distinctions between normal and abnormal behavior.
    • Describe various approaches to explaining mental illness.
    • Differentiate among mental illnesses.
    • Differentiate among treatments for mental illness.
    • Evaluate the evidence base for various treatments for mental illness.
    • Match mental illnesses with the appropriate evidence-based treatments.
    • Explore the reasons for and impact of stigma for people with mental illness.
    Teacher Vocabulary:
    • psychotherapy
    • eclectic approach
    • psychoanalysis
    • resistance
    • transference
    • free association
    • interpretation
    • psychodynamic therapists
    • humanistic therapy
    • client-centered therapy
    • active listening
    • unconditional positive regard
    • behavior therapy
    • counterconditioning
    • exposure therapies
    • flooding
    • systematic desensitization
    • token economy
    • aversive conditioning
    • cognitive therapies
    • cognitive-behavioral therapy
    • group therapy
    • evidence-based practice
    • counselor
    • clinical social worker
    • clinical psychologist
    • psychiatrist
    • psychopharmacology
    • biomedical therapy
    • deinstitutionalization
    • antipsychotic drugs
    • tardive dyskinesia
    • anti-anxiety drugs
    • antidepressant drugs
    • psychosurgery
    • lobotomy
    • electroconvulsive therapy
    • rTMS
    • medical model
    • biopsychosocial model
    • insanity
    • DSM-V
    • anxiety
    • generalized anxiety disorder
    • panic disorder
    • phobia
    • obsessive-compulsive disorder
    • posttraumatic stress disorder
    • agoraphobia
    • social anxiety disorder
    • somatoform disorders
    • hypochondriasis
    • conversion disorder
    • dissociative disorders
    • fugue
    • dissociative identity disorder
    • mood disorders
    • major depressive disorder
    • bipolar disorder
    • mania
    • dysthymic disorder
    • schizophrenia
    • delusions
    • hallucinations
    • catatonia
    • paranoia
    • personality disorders
    • antisocial personality
    Knowledge:
    Students know:
    • Their own notions of normal and abnormal behavior.
    Skills:
    Students are able to:
    • Cite specific and research-based evidence to support a clinical definition of normal and abnormal behavior.
    • Summarize complex descriptions of symptoms of disorders and types of treatments in simpler, yet still accurate, terms.
    • Analyze the hierarchy of symptoms developed for the DSM-V protocol, evaluating whether this hierarchy seems appropriate for addressing the vast majority of mental illnesses.
    • Evaluate the perspectives of researchers and clinicians regarding the classification systems and treatment preferences for mental illness.
    • Integrate and synthesize multiple sources of information to describe a specific mental illness and its evidence-based treatment.
    • Synthesize information and research to address minimizing stigma for people dealing with mental illness and seeking treatment.
    Understanding:
    Students understand that:
    • There are complexities of the various definitions of normal and abnormal behavior.
    • There are specific symptom hierarchies for different mental illnesses.
    • There are evidence-based treatments for different mental illnesses.
    • There are many ways to minimize stigma for people dealing with and seeking treatment for mental illness.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    16 ) Describe how attitudes, conditions of obedience and conformity, and other influences affect actions and shape human behavior, including actor-observer, self-server, social facilitation, social loafing, bystander effect, groupthink, and group polarization.

    •  Explaining the fundamental attribution error
    •  Critiquing Stanley Milgram's work with obedience and S. E. Asch's work with conformity
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Analyze how actions affect attitudes, and vice versa.
    • Evaluate the impact of normative social influence on individual and group behavior.
    • Evaluate the role of persuasion on individual and group behavior.
    • Determine the conditions that promote and hinder conformity and obedience.
    • Determine the conditions that promote the bystander effect and helping behavior.
    • Describe the ways in which individuals are influenced by groups and the ways that groups are influenced by individuals.
    • Analyze the factors that lead to and combat prejudice and discrimination.
    • Analyze the factors that lead to attraction, cooperation, and peacemaking.
    Teacher Vocabulary:
    • social psychology
    • attribution theory
    • cognitive dissonance
    • explanatory style
    • actor-observer bias
    • fundamental attribution error
    • situational attribution
    • dispositional attribution
    • self-serving bias
    • central route to persuasion
    • peripheral route to persuasion
    • foot-in-the-door phenomenon
    • conformity
    • normative social influence
    • social facilitation
    • social loafing
    • group polarization
    • groupthink
    • deindividuation
    • obedience
    • prejudice
    • stereotype
    • discrimination
    • ethnocentrism
    • contact hypothesis
    • in-group bias
    • out-group bias
    • scapegoat theory
    • just world phenomenon
    • other-race effect
    • social identity
    • ethnic identity
    • blaming the victim
    • mere exposure effect
    • passionate love
    • companionate love
    • equity
    • self-disclosure
    • altruism
    • bystander effect
    • diffusion of responsibility
    • reciprocity norm
    • social responsibility norm
    • social trap
    • conflict
    • superordinate goals
    • self-fulfilling prophecy
    • attitude
    Knowledge:
    Students know:
    • Their own notions and behaviors with social interactions.
    Skills:
    Students are able to:
    • Cite specific research-based evidence to support various processes in social psychology.
    • Summarize complex theories and concepts in social psychology into simpler, yet still accurate, terms.
    • Provide real-world examples for social psychology concepts.
    • Assess social psychology concepts using sound methodology with multistep procedures, analyzing the results in light of research presented in the text.
    • Evaluate the research in social psychology using multiple sources to verify, corroborate or challenge the conclusions drawn.
    • Synthesize information and research to address and issue in social psychology.
    Understanding:
    Students understand that:
    • There are ways in which individuals are influenced by groups and how groups are influenced by individuals.
    • There are ways that individuals reconcile actions and attitudes.
    • There are ways to promote cooperation among people.
    • There are ways to avoid prejudice and discrimination.
    • There are mechanisms for attracting and sustaining meaningful relationships.
    • Persuasion has an influence on behavior and mental processes.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    17 ) Describe various careers pursued by psychologists, including medical and mental health care fields, the business world, education, law and criminal justice, and research.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Describe careers pursued by people interested in psychological science.
    • Appreciate the various settings in which psychological science can be used to pursue meaningful careers.
    Teacher Vocabulary:
    • clinical psychology
    • psychiatry
    • counseling psychology
    • developmental psychology
    • neuroscience
    • cognitive psychology
    • cognitive neuroscience
    • school psychology
    • educational psychology
    • experimental psychology
    • behavioral psychology
    • behavioral economics
    • forensic psychology
    • health psychology
    • industrial/organizational psychology
    • human factors and ergonomics
    • neuropsychology
    • quantitative psychology
    • qualitative psychology
    • rehabilitation psychology
    • social psychology
    • sport psychology
    • military psychology
    Knowledge:
    Students know:
    • That certain educational paths should be followed in order to pursue a professional career using psychological science.
    Skills:
    Students are able to:
    • Distinguish among the various career opportunities that involve psychological science.
    • Synthesize the information available for understanding the educational and career paths necessary to pursue a career using psychological science.
    Understanding:
    Students understand that:
    • There are various career paths available for those interested in psychological science.
    • There are multiple ways that psychological science can be used in a diversity of careers.
    • There are specific educational and licensing pathways needed to pursue a career in psychological science.
    Social Studies (2010)
    Grade(s): 9 - 12
    Psychology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    18 ) Explain how culture and gender influence behavior.

    •  Identifying gender differences and similarities
    •  Explaining ways in which gender differences are developed
    •  Describing ways in which gender roles are assigned in different cultures
    Insight Unpacked Content
    Strand: Elective
    Course Title: Psychology
    Evidence of Student Attainment:
    Students:
    • Analyze how culture and gender influence behavior.
    • Explain differences among cultures and between genders.
    • Analyze how gender differences are inherent and are developed.
    • Explore how gender roles are assigned in various cultures.
    Teacher Vocabulary:
    • culture
    • norms
    • individualism
    • collectivism
    • interdependent
    • gender role
    • gender identity
    • gender schema theory
    Knowledge:
    Students know:
    • The relative similarities and differences among cultures and between genders.
    • That culture and gender influence behavior and mental processes in a variety of ways.
    Skills:
    Students are able to:
    • Cite specific research-based evidence to support analysis of theories regarding culture and gender and their influence on behavior and mental processes.
    • Summarize complex theories regarding culture and gender into simpler, yet still accurate, terms.
    • Integrate research and information to address a key issue related to culture and/or gender and its influence on behavior and mental processes.
    • Synthesize research and evidence from multiple sources to provide a coherent understanding of key issues related to culture and gender and their influences on behavior and mental processes.
    Understanding:
    Students understand that:
    • There are ways in which culture and gender influence behavior.
    • There are differences between genders and among cultures.
    • There are ways in which gender is both inherent and environmentally influenced.
    • There are specific ways in which gender roles can be assigned in different cultures.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    1 ) Describe the development of sociology as a social science field of study.

    •  Identifying important figures in the field of sociology, including Karl Marx, Émile Durkheim, Max Weber, George Herbert Mead, and W. E. B. Du Bois
    •  Identifying characteristics of sociology, including functional integration, power, social action, social structure, and culture
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Discuss influential researchers and figures in sociology.
    • Describe major ideas studied by sociologists.
    • Differentiate sociology from other social sciences.
    Teacher Vocabulary:
    • sociology
    • functional integration
    • power
    • social action
    • social structure
    • culture
    Knowledge:
    Students know:
    • Basic concepts in sociology. Influential sociologists throughout history, including Karl Marx, Emile Durkheim, Max Weber, George Herbert Mead, and WEB DuBois.
    Skills:
    Students are able to:
    • Compare and contrast sociological concepts.
    • Trace the historical development of sociology as a social science.
    Understanding:
    Students understand that:
      There are different concepts in sociology, such as functional integration, power, social action, social structure, and culture.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    2 ) Explain methods and tools of research used by sociologists to study human society, including surveys, polls, statistics, demographic information, case studies, participant observations, and program evaluations.

    •  Differentiating between qualitative and quantitative research methods
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Describe the different research methods used by sociologists.
    • Differentiate between qualitative and quantitative research methodologies.
    Teacher Vocabulary:
    • surveys
    • polls
    • statistics
    • demographic information
    • case studies
    • participant observations
    • program evaluations
    • qualitative research
    • quantitative research
    Knowledge:
    Students know:
    • The methods for collecting qualitative and quantitative data.
    • How sociologists use the scientific method differently and similarly to other social scientists.
    • How to calculate and interpret simple statistics related to sociological research methodologies.
    Skills:
    Students are able to:
    • Conduct quantitative and qualitative research demonstrations.
    • Describe different research methodologies used by sociologists.
    • Compute simple statistical calculations using data collected in ways that mirror methods used by sociologists.
    Understanding:
    Students understand that:
    • It is important to use scientific methodology to study sociological phenomena.
    • There are specific steps for collecting and interpreting data using qualitative and quantitative research methods.
    • There are differences between qualitative and quantitative research methods.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 1
    Learning Activities: 1
    Lesson Plans: 0
    Unit Plans: 0
    3 ) Describe how values and norms influence individual behavior.

    •  Comparing ways in which cultures differ, change, and resist change, including countercultures, subcultures, and ethnocentric beliefs
    •  Comparing the use of various symbols within and across societies
    Examples: objects, gestures, sounds, images

    •  Explaining the significance of socialization in human development
    •  Illustrating key concepts of socialization, including self-concept, looking-glass self, significant others, and role-taking
    •  Determining the role of family, school, peer groups, and the media in socializing young people
    •  Explaining the process of socialization in adulthood
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Evaluate how values and norms influence behavior.
    • Analyze how change affects culture.
    • Analyze symbols prevalent in various cultures.
    • Explain the concepts and significance of socialization practices in various cultures.
    • Analyze how family, peer group, social institutions, and the media factor into socialization practices.
    • Differentiate how children and adults are socialized.
    Teacher Vocabulary:
    • values
    • norms
    • culture
    • social change
    • counterculture
    • subcultures
    • ethnocentrism
    • gestures
    • social symbols
    • socialization
    • family
    • peer groups
    • social institutions
    • media
    • self-concept
    • looking-glass self
    • significant others
    • role-taking
    Knowledge:
    Students know:
    • The meaning of values and norms.
    • The processes of socialization.
    • The dynamics of culture and social change.
    Skills:
    Students are able to:
    • Analyze the dynamics of culture change.
    • Explain the processes of socialization considering the multiple factors involved.
    Understanding:
    Students understand that:
    • Socialization works in various cultures and contexts.
    • Social change works in various cultures and contexts.
    • Norms and values work to influence individual and group behavior.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    4 ) Identify antisocial behaviors, including social deviance, addiction, terrorism, anomie, and related arguments for the strain theory and the conflict theory.

    •  Contrasting violent crime, property crime, and victimless crime with white-collar crime
    •  Comparing methods for dealing with antisocial behavior, including imprisonment, restitution, community service, rehabilitation, education, and therapy
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Differentiate antisocial behaviors from asocial behavior.
    • Discuss the factors that lead to social deviance.
    • Describe the characteristics of addictive behaviors.
    • Analyze factors that lead to terrorism.
    • Understand anomie.
    • Differentiate between strain theory and conflict theory.
    • Analyze factors that lead to crime.
    • Differentiate among types of crime.
    • Evaluate the effectiveness of methods used to deal with crime and criminal behavior by societies.
    Teacher Vocabulary:
    • antisocial behavior
    • social deviance
    • addiction
    • terrorism
    • anomie
    • strain theory
    • conflict theory
    • crime
    • violent crime
    • victimless crime
    • white-collar crime
    • property crime
    • imprisonment
    • restitution
    • community service
    • rehabilitation
    • education
    • therapy
    Knowledge:
    Students know:
    • The differences between antisocial and asocial behavior.
    • Examples of social deviance, terrorism, addiction, and anomie.
    • Examples of crime and criminal behavior.
    Skills:
    Students are able to:
    • Identify antisocial behavior.
    • Identify factors that lead to social deviance, terrorism, addiction, and anomie.
    • Differentiate between strain theory and conflict theory.
    • Analyze factors that lead to crime and criminal behavior.
    • Evaluate effective methods for dealing with crime and criminal behavior.
    Understanding:
    Students understand that:
    • There are factors that lead to antisocial behavior.
    • There are factors that lead to crime.
    • There are ways in which society deals with crime and criminal behavior.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    5 ) Describe how environment and genetics affect personality, including self-concept and temperament.

    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Explain the interaction effects of genetics and environment on behavior.
    • Describe how genetics and environment interact to influence a specific behavior such as self-concept or temperament.
    Teacher Vocabulary:
    • gene
    • chromosome
    • DNA
    • heritability
    • environment
    • twin studies
    • adoption studies
    • temperament
    • self-concept
    • evolution
    Knowledge:
    Students know:
    • Basic principles and concepts of genetic inheritance.
    Skills:
    Students are able to:
    • Describe interaction effects of genetics and environment on behavior.
    • Explain the processes of genetic inheritance.
    Understanding:
    Students understand that:
    • Genetics and environment interact to influence behavior.
    • There are basic principles of genetic inheritance.
    • There are research methods that explore variables of the relative influence of genetics and inheritance.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    6 ) Identify stages of development across the life cycle, including birth, childhood, adolescence, adulthood, parenthood, middle age, and late adulthood.

    •  Describing the value of birth cohorts as a research device
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Describe different stages of development across the lifespan.
    • Evaluate the relative influence of culture on development across the lifespan.
    • Discuss issues affecting each stage of development across the lifespan.
    Teacher Vocabulary:
    • development
    • infancy
    • childhood
    • adolescence
    • adulthood
    • middle adulthood
    • late adulthood
    • parenthood
    Knowledge:
    Students know:
    • Stages of the lifespan.
    • Basics of research methodology.
    Skills:
    Students are able to:
    • Define each stage of development.
    • Identify various theorists' perspectives on stages of development throughout the lifespan.
    • Apply different research strategies for assessing developmental progress.
    Understanding:
    Students understand that:
    • There is a progression of development from birth to death.
    • Culture and genetics influence development.
    • There are specific ways in which sociologists study development.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    7 ) Describe types and characteristics of groups.

    •  Explaining the relationship between social stratification and social class, including status ascription versus achievement, intergenerational social mobility, and structural occupational change
    •  Relating the importance of group dynamics, including size, leadership, decision making, and gender roles
    •  Distinguishing between the terms, race and ethnicity and prejudice and discrimination
    •  Describing social inequalities experienced as related to gender and age
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Describe types and characteristics of groups.
    • Explain the relationship between social stratification and social class.
    • Analyze the importance of group dynamics.
    • Differentiate among the terms race, ethnicity, discrimination, and prejudice.
    • Evaluate the effect of social inequalities based on gender and age.
    Teacher Vocabulary:
    • groups
    • social stratification
    • social class
    • status ascription
    • achievement
    • intergenerational social mobility
    • structural occupational change
    • group dynamics
    • gender roles
    • race
    • ethnicity
    • discrimination
    • prejudice
    • social inequalities
    • gender
    • age
    Knowledge:
    Students know:
    • The characteristics of groups.
    • Behaviors that lead to prejudice and discrimination.
    • The existence of social inequalities.
    Skills:
    Students are able to:
    • Differentiate among dynamics that influence group behavior.
    • Differentiate among factors that lead to social inequalities.
    • Identify factors that lead to discrimination and prejudice.
    Understanding:
    Students understand that:
    • There are factors that influence group behavior.
    • There is a relationship between social stratification and social class.
    • There are specific types and characteristics of groups.
    • There are differences among terms related to race, ethnicity, prejudice and discrimination.
    • There are effects of social inequalities related to gender and age.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    8 ) Describe the structure and function of the family unit, including traditional, extended, nuclear, single-parent, and blended families involving the roles of parent, child, and spouse.

    •  Identifying problems facing families, including abuse, divorce, teen pregnancy, poverty, addiction, family violence, and care of elderly family members
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Differentiate among types of families.
    • Describe different types of families. Identify problems facing families.
    Teacher Vocabulary:
    • family
    • traditional family
    • extended family
    • nuclear family
    • single-parent family
    • blended family
    • parent
    • child
    • spouse
    • abuse
    • divorce
    • teen pregnancy
    • poverty
    • addiction
    • family violence
    • elder care
    Knowledge:
    Students know:
    • Many different types of families exist.
    • There are many different types of problems facing families.
    Skills:
    Students are able to:
    • Discussing the factors that affect families.
    • Differentiate among types of families.
    • Debate causes and effects of common problems affecting families.
    Understanding:
    Students understand that:
    • There are factors that affect families.
    • There are different types of families.
    • There are many causes and effects of common problems that affect families.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    9 ) Explain the purpose of social systems and institutions, including schools, churches, voluntary associations, and governments.

    •  Describing origins and beliefs of various religions
    •  Distinguishing among the concepts of power, coercion, and authority
    •  Comparing charismatic, traditional, and rational-legal authority
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Analyze the purpose of social systems and institutions.
    • Differentiate among the origins and beliefs of various religions.
    • Distinguish among the concepts of power, coercion, and authority.
    • Compare different types of authority.
    Teacher Vocabulary:
    • social systems
    • social institutions
    • schools
    • churches
    • voluntary associations
    • governments
    • power
    • coercion
    • authority
    • charismatic authority
    • traditional authority
    • rational-legal authority
    Knowledge:
    Students know:
    • The different types of social systems and institutions.
    • The many different religious traditions.
    • The definitions of power, coercion and authority.
    Skills:
    Students are able to:
    • Discussing the purpose of social institutions.
    • Demonstrating understanding of various religious traditions.
    • Distinguishing among types of power and authority.
    Understanding:
    Students understand that:
    • There are important but different social institutions.
    • There are many impacts of different social institutions.
    • There are many different origins and beliefs of different religious traditions.
    • There can be specific impacts of power, coercion, and authority.
    • There are many different types of authority.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    10 ) Describe social movement and social change.

    •  Comparing various forms of collective behavior, including mobs, riots, fads, and crowds
    •  Identifying major ethical and social issues facing modern society
    Examples: technological, governmental, medical

    •  Explaining the impact of the modern Civil Rights Movement, the women's movement, the gun rights movement, the green movement, and other minority movements in the United States
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Describe the impact of different social movements throughout history.
    • Compare various forms of collective behavior.
    • Analyze the causes and effects of ethical and social issues facing modern society.
    Teacher Vocabulary:
    • social movement
    • social change
    • collective behavior
    • mobs
    • riots
    • fads
    • crowds
    • Civil Rights movement
    • women's movement
    • gun rights movement
    • green movement
    • other minority movements
    Knowledge:
    Students know:
    • The many historical movements related to social issues.
    • Several examples of collective behavior.
    • The ethical issues facing modern society.
    Skills:
    Students are able to:
    • Discuss the factors leading to various social movements.
    • Understand how collective behavior works.
    • Analyze ethical and social issues facing modern society.
    Understanding:
    Students understand that:
    • There have been many factors influencing the development of various social movements throughout history.
    • There are many examples of how collective behavior has worked.
    • There are a variety of dilemmas involved in the different social and ethical issues facing modern society.
    Social Studies (2010)
    Grade(s): 9 - 12
    Sociology
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    11 ) Contrast population patterns using the birth rate, death rate, migration rate, and dependency rate.

    •  Identifying the impact of urbanization on human social patterns
    •  Analyzing factors that affect the depletion of natural resources for their impact on social and economic development
    •  Projecting future population patterns
    Insight Unpacked Content
    Strand: Elective
    Course Title: Sociology
    Evidence of Student Attainment:
    Students:
    • Contrast population patterns using different factors.
    • Analyze the impact of urbanization on human social patterns.
    • Evaluate the factors that affect the depletion of natural resources.
    Teacher Vocabulary:
    • population patterns
    • birth rate
    • death rate
    • migration rate
    • dependency rate
    • urbanization
    • depletion
    • natural resources
    Knowledge:
    Students know:
    • How human social patterns affect population change.
    • The factors that lead to resource depletion.
    Skills:
    Students are able to:
    • Analyze population patterns.
    • Understand how human social patterns affect population change.
    • Analyze factors that lead to resource depletion.
    • Project future population patterns.
    Understanding:
    Students understand that:
    • There are different rates that affect population change.
    • You use current knowledge of factors that affect population change to determine future population patterns.
    • There are factors that lead to resource depletion.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 9
    Learning Activities: 1
    Lesson Plans: 8
    Unit Plans: 0
    1 ) Compare effects of economic, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, Africans, and indigenous Americans. [A.1.a., A.1.b., A. 1.d., A.1.g., A.1.i.]

    •  Describing the influence of the Crusades, Renaissance, and Reformation on European exploration
    •  Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities
    •  Analyzing the course of the Columbian Exchange for its impact on the global economy
    •  Explaining triangular trade and the development of slavery in the colonies
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze and compare the impact of economic, geographic, social, and political conditions and events that influenced Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries.
    Teacher Vocabulary:
    • indigenous
    • motives
    • mercantilism
    • persecution
    • oppression
    • impact
    • global
    • economic conditions
    • geographical conditions
    • social conditions
    • political conditions
    • Crusades
    • Renaissance
    • Reformation
    Knowledge:
    Students know:
    • Effects of economic conditions of Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries. Effects of geographic conditions of Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries. Effects of social conditions of Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries. Effects of political conditions of Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries. Effects of European Explorations of the 15th through the 17th centuries.
    • Influence of the Crusades, the Renaissance, and the Reformation on European Exploration.
    • Motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities.
    • The course of the Columbian Exchange.
    • The effects of the triangular trade on regions of the world.
    • The development of slavery in the American colonies.
    Skills:
    Students are able to:
    • Compare by similarities and differences among the economic, geographical, social, and political conditions before and after European explorations.
    • Describe the influence of the Crusades, Renaissance, and Reformation on European exploration.
    • Analyze and evaluate the course of the Columbian exchange and its impact on the economies of the world.
    • Explain examples of how the triangular trade and the development of slavery affected the colonies.
    Understanding:
    Students understand that:
    • There were important economic, geographic, social, and political conditions that influenced Europe, American colonists, Africans, and indigenous Americans during and after the explorations of the 15th - 17th Centuries.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    2 ) Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

    •  Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
    •  Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
    •  Describing the impact of the Great Awakening on colonial society
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Compare and contrast the early American colonies based on regional differences.
    • Analyze the effects of essential documents and events on the development of early American colonies.
    Teacher Vocabulary:
    • regional
    • Magna Carta
    • English Bill of Rights
    • Mayflower Compact
    • House of Burgesses
    • Great Awakening
    • New England colonies
    • Middle colonies
    • Southern colonies
    Knowledge:
    Students know:
    • Regional differences among early New England, Middle, and Southern colonies a regarding economics, geography, culture, government, and American Indian relations.
    • Impact and details of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
    • The role of the House of Burgesses and New England town meetings in the development of early American colonies.
    • The impact of the Great Awakening on early American colonial society.
    Skills:
    Students are able to:
    • Compare and contrast regional differences among early New England, Middle, and Southern colonies
    • Locate the appropriate colonies in each region on a map.
    • Analyze the effect of geography and weather on the development of regional colonies.
    • Analyze primary documents.
    • Describe the impact of the Great Awakening on colonial society.
    Understanding:
    Students understand that:
    • There were regional differences in the early American colonies and the roles of essential documents and events in the development of these colonies.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 24
    Learning Activities: 2
    Lesson Plans: 22
    Unit Plans: 0
    3 ) Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

    •  Explaining the role of key revolutionary leaders, including George Washington; John Adams; Thomas Jefferson; Patrick Henry; Samuel Adams; Paul Revere; Crispus Attucks; and Gilbert du Motier, Marquis de Lafayette
    •  Explaining the significance of revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown
    •  Summarizing major ideas of the Declaration of Independence, including the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau
    •  Comparing perspectives of differing groups in society and their roles in the American Revolution, including men, women, white settlers, free and enslaved African Americans, and American Indians
    •  Describing how provisions of the Treaty of Paris of 1783 affected relations of the United States with European nations and American Indians
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze the significance of events, leaders, important battles, major political and social theories and philosophies, perspectives of different groups in society, and the impact of political documents on the causes of the American Revolution, the course of the war, and the relationships of the United States with Europe and Native Americans after the war.
    Teacher Vocabulary:
    • chronology
    • significance
    • theory
    • perspectives
    • provisions
    Knowledge:
    Students know:
      Details of important events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battle of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence.
    • The role of key revolutionary leaders, including George Washington, John Adams, Thomas Jefferson, Patrick Henry, Samuel Adams, Paul Revere, Crispus Attucks, Gilbert du Motier, and Marquis de Lafayette.
    • The importance of key revolutionary battles, including Bunker Hill, Trenton, Saratoga, and Yorktown.
    • Influence of the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau on the major ideas in the Declaration of the Declaration of Independence.
    • Perspectives of differing groups in society and their roles in the American Revolution including men, women, white settlers, free and enslaved African Americans, and American Indians.
    • Provisions of the Treaty of Paris of 1783.
    Skills:
    Students are able to:
    • Trace the chronology of events leading up to the American Revolution by following the course, movement, and development of the event.
    • Analyze and explain the role of key revolutionary leaders by interpreting the significance of these individuals.
    • Trace the geographic locations of important Revolutionary battles and explain the significance of each. Summarize the major ideas of the Declaration of Independence .
    • Analyze the theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau and relate these to the major ideas within the Declaration of Independence.
    • Compare the perspectives of differing groups in society and their roles in the American Revolution by showing the similarities and differences in these groups.
    • Analyze the impact of the Treaty of Paris of 1783 on the United States' relationship with European nations and American Indians.
    Understanding:
    Students understand that:
    • There were significant events, leaders, important battles, major political and social theories and philosophies, perspectives of different groups in society, and political documents that had an impact on the causes of the American Revolution, the course of the war, and the relationships of the United States with Europe and Native Americans after the war.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 20
    Learning Activities: 2
    Lesson Plans: 18
    Unit Plans: 0
    4 ) Describe the political system of the United States based on the Constitution of the United States. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

    •  Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
    •  Describing inadequacies of the Articles of Confederation
    •  Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
    •  Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Describe the political system of the United States based on the Constitution of the United States and the factors that influenced its development.
    • Identify and analyze factors that have lead to the various interpretations of the Constitution and related documents.
    Teacher Vocabulary:
    • political system
    • elements
    • distinguishing
    • ideologies
    • conflicting
    Knowledge:
    Students know:
    • The inadequacies of Articles of Confederation and how these lead to the writing of the Constitution.
    • Personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States.
    • The purpose and effects of the Federalist Papers.
    • Details of the political system of the United States based on the Constitution of the United States.
    • How to interpret the Preamble to the Constitution.
    • The purpose of the separation of powers and how this works in the U.S. federal system.
    • The meaning and purpose of the elastic clause.
    • The purpose of the Bill of Rights and the effects of these amendments.
    • Factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800.
    • The reasons for and effects of the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments.
    Skills:
    Students are able to:
    • Analyze and describe the political system of the United States based on the Constitution of the United States by giving a verbal or written account with characteristics of the political system.
    • Interpret the Preamble of the Constitution, separation of powers, federal system; elastic clause, the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments by examining these parts.
    • Describe the inadequacies of the Articles of Confederation by giving a verbal or written account of the weaknesses.
    • Distinguish personalities, ideas, issues, ideologies and compromises related to the Constitutional by highlighting these differences.
    Understanding:
    Students understand that:
    • The Constitution replaced a weak Articles of Confederation and provides the basis for governing the United States.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    5 ) Explain key cases that helped shape the United States Supreme Court, including Marbury versus Madison, McCulloch versus Maryland, and Cherokee Nation versus Georgia. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

    •  Explaining concepts of loose and strict interpretations of the Constitution of the United States
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze key Supreme Court cases and explain the impact of each on the U.S. Supreme Court and on American social and political life.
    Teacher Vocabulary:
    • concepts
    • influence
    Knowledge:
    Students know:
    • Details of key cases that helped shape the United States Supreme Court, including Marbury v. Madison, McCullough v. Maryland, and Cherokee Nation v. Georgia.
    • The concepts of loose and strict interpretations of the Constitution of the United States.
    Skills:
    Students are able to:
    • Explain key Supreme Court cases.
    • Analyze primary source documents regarding relevant Supreme Court cases.
    • Explain loose and strict interpretations of the Constitution of the United States.
    Understanding:
    Students understand that:
    • There were many key Supreme Court cases that shaped the U.S. Supreme Court and had major influences on American social and political life.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 17
    Learning Activities: 0
    Lesson Plans: 17
    Unit Plans: 0
    6 ) Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

    Examples: Embargo Act, Alien and Sedition Acts, impressment

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze events and policies that directly influenced the relationship of the United States with Britain, and France between the years 1781 and 1823.
    Teacher Vocabulary:
    • Doctrine
    • Significance
    • Impact
    Knowledge:
    Students know:
    • Details of the relations of the United States with Britain and France from 1781 to 1823.
    • The causes and effects of impressment.
    • The reasons for the Alien and Sedition Acts and the Embargo Act.
    • The importance of the XYZ Affair.
    • The causes and results of the War of 1812.
    • The reasons for the Monroe Doctrine and the policies it established.
    Skills:
    Students are able to:
    • Describe relations of the United States with Britain and France from 1781 to 1823.
    • Analyze the XYZ Affair.
    • Identify the causes and effects of the War of 1812.
    • Analyze primary sources relating to affairs between the U.S., Britain, and France, including the Monroe Doctrine.
    Understanding:
    Students understand that:
    • There were events and policies that directly influenced the relationship of the United States with Britain and France from 1781 to 1823.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 9
    Learning Activities: 2
    Lesson Plans: 7
    Unit Plans: 0
    7 ) Describe causes, courses, and consequences of United States' expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze the causes, courses, and consequences of United States' expansionism prior to the Civil War.
    Teacher Vocabulary:
    • interpretation
    • Ordinance
    • expansionism
    • Manifest Destiny
    Knowledge:
    Students know:
    • The causes of United States' expansionism prior to the Civil War.
    • The courses of United States' expansionism prior to the Civil War.
    • The consequences of United States' expansionism prior to the Civil War.
    • Causes and effects of documents related to U.S. expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of 1785, the Northwest Ordinance of 1787, the Louisiana Purchase, and the Indian Removal Act Causes and effects of vital events and ideas related to expansionism prior to the Civil War, including the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas Independence, the acquisition of Oregon, the California Gold Rush, and the Western Trails.
    Skills:
    Students are able to:
    • Locate points on a map.
    • Describe causes, courses, and consequences of United States' expansionism prior to the Civil War.
    • Analyze primary sources relating to the United States' expansionism prior to the Civil War.
    • Analyze key events and ideas that influenced U.S. expansionism prior to the Civil War.
    Understanding:
    Students understand that:
    • There were many causes, courses, and consequences of United States' expansionism prior to the Civil War.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    8 ) Compare major events in Alabama from 1781 to 1823, including statehood as part of the expanding nation, acquisition of land, settlement, and the Creek War, to those of the developing nation. (Alabama) [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Compare events related to Alabama's statehood, land acquisition, settlement, and relations with American Indians to the larger patterns of growth and settlement seen in the U.S. at this time.
    Teacher Vocabulary:
    • Acquisition
    Knowledge:
    Students know:
    • Events in the United States outside Alabama from 1781 to 1823.
    • Events related to Alabama's statehood.
    • Details of Alabama's acquisition of land in the years surrounding statehood.
    • Patterns of settlement in Alabama.
    • Causes and consequences of the Creek War.
    Skills:
    Students are able to:
    • Compare major events in Alabama from 1781 to 1823 to events happening in the United States outside of Alabama.
    • Analyze Alabama's statehood as part of the expanding United States.
    • Analyze patterns of settlement and acquisition of land in Alabama to patterns seen in the U.S. outside of Alabama.
    • Describe the Creek War and relate it to patterns of interaction with American Indians throughout the U.S.
    Understanding:
    Students understand that:
    • The events related to Alabama's statehood, land acquisition, settlement, and relations with American Indians are part of larger patterns seen in the U.S. outside of Alabama.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    9 ) Explain dynamics of economic nationalism during the Era of Good Feelings, including transportation systems, Henry Clay's American System, slavery and the emergence of the plantation system, and the beginning of industrialism in the Northeast. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    Examples: Waltham-Lowell system, "old" immigration, changing technologies

    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Contrast the dynamics of economic nationalism during the Era of Good Feelings with the corresponding sectional divisions between parts of the U.S.
    Teacher Vocabulary:
    • dynamics
    • emergence
    • nationalism
    Knowledge:
    Students know:
    • The influence of improved transportation systems on economic nationalism during the Era of Good Feelings.
    • The importance of Henry Clay's American System on the economics of this time period.
    • Causes and effects of the growth of slavery and the corresponding emergence of the plantation system.
    • Causes and effects of the beginning of industrialism in the Northeast.
    Skills:
    Students are able to:
    • Use primary sources to analyze the dynamics of economic nationalism during the Era of Good Feelings.
    • Use maps to identify and trace internal improvements that were made during the Era of Good Feelings as a result of Henry Clay's American System.
    • Analyze primary resources to understand the causes for the growth of slavery and the corresponding emergence of the plantation system.
    Understanding:
    Students understand that:
    • Economic nationalism during the years of the "Era of Good Feelings" corresponded to an increase in sectionalism in the United States.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 9
    Learning Activities: 0
    Lesson Plans: 9
    Unit Plans: 0
    10 ) Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    •  Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze the concepts and ideals of Jacksonian Democracy and evaluate the social and political impact they have had on the United States.
    Teacher Vocabulary:
    • Analyze
    • Jacksonian Democracy
    • ideals
    • concepts
    Knowledge:
    Students know:
    • Key ideas of Jacksonian Democracy and their impact on political participation, political parties, and constitutional government.
    • Reasons for and impact of extension of voting rights during the Jackson presidency.
    • Reasons for, controversy surrounding, and impact of the Indian Removal Act the common man ideal.
    • Vocabulary: spoils system, nullification
    Skills:
    Students are able to:
    • Use primary sources and graphic organizers to analyze and examine key ideas of Jacksonian Democracy.
    • Utilize maps for historical understandings.
    Understanding:
    Students understand that:
    • There are important concepts and ideals related to Jacksonian Democracy and these have had an impact on the United States.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 10
    Learning Activities: 0
    Lesson Plans: 10
    Unit Plans: 0
    11 ) Evaluate the impact of American social and political reform on the emergence of a distinct culture. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    •  Explaining the impact of the Second Great Awakening on the emergence of a national identity
    •  Explaining the emergence of uniquely American writers
    Examples: James Fenimore Cooper, Henry David Thoreau, Edgar Allen Poe

    •  Explaining the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on the development of social reform movements prior to the Civil War
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Evaluate social and political reforms before the Civil War and describe the impact of these, individually and collectively, on American social and political development during the time period and into current times.
    Teacher Vocabulary:
    • reform
    • culture
    • impact
    Knowledge:
    Students know:
    • The impact of American social and political reform on the emergence of a distinct American culture.
    • The impact of the Second Great Awakening on the emergence of a national identity.
    • Emergence of uniquely American writers including James Fenimore Cooper, Henry David Thoreau, and Edgar Allen Poe.
    • The influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony.
    • The development of social reform movements prior to the Civil War.
    Skills:
    Students are able to:
    • Evaluate the impact of American social and political reform.
    • Discuss the emergence of a distinct culture including the advantages, disadvantages, limitations, etc.
    • Compare the impact of the Second Great Awakening and other reform movements on the emergence of a national identity.
    • Describe the emergence of uniquely American writers.
    • Describe the influence of Elizabeth Cady Stanton, Dorothea Lynde Dix, and Susan B. Anthony on American society.
    Understanding:
    Students understand that:
    • There were social and political reforms before the Civil War that impacted, individually and collectively, the American social and political development from the time period and into modern times.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 15
    Learning Activities: 2
    Lesson Plans: 13
    Unit Plans: 0
    12 ) Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    •  Describing the rise of religious movements in opposition to slavery, including objections of the Quakers
    •  Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
    •  Describing the rise of the Underground Railroad and its leaders, including Harriet Tubman and the impact of Harriet Beecher Stowe's Uncle Tom's Cabin, on the abolitionist movement
    Insight Unpacked Content
    Strand: Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Evaluate the impact of the abolitionist movement on the United States from the earliest groups, leaders, and legislation until right before the Civil War.
    Teacher Vocabulary:
    • impact
    Knowledge:
    Students know:
    • Details of the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin.
    • The role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimke', Henry David Thoreau, and Charles Sumner.
    • The role of religious movements in opposition to slavery, including objections of the Quakers.
    • The impact of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River.
    • How the Underground Railroad developed, its impact on American society in the North and in the South, and its leaders, including Harriet Tubman.
    • The impact of Harriet Beecher Stowe's Uncle Tom's Cabin on the abolitionist movement.
    Skills:
    Students are able to:
    • Compare the first abolitionist societies by Benjamin Rush and Benjamin Franklin to the development of later abolitionist societies.
    • Describe the rise of religious of movements in opposition to slavery.
    • Explain the importance of the Northwest Ordinance of 1787.
    • Describe the rise of the Underground Railroad and it's leaders.
    Understanding:
    Students understand that:
    • There was an important abolitionist movement in the United States from the earliest leaders and groups through the later groups, leaders, and legislation.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 14
    Learning Activities: 1
    Lesson Plans: 13
    Unit Plans: 0
    13 ) Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

    •  Describing Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton (Alabama)
    •  Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism, including the Louisiana Purchase, Texas Annexation, and the Mexican Cession
    •  Describing tariff debates and the nullification crisis between 1800 and 1861
    •  Analyzing the formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze the causes for increasing sectionalism in the United States prior to the Civil War, including legislative, judicial, social, political, and economic causes.
    Teacher Vocabulary:
    • legislation
    • act
    • secession
    • annexation
    • cession
    Knowledge:
    Students know:
    • Major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision.
    • Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including participation in slavery, secession, the Indian War, and reliance on cotton.
    • Westward Expansion from 1803 to 1861 including the Louisiana Purchase, Texas Annexation, and the Mexican Cession.
    • Tariff debates and the nullification crisis between 1800 and 1861.
    • The formation of the Republican Party for its impact on the 1860 election of Abraham Lincoln as President of the United States.
    Skills:
    Students are able to
    • Summarize major legislation and court decision from 1800 to 1861 that led to increasing sectionalism.
    • Describe Alabama's role in the developing sectionalism of the United States from 1819 to 1861, including the participation in slavery, secession, the Indian War, and reliance on cotton.
    • Analyzing the Westward Expansion from 1803 to 1861 to determine its effect on sectionalism.
    • Describe tariff debates and the nullification crisis between 1800 and 1861.
    • Analyze the formation of the Republican party for its impact on the 1860 election of Abraham Lincoln.
    • Explain the significance of the 36'30 parallel in relation to the Missouri Compromise, Sectionalism, and Manifest Destiny.
    Understanding:
    Students understand that:
    • There were important events that led to increased sectionalism, including legislation and court decisions, the role of new land acquisition and the spread of slavery into new territories, and these issues that led to the formation of the Republican Party.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 16
    Learning Activities: 1
    Lesson Plans: 15
    Unit Plans: 0
    14 ) Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]

    •  Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman
    Example: President Abraham Lincoln's philosophy of union, executive orders, and leadership

    •  Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
    •  Explaining reasons border states remained in the Union during the Civil War
    •  Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
    •  Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
    •  Tracing Alabama's involvement in the Civil War (Alabama)
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze the social, political, economic, and military impacts of the Civil War on the United States.
    Teacher Vocabulary:
    • division
    • distribution
    • trace
    • impact
    Knowledge:
    Students know:
    • Major military and political events of the Civil War, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea.
    • Key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman.
    • Divisions of resources, population distribution, and transportation in the nation during the Civil War.
    • Reasons border states remained in the Union during the Civil War.
    • Major nonmilitary social and political events during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address.
    • The role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton. Major aspects of Alabama's involvement in the Civil War.
    Skills:
    Students are able to:
    • Describe major military and political events of the Civil War.
    • Trace important Civil War battles in a map.
    • Identify key Northern and Southern Civil War personalities, and analyze the role and influence of each.
    • Analyze the division of resources, population distribution and transportation in the United States during the Civil War.
    • Analyze primary source documents pertinent to Civil-War era issues.
    • Explain the reason border states remained in the Union during the Civil War.
    • Describe major non-military social and political events during the Civil War.
    • Describe the role of women in American society during the Civil War.
    • Trace Alabama's involvement in the Civil War.
    Understanding:
    Students understand that:
    • The was a significant impact of the Civil War, its significant battles and influential leaders, nonmilitary events of the time period, abolition, reform efforts by women, and Alabama's involvement in the war.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 5
    Learning Activities: 0
    Lesson Plans: 5
    Unit Plans: 0
    15 ) Compare congressional and presidential reconstruction plans, including African-American political participation. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]

    •  Tracing economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen's Bureau
    •  Describing social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan
    •  Describing the Compromise of 1877
    •  Summarizing post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments
    •  Explaining causes for the impeachment of President Andrew Johnson
    •  Explaining the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the New South after Reconstruction
    •  Analyzing political and social motives that shaped the Constitution of Alabama of 1901 to determine their long-term effect on politics and economics in Alabama (Alabama)
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
    • Analyze and compare the short- and long-term impacts of the social, economic, and political realities of the
    • Reconstruction Era on the United States as a whole, regionally, and in Alabama.
    Teacher Vocabulary:
    • effectiveness
    • restructure
    Knowledge:
    Students know:
    • Congressional and presidential reconstruction plans, including African-American political participation.
    • Economic changes in the post-Civil War period for whites and African Americans in the North and South, including the effectiveness of the Freedmen's Bureau.
    • Social restructuring of the South, including Southern military districts, the role of carpetbaggers and scalawags, the creation of the black codes, and the Ku Klux Klan.
    • The Compromise of 1877.
    • Post-Civil War constitutional amendments, including the
    • Thirteenth, Fourteenth, and Fifteenth Amendments.
    • The causes of the impeachment of President Andrew Johnson.
    • The impact of the Jim Crow laws and Plessy versus Ferguson on the social and Political structure of the South after Reconstruction.
    • Political and social motives that shaped the Constitution of Alabama of 1901 and their long-term effect on politics and economics in Alabama.
    Skills:
    Students are able to:
    • Compare congressional and presidential reconstruction plan.
    • Trace the economic changes in the post Civil War period for whites and African Americans in the North and South.
    • Describe the Compromise of 1877.
    • Summarize the post-Civil War constitutional amendments.
    • Explain the causes of the impeachment of Presidential Andrew Johnson.
    • Explain the impact of the Jim Crow laws and Plessey versus Ferguson on the social and political structure of the South after Reconstruction.
    • Analyze the political and social motives that shaped the Alabama Constitution of 1901 to determine the long term political and examining effects.
    • Analyze primary source documents relating to reconstruction plans, segregation, and the Constitution of Alabama of 1901.
    • Determine the effects of different reconstruction plans on a map.
    Understanding:
    Students understand that:
    • There were important social, economic, and political realities of the Reconstruction Era, as well as short- and long-term impacts of these realities on the United States as a whole, regionally, and in Alabama.
    Social Studies (2010)
    Grade(s): 10
    United States History I: Beginnings to the Industrial Revolution
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    16 ) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.h., A.1.i., A.1.k.]

    •  Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
    •  Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
    •  Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
    •  Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Exclusion Act regarding immigration quotas
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History I: Beginnings to the Industrial Revolution
    Evidence of Student Attainment:
    Students:
      Compare patterns of migration among groups of Americans and immigrants into America during this time period, focusing on the reasons for these movements of people, restrictions on these movements, and the results of the movements.
    Teacher Vocabulary:
    • Manifest Destiny
    • migration
    • immigration
    • urban
    • rural
    • assimilation
    Knowledge:
    Students know:
    • The reasons for and impact of Manifest Destiny Changes that occurred in rural American society during this time period, the reasons for these changes, and the results of them.
    • The impact of legislation and social pressures on specific groups, such as American Indians.
    • The ways various immigrant groups compare.
    Skills:
    Students are able to:
    • Evaluate a historical time period in order to determine its causes and impact.
    • Compare social groups in order to determine the impact of political, social, and economic pressures on each.
    • Trace the movements, migration and immigration, of various groups on a map and describe the impact of these movements on the group and society.
    Understanding:
    Students understand that:
    • Changes that took place throughout American society in the years prior to World War I.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 9
    Learning Activities: 0
    Lesson Plans: 9
    Unit Plans: 0
    1 ) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

    •  Interpreting the impact of change from workshop to factory on workers' lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the impact of the shift from an agrarian to an industrialized nation on various groups in the United States.
    Teacher Vocabulary:
    • agrarian
    • industrialized
    • industrialization
    • transition
    • technological
    • laissez faire
    • interdependent
    • globalized
    Knowledge:
    Students know:
    • The path the United States took to transition from an agrarian to an industrialized nation.
    • The roles of technological advancement, laissez faire economic policies, and deregulation in the switch from agrarian to industrialized.
    • Key social changes, political events, industries, and individuals who were instrumental in the move of the U.S. from an agrarian to an industrialized society.
    • The organization of workers and farmers in response to the changes resulting from industrialization and the impact of these changes on American society.
    • The complexities of major shifts of pre-industrialized society to post-industrialized society.
    Skills:
    Students are able to:
    • Describe the progression of a society as it transitioned from one type of society to another, such as transition of American society from an agrarian to an industrialized nation,
    • Analyze the roles of individuals, industry, technological advancements, social changes, and political advances and movements in the changes seen in societies.
    • Identify the complexities of the major shifts of pre-industrialized society to post-industrialized society.
    • Analyze primary and secondary historical sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • The United States shifted from an agrarian to an industrialized society, and this shift influenced the complexities of interdependent relationships among groups in the country, and there are comparisons between this shift in the United States to changes in the globalized society of today.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 11
    Learning Activities: 0
    Lesson Plans: 11
    Unit Plans: 0
    2 ) Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

    •  Explaining the impact of the Populist Movement on the role of the federal government in American society
    •  Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell
    Examples: women's suffrage, Ida B. Wells-Barnett, temperance movement

    •  Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act
    •  Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era
    •  Assessing the significance of the public education movement initiated by Horace Mann
    •  Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Evaluate the political, economic, and social origins, accomplishments, and limitations of the Progressive Era and determine the influence it has had on American society through the present.
    Teacher Vocabulary:
    • textual evidence
    • evaluate
    • cite
    • Progressivism
    • muckraker
    • trust
    • antitrust
    • suffrage
    • temperance movement
    • civil rights
    • trust-busting
    • conservation
    Knowledge:
    Students know:
    • The social, economic, and political origins, accomplishments, and limitations of the Progressive.
    • The impact of the Populist Movement on the role of the federal government in American society.
    • The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
    • The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
    • The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, the Niagara Movement, the National *Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson.
    • National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
    • The significance of the public education movement initiated by Horace Mann.
    • The impact of the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation.
    Skills:
    Students are able to:
    • Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
    • Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
    • Explain national legislation that was influence by and that affected social and political movements.
    • Assess the significance of the public education movement initiated by Horace Mann.
    • Compare the presidential leadership during specific historical periods.
    • Analyze primary and secondary historical sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 10
    Learning Activities: 1
    Lesson Plans: 9
    Unit Plans: 0
    3 ) Explain the United States' changing role in the early twentieth century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

    •  Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba
    •  Identifying the role of the Rough Riders on the iconic status of President Theodore Roosevelt
    •  Describing consequences of the Spanish-American War, including the Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean
    •  Analyzing the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests
    •  Appraising Alabama's contributions to the United States between Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan (Alabama)
    •  Evaluating the role of the Open Door policy and the Roosevelt Corollary on America's expanding economic and geographic interests
    •  Comparing the executive leadership represented by William Howard Taft's Dollar Diplomacy, Theodore Roosevelt's Big Stick Diplomacy, and Woodrow Wilson's Moral Diplomacy
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Analyze changes in the global role of the United States during the early 20th Century and explain the causes of these changes and the resulting consequences for the nation.
    Teacher Vocabulary:
    • Spanish-American War
    • imperialism
    • annexation
    • global role
    Knowledge:
    Students know:
    • The internal and external factors that resulted in changes in America's role as a world power during the early 20th Century. Factors that lead to the Spanish-American War and the consequences of the war.
    • Theodore Roosevelt's involvement in the Spanish-American War and its role in his popularity and involvement in politics.
    • Social, political, and economic causes for the United State's involvement in the Hawaiian Islands.
    • The contributions of Alabama and Alabamians to the United States between Reconstruction and World War I.
    • Consequences of political policies, such as the Open Door policy and the Roosevelt Corollary on American economic and geographic interests.
    • Policies and leadership of American presidents during the early 20th Century.
    Skills:
    Students are able to:
    • Describe the internal and external factors that result in changes in the development of a specific country during a specific time period and the consequences of these changes.
    • Evacuate factors that lead to war and the consequences of the war.
    • Discuss the effects of popularity on political power.
    • Analyze the social, political, and economic causes for the United State's involvement in other countries and regions.
    • Appraise the contributions of Alabama and Alabamians to the United States during specific historical periods.
    • Evaluate the consequences of political policies, such as the Open Door policy and the Roosevelt Corollary on American economic and geographic interests.
    • Compare the policies and leadership of influential political, economic, and social leaders.
    • Analyze primary and secondary sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • There were many causes and consequences of the changes in the United States' role as it became a global power during the early 20th Century.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 23
    Learning Activities: 2
    Lesson Plans: 21
    Unit Plans: 0
    4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    •  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
    •  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations
    •  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain
    •  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Analyze the causes and events of the United States' military involvement in World War I in order to determine the long-term social, political, and economic impact on the United States.
    Teacher Vocabulary:
    • World War I
    • Treaty of Versailles
    • mobilization
    • imperialism
    • nationalism
    • militarism
    • nativism
    • fascist
    Knowledge:
    Students know:
    • The causes, events, and the impact of military involvement of the United States in World War I.
    • Social and political changes and attitudes in the United States related to involvement in World War I, including: American neutrality, mobilization, economic changes, and political changes.
    • The role of imperialism, militarism, nationalism, nativism, and the alliance system in World War I.
    • Geographical and political boundaries of Europe and the Middle East, pre- and post-World War I.
    • Controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations.
    • Short- and long-term effects of the Treaty of Versailles.
    Skills:
    Students are able to:
    • Explain the changing role of the United States during specific historical periods and in relationship to specific historical events.
    • Describe the effects of political and social movements and ideologies.
    • Analyze the social and political causes, events, and impact of specific historical events.
    • Identify geographical and political changes related to specific historical events.
    • Analyze controversies related to political policies, plans, and agreements.
    • Analyze primary and secondary sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • There were many causes and effects of the United States' military involvement in World War I and these had significant social, political, and economic impact on the United States.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 19
    Learning Activities: 1
    Lesson Plans: 18
    Unit Plans: 0
    5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    •  Analyzing radio, cinema, and print media for their impact on the creation of mass culture
    •  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
    •  Determining the relationship between technological innovations and the creation of increased leisure time
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Evaluate the short- and long-term impacts of social changes and the influence of prominent figures in the United States from WWI through the 1920s.
    Teacher Vocabulary:
    • prohibition
    • Nineteenth Amendment
    • Scopes trial
    • Ku Klux Klan
    • Red Scare
    • Harlem Renaissance
    • mass culture
    Knowledge:
    Students know:
    • The causes, effects, and impact of social and political events in the United States from World War I through the 1920, including Prohibition, passage of the Nineteenth Amendment, the *Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, and the Jazz Age.
    • The impact of influential individuals on social, political, and economic realities in the United States from World War I through the 1920, including Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald.
    • The impact of media on social and political realities in the United States from World War I through the 1920.
    • The impact of major works of American artists and writers from World War I through the 1920, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes and H.L. Mencken.
    • The importance of technological innovations through the 1920s and the impact these had on social, economic, political, and individual realities in the United States.
    Skills:
    Students are able to:
    • Explain social, economic, political, and cultural changes in the United States during specific historical periods and related to specific historical events.
    • Describe the influence of specific individuals and groups on the United States during specific historical periods into modern times.
    • Analyze the impact of technical innovations and changing media on American social and political realities.
    • Determine central ideas of primary and secondary sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • There were significant impacts of the social changes and the influence of prominent figures in the United States from WWI through the 1920s.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 18
    Learning Activities: 9
    Lesson Plans: 9
    Unit Plans: 0
    6 ) Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    •  Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
    •  Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
    •  Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)
    •  Analyzing the Great Depression for its impact on the American family
    Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Analyze the social, political, and economic conditions that contributed to the Great Depression.
    • Identify and describe the effects of the Great Depression on American life and art.
    Teacher Vocabulary:
    • assess
    • identify
    • analyze
    • Great Depression
    • stock market crash
    • overproduction
    • speculation
    • Smoot-Haley Tariff Act
    • John Steinbeck
    • William Faulkner
    • Zora Neale Hurston
    • Bonus Army
    • Hoovervilles
    • Dust Bowl
    • Dorothea Lange
    • Jim Crow
    • Japanese Internment
    • Southern Tenant Farmers' Union
    Knowledge:
    Students know:
    • The social, political, and economic conditions from the 1920s through the Great Depression.
    • Social and political factors and policies that were influenced by and that contributed to the deepening crisis during the Great Depression.
    • Economic factors and policies that contributed to the beginning of the Great Depression and the deepening crisis as the Great Depression continued in the United States and globally, including the effects of overproduction, stock market speculation, restrictive monetary policies, the Smoot-Hawley Tariff Act.
    • The ways authors' works during the Great Depression were influenced by and influenced the social, political, and economic realities of the time.
    • The impact of the Great Depression on class, region, race, and gender relations during the time period of the 1920s to the 1940s.
    Skills:
    Students are able to:
    • Analyze the social, political, and economic conditions of a specific historical period.
    • Determine and evaluate the factors that contributed to a specific historical period.
    • Evaluate works of art and literature from a specific time period in order to determine their impact.
    • Determine central ideas of primary and secondary sources.
    • Cite specific textual evidence to support analysis of primary and secondary sources.
    Understanding:
    Students understand that:
    • There were various political, social and economic conditions that contributed to the Great Depression.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 24
    Learning Activities: 11
    Lesson Plans: 13
    Unit Plans: 0
    7 ) Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    •  Analyzing conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the impact of geographic, social, political, and economic conditions during the Great Depression.
    • Analyze the strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs.
    Teacher Vocabulary:
    • relief
    • recovery
    • reform
    • Tennessee Valley Authority
    • Works Progress Administration
    • Civilian Conservation Corps
    • Social Security Act
    • Dust Bowl
    • Great Depression
    Knowledge:
    Students know:
    • The strengths and weaknesses of the New Deal in managing the problems of the Great Depression.
    • Purpose and impact of relief, recovery, and reform programs of the New Deal, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian *Conservation Corps (CCC), and the Social Security Act.
    • The impact of geographic, social, political, and economic conditions during the Great Depression, such as the conditions created by the Dust Bowl and its impact on migration patterns.
    Skills:
    Students are able to:
    • Analyze the strengths, weaknesses, and impacts of political and social programs during specific historical events.
    • Describe the purpose and effectiveness of specific programs and agencies.
    • Evaluate the impact of specific geographic, social, political, and economic conditions on life in the United States.
    • Trace and analyze migration patterns in the United States.
    Understanding:
    Students understand that:
    • There were many strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 11
    Learning Activities: 2
    Lesson Plans: 9
    Unit Plans: 0
    8 ) Summarize events leading to World War II, including the militarization of the Rhineland, Germany's seizure of Austria and Czechoslovakia, Japan's invasion of China, and the Rape of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    •  Analyzing the impact of fascism, Nazism, and communism on growing conflicts in Europe
    •  Explaining the isolationist debate as it evolved from the 1920s to the bombing of Pearl Harbor and the subsequent change in United States' foreign policy
    •  Identifying roles of significant World War II leaders
    Examples: Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, George S. Patton, Sir Winston Churchill, Bernard Montgomery, Joseph Stalin, Benito Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler

    •  Evaluating the impact of the Munich Pact and the failed British policy of appeasement resulting in the invasion of Poland
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Evaluate the events and policies leading up to World War II.
    Teacher Vocabulary:
    • Fascism
    • Nazism
    • Communism
    • Isolationism
    • Holocaust
    • appeasement
    • invasion
    Knowledge:
    Students know:
    • The events that lead to World War II.
    • The impact of political movements such as fascism, Nazism, and communism on conflicts in Europe.
    • The effects of isolationism, including the debate about United States isolationism and changes in attitudes after Pearl Harbor.
    • Roles of significant World War II leaders, including Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, George S. Patton, Sir Winston Churchill, Bernard Montgomery, Joseph Stalin, Benito Mussolini, Emperor Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler.
    • The impact of the Munich Pact and the failed British policy of appeasement resulting in the invasion of Poland.
    Skills:
    Students are able to:
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to events that led to WWII and the effect of those events on American foreign policy today.
    Understanding:
    Students understand that:
    • There were many events and policies leading up to WWII.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 22
    Learning Activities: 6
    Lesson Plans: 16
    Unit Plans: 0
    9 ) Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    •  Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion
    •  Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings
    •  Explaining reasons for and results of dropping atomic bombs on Japan
    •  Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide Convention
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Explain the impact of key events and battles of WWII on the outcome of the war and the relationships between countries in the post-war world.
    Teacher Vocabulary:
    • WWII campaigns
    • Midway
    • Normandy
    • Okinawa
    • Battle of the Bulge
    • Iwo Jima
    • Yalta Conference
    • Potsdam Conference
    • allied and axis expansion
    • Blitzkrieg
    • island-hopping
    • amphibious landings
    • atomic bomb
    • Holocaust
    • Bataan Death March
    • Nuremberg Trials
    • Declaration of Human Rights
    • Genocide Convention
    Knowledge:
    Students know:
    • Major battles, events, and consequences of World War II campaigns.
    • The location on a map of major battles of WWII and the territorial claims of the different WWII powers.
    • Military strategies used in WWII.
    • Reasons for and results of dropping atomic bombs on Japan.
    • Events, incidents, and consequences of war crimes committed during WWII.
    Skills:
    Students are able to:
    • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to events that led to WWII and the effect of those events on American foreign policy today.
    Understanding:
    Students understand that:
    • There were many key events and battles of WWII that had an impact on the outcome of the war, and the relationships between countries in the post-war world.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    •  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe WWII's domestic impact and its lasting effects on the political, social, and economic environment of the United States, including the participation of and impact on Alabama.
    Teacher Vocabulary:
    • wartime economic measures
    • G.I. Bill of Rights
    • desegregation
    • Tuskegee Airmen
    • Aliceville POW camp
    Knowledge:
    Students know:
    • The impact of WWII on national economic issues.
    • Population shifts that occurred as a result of WWII.
    • Social changes in the nation, including the growth of the middle class.
    • The growth of industrialization in the nation and the impact of this growth.
    • Advancements in science and technology and the lasting impact of these advancements.
    • Changes in racial dynamics, including increased wealth in the African-American community, desegregation of the military, and changes in the racial and ethnic tensions in the nation.
    • Political actions that impacted the effects of the war, including the Servicemen's Readjustment Act of 1944.
    • Alabama's participation in WWII, including the role of Tuskegee Airmen, Aliceville Prisoner of War camp, the growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases.
    Skills:
    Students are able to:
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to events that led to WWII and the effect of those events on American foreign policy today.
    Understanding:
    Students understand that:
    • There was a significant domestic impact from WWII with lasting effects on the political, social, and economic environment of the United States.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 12
    Learning Activities: 0
    Lesson Plans: 12
    Unit Plans: 0
    11 ) Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    •  Describing Cold War policies and issues, the domino theory, McCarthyism, and their consequences, including the institution of loyalty oaths under Harry S. Truman, the Alger Hiss case, the House Un-American Activities Committee, and the execution of Julius and Ethel Rosenberg
    Examples: G.I. Bill of Rights, consumer economy, Sputnik, rock and roll, bomb shelters, Federal-Aid Highway Act

    •  Locating areas of conflict during the Cold War from 1945 to 1960, including East and West Germany, Hungary, Poland, Cuba, Korea, and China
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO).
    • Describe Cold War policies and issues, the domino theory, McCarthyism, and their consequences.
    Teacher Vocabulary:
    • Cold War
    • domino theory
    • McCarthyism
    • space race
    Knowledge:
    Students know:
    • The international role of the United States from 1945 through 1960.
    • Important events, policies, and issues such as the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization, the domino theory, Sputnik and the beginning of the space race, and the consequences of each.
    • Important domestic events, policies, and issues such as McCarthyism, the institution of loyalty oaths, the Alger Hiss case, the House Un-American Activities Committee, the execution of Julius and Ethel Rosenberg, the G.I. Bill of Rights, growth in the consumer economy, rock and roll, bomb shelters, Federal-Aid Highway Act and the consequences of each.
    • Location of areas of conflict during the Cold War.
    Skills:
    Students are able to:
    • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
    Understanding:
    Students understand that:
    • The United States played an important international role from 1945 through 1960, including domestic and foreign policies and actions related to this expanded role and the Cold War.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    12 ) Describe major initiatives of the John F. Kennedy and Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    Examples: President Kennedy—New Frontier, President Johnson—Great Society

    •  Describing Alabama's role in the space program under the New Frontier (Alabama)
    Examples: National Aeronautics and Space Administration (NASA), space race, satellites

    •  Describing major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the domestic and foreign policies and major events of John F. Kennedy and Lyndon B. Johnson Administrations and their lasting impact.
    Teacher Vocabulary:
    • New Frontier
    • Great Society
    • National Aeronautics and Space Administration (NASA)
    • space race
    • satellites
    • Cold War
    Knowledge:
    Students know:
    • Major initiatives of the John F. Kennedy Administration.
      Example: the New Frontier.
    • Major initiatives of the Lyndon B. Johnson Administration.
      Example: the Great Society.
    • Major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis.
    • Alabama's role in the space program under the New Frontier.
      Examples: National Aeronautics and Space Administration (NASA), space race, satellites.
    Skills:
    Students are able to:
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
    Understanding:
    Students understand that:
    • The domestic and foreign policies and major events of John F. Kennedy and Lyndon B. Johnson Administrations had lasting impacts on the nation.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    13 ) Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

    •  Locating on a map or globe the divisions of Vietnam, the Ho Chi Minh Trail, and major battle sites
    •  Describing the creation of North and South Vietnam
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the course of the Vietnam Conflict and analyze the United State's role in the conflict.
    Teacher Vocabulary:
    • destabilization
    • offensive
    • resolution
    Knowledge:
    Students know:
    • Major events of the Vietnam Conflict after the United States became involved in the conflict, including the Battle Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, the destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon.
    • Location of major areas, events, and battles in the Vietnam Conflict.
    • Details of the creation of North and South Vietnam.
    Skills:
    Students are able to:
    • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
    Understanding:
    Students understand that:
    • The Vietnam Conflict and the United State's role in the conflict had significant effects on the nation.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 31
    Learning Activities: 1
    Lesson Plans: 30
    Unit Plans: 0
    14 ) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    •  Tracing the federal government's involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965
    •  Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers
    •  Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children's March, and key local persons and events (Alabama)
    •  Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement
    •  Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston (Alabama)
    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Describe the differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in with the movement, and major events of the movement.
    • Assess the impact of these efforts to achieve civil rights for African-Americans.
    Teacher Vocabulary:
    • desegregation
    • poll taxes
    • civil rights
    • economic impact
    Knowledge:
    Students know:
    • Major events of the African-American Civil Rights Movement from the end of WWII through 1970.
    • The federal government's involvement in the modern Civil Rights Movement.
    • The contributions of individuals to the cause of civil rights for African-Americans.
    • Involvement and contributions of groups in the cause of civil rights for Africa Amiercans.
    • Differences among philosophies of the various organizations who were working for civil rights.
    • The lasting impact of the modern Civil Rights Movement.
    Skills:
    Students are able to:
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to hitorical events.
    Understanding:
    Students understand that:
    • There were differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in the movement, and impact of these efforts to achieve civil rights.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 10
    Learning Activities: 4
    Lesson Plans: 6
    Unit Plans: 0
    15 ) Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

    Examples: economic impact on the culture, feminist movement, recession, Arab oil embargo, technical revolution

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Summarize the changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s.
    Teacher Vocabulary:
    • feminist
    • movement
    • embargo
    • environmentalism
    • counterculture
    Knowledge:
    Students know:
    • The conditions that were conducive to the creation of social and cultural movements during the 1950s-1970s, including the feminist movement, technical revolution, Chicano movement, Women's Movement, American Indian Movement, environmentalism, and the counterculture movement.
    • Social and cultural movements in the United States of the 1950s-1970s.
    Skills:
    Students are able to:
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
    Understanding:
    Students understand that:
    • The social and cultural conditions in the United States during 1950s, 1960, and 1970s changed significantly.
    Social Studies (2010)
    Grade(s): 11
    United States History II: The Industrial Revolution to the Present
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    16 ) Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h., A.1.i., A.1.k.]

    Examples: Nixon's policy of détente; Cambodia; Watergate scandal; pardon of Nixon; Iranian hostage situation; Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf War; impeachment trial of William "Bill" Clinton; terrorist attack of September 11, 2001; Operation Iraqi Freedom; war in Afghanistan; election of the first African-American president, Barack Obama; terrorism; global warming; immigration

    Insight Unpacked Content
    Strand: Economics, Geography, History, Civics and Government
    Course Title: United States History II: The Industrial Revolution to the Present
    Evidence of Student Attainment:
    Students:
    • Evaluate and describe the importance and impact of significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present.
    Teacher Vocabulary:
    • scandal
    • pardon
    • hostage
    • Reaganomics
    • crisis
    • Cold War
    • impeachment
    • terrorist/terrorism
    • global warming
    • immigration
    Knowledge:
    Students know:
    • Key foreign and domestic events during the presidential administrations from Richard M. Nixon to the present.
    Skills:
    Students are able to:
    • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
    • Integrate and evaluate multiple sources of information presented in diverse formats and media.
    • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
    • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
    Understanding:
    Students understand that:
    • There were many importance and impact of significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    1 ) Explain why productive resources are limited and why individuals, businesses, and governments have to make choices in order to meet needs and wants.

    •  Explaining scarcity as a basic condition that exists when unlimited wants exceed limited productive resources
    •  Explaining land (an example of a natural resource), labor (an example of a human resource), capital (an example of a physical or human resource), and entrepreneurship to be the factors of production
    •  Explaining opportunity cost as the next best alternative to relinquish when individuals, businesses, and governments confront scarcity by making choices
    Insight Unpacked Content
    Strand: Economics
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Calculate opportunity costs.
    • Make decisions based on the marginal costs and marginal benefits.
    • Categorize examples of productive resources.
    Teacher Vocabulary:
    • scarcity
    • opportunity cost
    • trade-off
    • marginal analysis
    • marginal benefit
    • marginal cost
    • land
    • labor
    • capital
    • entrepreneurial ability
    Knowledge:
    Students know:
    • Scarcity forces us to choose.
    • All choices involve opportunity costs.
    • Resources are necessary to produce goods and services.
    • How marginal analysis leads to rational decisions.
    • How to classify resources.
    Skills:
    Students are able to:
    • Calculate opportunity costs.
    • Correctly determine whether a particular decision should be made based on the marginal costs and marginal benefits.
    • Categorize examples of productive resources.
    Understanding:
    Students understand that:
    • Limited resources lead people to make choices.
    • Marginal analysis leads to optimal decision-making.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 2
    Learning Activities: 1
    Lesson Plans: 1
    Unit Plans: 0
    2 ) Explain how rational decision making entails comparing additional costs of alternatives to additional benefits.

    •  Illustrating on a production-possibilities curve how rational decision making involves trade-offs between two options
    •  Explaining rational decision making as the comparison between marginal benefits and marginal costs of an action
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Make decisions based on the marginal costs and marginal benefits.
    • Determine production outcomes and calculate opportunity costs using a production-possibilities curve.
    • Determine efficient, inefficient and unattainable points on a production-possibilities curve.
    Teacher Vocabulary:
    • marginal analysis
    • marginal benefit
    • marginal cost
    • production-possibilities curve
    Knowledge:
    Students know:
    • Rational decision-making requires comparison of marginal costs and marginal benefits.
    • The assumptions made in constructing production- possibilities tables and curves.
    • The efficient, inefficient and unattainable points on a production-possibilities curve.
    Skills:
    Students are able to:
    • Use marginal costs and marginal benefits to make decisions.
    • Use a production-possibilities curve to determine possible combinations of goods and services that can be produced.
    • Use a production-possibilities curve to calculate opportunity costs.
    • Determine efficient, inefficient and unattainable points on a production-possibilities curve.
    Understanding:
    Students understand that:
    • Marginal analysis is necessary to rational decision-making.
    • Scarcity leads to limited production possibilities.
    • There are efficient, inefficient and unattainable points on a production-possibilities curve.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    3 ) Describe different economic systems used to allocate scarce goods and services.

    •  Defining command, market, and mixed economic systems
    •  Describing how different economic systems answer the three basic economic questions of what to produce, how to produce, and for whom to produce
    •  Evaluating how each type of system addresses private ownership, profit motive, consumer sovereignty, competition, and government regulation
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Identify economic systems from their characteristics.
    • Identify economic systems from the ways that they make the basic economic choices.
    Teacher Vocabulary:
    • Adam Smith
    • invisible hand
    • laissez faire economics
    • command economy
    • market economy (free enterprise or capitalism)
    • traditional economy
    • mixed economy
    • consumer sovereignty
    • voluntary exchange
    Knowledge:
    Students know:
    • The characteristics of each basic type of economic system.
    • The three basic economic choices.
    • How each the three basic economic choices are made in the different types of economic systems.
    Skills:
    Students are able to:
    • Identify examples of different types of economic systems.
    Understanding:
    Students understand that:
    • There are specific roles for consumers, businesses and government in each type of economic system.
    • Each type of system responds to and incorporates change.
    • The type of economic system impacts economic growth.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    4 ) Describe the role of government in a market economy, including promoting and securing competition, protecting private property rights, promoting equity, providing public goods and services, resolving externalities and other market failures, and stabilizing growth in the economy.

    •  Explaining how government regulation and deregulation policies affect consumers and producers
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Classify government activities as specific examples of the government's role in the economy.
    • Explain how specific government actions impact economic growth.
    Teacher Vocabulary:
    • positive externalities (spillover benefits)
    • negative externalities (spillover costs)
    • public goods and services
    • tragedy of the commons
    Knowledge:
    Students know:
    • The roles of government in a market economy.
    • The purpose of each of the government's roles in a market economy.
    • How to identify examples of the government acting in each of its roles in a market economy.
    • The different types of market failures.
    Skills:
    Students are able to:
    • Identify the ways in which governments, including the United States government, participate in the economy.
    • Determine the impact of government actions in the market.
    Understanding:
    Students understand that:
    • There are specific causes market failures.
    • Government action can sometimes correct for failures of private markets.
    • Government actions impact the market.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    5 ) Explain that a country's standard of living depends upon its ability to produce goods and services.

    •  Explaining productivity as the amount of outputs, or goods and services, produced from inputs, or factors of production
    •  Describing how investments in factories, equipment, education, new technology, training, and health improve economic growth and living standards
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Calculate nominal GDP.
    • Calculate real GDP.
    Teacher Vocabulary:
    • gross domestic product (GDP)
    • nominal GDP
    • real per capita GDP
    • GDP deflator
    • Bureau of Economic Analysis
    • productivity
    • input
    • output
    • Rule of 70
    Knowledge:
    Students know:
    • The four components of the expenditure approach to GDP.
    • How productivity is calculated.
    • How productivity can be increased.
    • The factors that lead to economic growth.
    Skills:
    Students are able to:
    • Calculate GDP.
    • Use a GDP deflator to calculate real GDP.
    Understanding:
    Students understand that:
    • The BEA categorizes the four components of the expenditure approach to GDP.
    • Investment leads to increased productivity and economic growth.
    • Increases in productivity lead to a higher standard of living
    • There are specific factors that lead to increased productivity.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    6 ) Describe how specialization and voluntary exchange between buyers and sellers lead to mutually beneficial outcomes.

    •  Illustrating on a circular-flow diagram the product market; the factor market; the real flow of goods and services between and among businesses, households, and government; and the flow of money
    •  Constructing examples of specialization and exchange
    •  Illustrating on a table and graph the law of supply and demand
    •  Describing the role of buyers and sellers in determining market clearing price
    •  Illustrating on a table and graph how supply and demand determine equilibrium price and quantity
    •  Illustrating on a graph of supply and demand how price movements eliminate shortages and surpluses
    •  Illustrating on a graph how different factors cause changes in a market supply and demand
    •  Explaining how prices serve as incentives in a market economy
    Insight Unpacked Content
    Strand: Economics
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Create supply and demand graphs.
    • Graph changes in supply and demand and the resulting changes in price and quantity.
    • Distinguish between shifts of the curves and movements along the curves.
    • Determine whether demand and supply are elastic or inelastic.
    • Calculate the amounts of surpluses and shortages.
    Teacher Vocabulary:
    • supply
    • demand
    • marginal utility
    • specialization
    • division of labor
    • equilibrium/market-clearing price
    • price elasticity
    • shortage
    • surplus
    • price floor
    • price ceiling
    Knowledge:
    Students know:
    • The determinants of demand (demand shifters).
    • The determinants of supply (supply shifters).
    • The role of market prices and the impact of government-imposed prices.
    • The determinants of price elasticity.
    • The total revenue test to determine price elasticity of demand.
    • The components of the circular flow diagram and how they interact.
    Skills:
    Students are able to:
    • Construct supply and demand curves.
    • Correctly shift supply and demand curves based on changes in their determinants.
    • Distinguish between shifts of the curves and movements along the curves.
    • Determine whether demand and supply are elastic or inelastic.
    • Determine the amounts of surpluses and shortages created by prices that are not at the equilibrium level.
    Understanding:
    Students understand that:
    • There are ways in which the determinants impact market supply and demand.
    • Changes in supply and demand affect prices and equilibrium quantity.
    • There are differences between shifts of the curves caused by the determinants and movements along the curves caused by price changes.
    • Prices determine how resources are allocated.
    • Activities in markets, businesses and households impact each other.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
    Unit Plans: 0
    7 ) Describe the organization and role of business.

    •  Comparing types of business firms, including sole proprietorships, partnerships, and corporations
    •  Explaining the role of profit as an incentive, including short-term versus long-run decisions, for all firms
    •  Describing basic characteristics of pure competition, monopoly, monopolistic competition, and oligopoly
    •  Explaining ways firms finance operations, including retained earnings, stocks, and debt, and the advantages and disadvantages of each
    •  Explaining ways firms engage in price and nonprice competition
    •  Recognizing the role of economic institutions, including labor unions and nonprofit organizations, in market economies
    Insight Unpacked Content
    Strand: Economics
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Identify the characteristics of the basic forms of business organization and determine the appropriate form of organization for different situations.
    • Construct perfectly competitive market graphs.
    • Calculate diminishing returns.
    • Construct both short run and long run ATC curves.
    Teacher Vocabulary:
    • sole proprietorship
    • partnership
    • corporation
    • stock
    • bond
    • pure competition (perfect competition)
    • monopoly
    • patents
    • copyrights
    • trademarks
    • monopolistic competition
    • oligopoly
    • collusion
    • vertical merger
    • horizontal merger
    • law of diminishing returns
    • economies of scale
    • diseconomies of scale
    • short run
    • long run
    Knowledge:
    Students know:
    • The advantages and disadvantages of the three major forms of business organization.
    • The characteristics of each type of competition.
    • How oligopolies are formed.
    • The different types of monopoly.
    • The meaning of the profit motive and how it impacts production decisions.
    • How businesses invest using equity financing, borrowing and saving.
    • The advantages and disadvantages of each method of raising money for investment.
    • How businesses compete through pricing and marketing.
    • The different types of economic institutions and their goals.
    Skills:
    Students are able to:
    • Identify the characteristics of the basic forms of business organization and determine the appropriate form of organization for different situations.
    • Identify and construct a perfectly competitive market graph (supply and demand graph).
    • Calculate examples of diminishing returns.
    • Draw short run and long run ATC curves.
    Understanding:
    Students understand that:
    • Different forms of business organization may be appropriate depending on the type of good or service to be produced.
    • Different methods of raising money for investment are appropriate depending on the goals of the business.
    • There are many ways in which businesses compete depend on the type of industry structure.
    • The actions of economic institutions impact market outcomes.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    8 ) Explain the impact of the labor market on the United States' economy.

    •  Identifying regional characteristics of the labor force of the United States, including gender, race, socioeconomic background, education, age, and regional specialization
    •  Explaining how supply of and demand for labor affect wages
    •  Describing characteristics that are most likely to increase wage and nonwage benefits, including skill, productivity, education, occupation, and mobility
    •  Explaining how unemployment and inflation impose costs on individuals and nations
    •  Determining the relationship of Alabama and the United States to the global economy regarding current technological innovations and industries (Alabama)
    Examples: World Wide Web, peanut industry, telecommunications industry, aerospace industry

    •  Tracing the history of labor unions and methods of contract negotiation by labor and management (Alabama)
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Construct labor market graphs, and indicate the impact on employment and wages of the determinants of labor supply and demand.
    • Assess the economic impact of inflation and unemployment on the economy.
    • Use the Phillips curve to calculate trade-offs between inflation and unemployment.
    Teacher Vocabulary:
    • inflation
    • unemployment rate
    • labor force
    • labor productivity
    • Philips curve
    • Misery index
    • stagflation
    Knowledge:
    Students know:
    • The factors that affect labor productivity and wages.
    • The factors that affect the supply of and demand for labor.
    • How the Phillips curve reflects trade-offs between inflation and unemployment.
    • The impact of demographics and regional specialization on wages and employment.
    • The non-market factors that affect wages, such as discrimination.
    • The overall economic impact of inflation and unemployment.
    • The role of Alabama in the national and global economies.
    Skills:
    Students are able to:
    • Determine how certain factors impact wages and employment.
    • Determine specific impacts on economic growth of inflation and unemployment.
    • Use the Phillips curve to calculate trade-offs between inflation and unemployment.
    Understanding:
    Students understand that:
    • There are certain factors that affect labor productivity and wages.
    • There are certain factors that affect the supply of and demand for labor.
    • There are trade-offs between inflation and unemployment reflected on the Phillips curve.
    • Demographics and regional specialization, as well as productivity, affect wages and employment.
    • Non-market factors also impact wages.
    • Inflation and unemployment negatively impact economic growth.
    • Economic interdependence in Alabama impacts and is impacted by the national and global economies.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    9 ) Describe methods used to measure overall economic activity, including the Gross Domestic Product (GDP), the Consumer Price Index (CPI), inflation, and unemployment.

    •  Explaining how overall levels of income, employment, and prices are determined by spending decisions of households, businesses, and government; net exports in the short run; and production decisions of firms and technology in the long run
    •  Identifying structural, cyclical, and frictional unemployment
    •  Describing stages of the business cycle and how employment and inflation change during those stages
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Determine the portion of the business cycle represented by certain economic indicators.
    • Identify examples of each type of unemployment.
    • Calculate the unemployment rate.
    • Calculate inflation using the CPI.
    Teacher Vocabulary:
    • GDP
    • CPI
    • cost-push inflation
    • demand-pull inflation
    • hyperinflation
    • unemployment rate
    • Bureau of Labor Statistics
    • cyclical unemployment
    • frictional unemployment
    • structural unemployment
    • full employment
    • recession
    • expansion
    • peak
    • trough
    Knowledge:
    Students know:
    • The basic economic indicators: GDP, CPI and unemployment.
    • The parts of the business cycle.
    • The characteristics of each part of the business cycle.
    • The different types of inflation.
    • The different types of unemployment.
    • The types of unemployment included in full employment.
    Skills:
    Students are able to:
    • Determine the portion of the business cycle represented by certain economic indicators.
    • Identify examples of each type of unemployment.
    • Calculate the unemployment rate.
    • Calculate the inflation rate using the CPI.
    Understanding:
    Students understand that:
    • Each of the basic economic indicators change for specific reasons.
    • There are specific causes of the different types of inflation.
    • There are causes of each type of unemployment.
    • There are specific reasons that economic activity changes over time.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    10 ) Explain the structure, role, and functions of the United States Federal Reserve System.

    •  Describing how the United States Federal Reserve System oversees the banking system and regulates the quantity of money in the economy
    •  Defining monetary policy
    •  Describing how the central bank uses its tools of monetary policy to promote price stability, full employment, and economic growth
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Determine the specific economic impact of changes in the reserve ratio.
    • Determine the specific economic impact of changes in the discount rate.
    • Determine the specific economic impact of open market operations to influence the federal funds rate.
    • Determine the appropriate monetary policy to promote employment.
    • Determine the appropriate monetary policy to combat inflation.
    Teacher Vocabulary:
    • monetary policy
    • reserve ratio (reserve requirement)
    • fractional reserve banking
    • discount rate
    • deposit multiplier (deposit expansion
    • multiplier /simple money multiplier)
    • open-market operations
    • federal funds rate
    • easy-money policy (expansionary)
    • tight-money policy (contractionary)
    Knowledge:
    Students know:
    • The functions of money: medium of exchange, unit of account (measure of value), and store of value.
    • The role of the Federal Reserve in the United States' economy.
    • The 3 primary monetary policy tools: reserve ratio, discount rate, and open market operations to influence the federal funds rate.
    • How the 3 primary monetary policy tools impact the money supply and the overall economy.
    Skills:
    Students are able to:
    • Determine the specific economic impact of changes in the reserve ratio.
    • Determine the specific economic impact of changes in the discount rate.
    • Determine the specific economic impact of open market operations on the federal funds rate.
    • Determine the appropriate monetary policy to promote employment.
    • Determine the appropriate monetary policy to combat inflation.
    Understanding:
    Students understand that:
    • Money functions to increase trade.
    • Monetary policy tools are used to promote employment and economic growth.
    • Monetary policy tools are used to combat inflation.
    • The Federal Reserve has a role in controlling the money supply.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 0
    Learning Activities: 0
    Lesson Plans: 0
    Unit Plans: 0
    11 ) Explain how the government uses fiscal policy to promote the economic goals of price stability, full employment, and economic growth.

    •  Defining fiscal policy and the use of taxation and government purchases
    •  Comparing government deficits and the national debt
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Determine the specific economic impact of changes in the government spending.
    • Determine the specific economic impact of changes in the tax rate.
    • Determine the appropriate fiscal policy to promote employment.
    • Determine the appropriate fiscal policy to combat inflation.
    Teacher Vocabulary:
    • fiscal policy
    • Keynesian
    • deficit
    • crowding out effect
    • surplus
    • debt
    • expansionary policy
    • contractionary policy
    • multiplier effect
    • automatic stabilizers
    Knowledge:
    Students know:
    • The role of Congress and the President in promoting economic stability through the use of discretionary fiscal policy.
    • Government spending and taxes act automatically to help stabilize the economy.
    • The two fiscal policy tools: government spending and taxes.
    Skills:
    Students are able to:
    • Determine the specific economic impact of changes in government spending.
    • Determine the specific economic impact of changes in the tax rate.
    • Determine the appropriate fiscal policy to promote employment.
    • Determine the appropriate fiscal policy to combat inflation.
    Understanding:
    Students understand that:
    • Taxes and government spending impact the overall economy, both through discretionary fiscal policy and automatic stabilizers.
    • Fiscal policy tools are used to promote employment and economic growth.
    • Fiscal policy tools are used to combat inflation.
    Social Studies (2010)
    Grade(s): 12
    Economics
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    12 ) Explain why individuals, businesses, and governments trade goods and services in the global economy.

    •  Defining absolute advantage and comparative advantage
    •  Explaining how gains from trade, whether between two individuals or two countries, are based on the principle of comparative advantage
    •  Defining exchange rates
    •  Explaining how changes in exchange rates impact purchasing powers of individuals and businesses
    •  Explaining tariffs, quotas, embargoes, standards, and subsidies as trade barriers
    •  Explaining why countries sometimes impose trade barriers and sometimes advocate free trade
    Insight Unpacked Content
    Strand: Economics, Civics and Government
    Course Title: Economics
    Evidence of Student Attainment:
    Students:
    • Calculate opportunity costs to determine comparative advantage.
    • Calculate gains from trade based on comparative advantage.
    • Determine the impact of certain factors on exchange rates.
    • Determine of the impact of changes in exchange rates on imports and exports.
    Teacher Vocabulary:
    • globalization
    • absolute advantage
    • comparative advantage
    • gains from trade
    • exchange rate
    • currency appreciation
    • currency depreciation
    • purchasing power parity (Big Mac Index)
    • import
    • export
    • trade deficit
    • trade surplus
    • tariff
    • quota
    • embargo
    • export subsidies
    • NAFTA
    • CAFTA
    • EU
    • WTO
    • IMF
    • World Bank
    Knowledge:
    Students know:
    • The difference between absolute and comparative advantage and the importance of each.
    • The types, purpose and impact of trade barriers.
    • The factors that affect exchange rates.
    • How changes in exchange rates affect trade.
    • The international organizations and agreements that impact globalization.
    Skills:
    Students are able to:
    • Determine comparative advantage by calculating opportunity costs.
    • Calculate gains from trade based on comparative advantage.
    • Determine how certain factors affect exchange rates.
    • Determine how changes in exchange rates affect global trade.
    Understanding:
    Students understand that:
    • Comparative advantage plays a role in trade and it leads to gains from trade.
    • Countries impose trade barriers and the economic impact of these barriers.
    • Many factors affect exchange rates.
    • Changes in exchange rates affect trade between countries.
    • International trade leads to economic growth and higher standards of living worldwide.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    1 ) Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jaques Rousseau, and the Great Awakening.

    •  Comparing characteristics of limited and unlimited governments throughout the world, including constitutional, authoritarian, and totalitarian governments
    Examples: constitutional—United States

    authoritarian—Iran

    totalitarian—North Korea

    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Identify key philosophers, including Thomas Hobbes, John Locke, Charles de Montesquieu, Jean Jaques Rousseau, connecting them to their contribution to shaping constitutional democracy.
    • Identify key documents, including Magna Carta, Petition of Rights, English Bill of Rights, Mayflower Compact, and the Virginia Declaration of Rights, connecting them to their contribution to shaping constitutional democracy.
    • Identify how the Great Awakening shaped thinking about constitutional democracy.
    • Differentiate between a given country's form of government to that of the United States.
    Teacher Vocabulary:
    • state of nature
    • social contract theory
    • constitutional
    • authoritarian
    • totalitarian
    • compact
    • government
    • democracy
    • right
    • Enlightenment
    • rule of law
    Knowledge:
    Students know:
    • Key political philosophers and events that influenced the creation of the American government.
    • Key political documents that influenced the creation of the American government.
    Skills:
    Students are able to:
    • Interpret primary documents distinguishing the impact of the document's central idea on formation of American government.
    Understanding:
    Students understand that:
    • Significant key philosophers, events, and documents shaped the concepts of American government and how these concepts differ from other forms of government.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    2 ) Summarize the significance of the First and Second Continental Congresses, the Declaration of Independence, Shays' Rebellion, and the Articles of Confederation of 1781 on the writing and ratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791.

    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Describe how key political events and documents of the American Revolution led to the emergence of various political beliefs and goals embedded within the American Constitution and Bill of Rights.
    • Outline the path of the American Revolution from the declaring of independence to the formation of a constitutional democracy.
    Teacher Vocabulary:
    • reactionary
    • ratification
    • liberalism (Western Civilization meaning)
    • Continental Congress
    • Articles of Confederation
    • American Revolution
    Knowledge:
    Students know:
    • Basic chronology of the American Revolution.
    • Impact of key events in the American Revolution in respect to how they shaped the political goals and ideology of the Founding Fathers.
    Skills:
    Students are able to:
    • Place into chronological order key political events of the American Revolution.
    • Interpret primary documents from the American Revolution identifying how key concepts of these led to the formation of American government.
    Understanding:
    Students understand that:
    • The different events of the American Revolution led to an evolution of the political goals of the Founding Fathers.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 6
    Learning Activities: 0
    Lesson Plans: 6
    Unit Plans: 0
    3 ) Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances.

    •  Explaining main ideas of the debate over ratification that included the Federalist papers
    •  Analyzing the Bill of Rights for its application to historical and current issues
    •  Outlining the formal process of amending the Constitution of the United States
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Analyze key principles of US government by explaining their presence in the US Constitution and Bill of Rights.
    • Dissect a current or historical issue to identify how the meaning of the U.S. Constitution or one of its key principles is/was debated.
    • Cite examples and evidence of how the Constitution acquires new meaning through both the amendment process as well as interpretation.
    Teacher Vocabulary:
    • rule of law
    • federalism
    • limited government
    • popular sovereignty
    • judicial review
    • separation of powers
    • checks and balances
    • ratification
    • Anti-Federalist
    • confederation
    • amending
    • Federalist
    • article of the Constitution
    Knowledge:
    Students know:
    • Key principles of the U.S. Constitution and Bill of Rights as well as their meaning.
    • Key arguments given by the Federalists and Anti-Federalists regarding the ratification of the U.S. Constitution.
    • The Constitution is an evolving document through both formal and informal means.
    • The process by which an amendment can be added to the U.S. Constitution.
    Skills:
    Students are able to:
    • Outline the possible paths taken to ratify an amendment to the Constitution.
    • Interpret how constitutional principles are embedded in current and past issues in US history and politics.
    • Interpret primary documents from both Federalists and Anti-Federalists.
    • Analyze a given passage of the U.S. Constitution to identify how it relates to a key principle of American government.
    Understanding:
    Students understand that:
    • Many key principles of the Constitution, including judicial review, federalism, limited government, separation of powers, checks and balances, rule of law, and popular sovereignty, are embedded in the U.S. Constitution and Bill of Rights and that their meaning has been debated throughout U.S. history.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 2
    Learning Activities: 0
    Lesson Plans: 2
    Unit Plans: 0
    4 ) Explain how the federal system of the United States divides powers between national and state governments. (Alabama)

    •  Summarizing obligations that the Constitution of the United States places on a nation for the benefit of the states, including admitting new states and cooperative federalism
    •  Evaluating the role of the national government in interstate relations
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Illustrate how the federal government and states either work together or separately on policy issues dependent on the powers assigned to their respective level of government by citing examples.
    Teacher Vocabulary:
    • enumerated power
    • concurrent power
    • reserved power
    • implied power
    • Elastic Clause
    • federalism
    • cooperative federalism
    • dual federalism
    • fiscal federalism
    • block grant
    • categorical grant
    • formula grant
    • project grant
    • unfunded mandate
    • 10th Amendment
    Knowledge:
    Students know:
    • Which powers are given to the state and federal governments.
    • The relationship between state and federal governments in their policy-making goals.
    Skills:
    Students are able to:
    • Categorize a power as it applies to a specific level of government.
    Understanding:
    Students understand that:
    • The federal system of government utilized by the United States provides both benefits and responsibilities to the states and federal government by dividing powers between the two levels of government.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 1
    Learning Activities: 0
    Lesson Plans: 1
    Unit Plans: 0
    5 ) Compare specific functions, organizations, and purposes of local and state governments, including implementing fiscal and monetary policies, ensuring personal security, and regulating transportation. (Alabama)

    •  Analyzing the Constitution of Alabama of 1901 to determine its impact on local funding and campaign funding (Alabama)
    •  Describing the influence of special interest groups on state government (Alabama)
    Insight Unpacked Content
    Strand: Economics, History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Differentiate between roles and responsibilities of local and state functions as well as identify areas in which their power is concurrent.
    • Analyze the Alabama Constitution of 1901 to identify how its key components impact the relationship of funding between state, local, and special interest groups.
    Teacher Vocabulary:
    • home rule
    • local funding
    • campaign funding
    • special interest group
    • lobbying
    • fiscal policy
    • monetary policy
    • city council
    • county commission
    • mayor
    Knowledge:
    Students know:
    • Key features and concepts of the Alabama 1901 Constitution.
    • Differences between monetary and fiscal policy as well as how these differ between state and local levels, including differences amongst localities.
    • Purposes and functions of special interest groups.
    Skills:
    Students are able to:
    • Compare state and local governments on a given characteristic in how they relate to one another in the state of Alabama.
    Understanding:
    Students understand that:
    • The similarities and differences in the roles and powers of local and state governments using the Alabama Constitution of 1901 illustrate the impact of such on local funding, campaign funding, and the role of special interest groups.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 4
    Learning Activities: 0
    Lesson Plans: 4
    Unit Plans: 0
    6 ) Analyze the expansion of suffrage for its effect on the political system of the United States, including suffrage for non-property owners, women, African Americans, and persons eighteen years of age.

    •  Describing implications of participation of large numbers of minorities and women in parties and campaigns
    •  Analyzing the black codes, the Jim Crow laws, and the Selma-to-Montgomery March for their impact on the passage of the Voting Rights Act of 1965 (Alabama)
    Insight Unpacked Content
    Strand: History, Civics and Government
    Course Title: United States Government
    Evidence of Student Attainment:
    Students:
    • Evaluate the degree to which the United States has been successful in expanding the right to vote to its citizenry over time.
    Teacher Vocabulary:
    • suffrage
    • disenfranchisement
    • Seneca Falls Convention
    • suffragettes
    • 15th Amendment
    • 19th Amendment
    • 24th Amendment
    • 26th Amendment
    • Jim Crow
    • grandfather clause
    • literacy test
    • poll tax
    • Voting Rights Act of 1965
    • Motor Voter Law of 1995
    Knowledge:
    Students know:
    • Plight of minority groups to gain suffrage rights, including women, African-Americans, non-property owners, and persons eighteen years of age.
    • Key constitutional amendments and laws that have allowed for the expansion of the right to vote.
    • Key obstacles imposed during the Jim Crow era to limit suffrage rights.
    • Key events in the Civil Rights Movement that led to the expansion of suffrage rights.
    Skills:
    Students are able to:
    • Place in chronological order the acquiring of suffrage rights for various minority groups.
    • Connect key amendments and laws to their impact on the expansion of suffrage.
    • Analyze charts and graphs of voter turnout by various minority groups over time and who these groups voted for.
    Understanding:
    Students understand that:
    • The right to vote has not been guaranteed to all citizens throughout American history but has been gradually expanded to Americans over time and that the expansion of the right to vote has shifted party alliances and campaign strategies.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.
    Social Studies (2010)
    Grade(s): 12
    United States Government
    All Resources: 3
    Learning Activities: 0
    Lesson Plans: 3
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