Standards - Social Studies

SS10.2.8

Describe how scarcity affects supply and demand of natural resources and human-made products.

COS Examples

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

Unpacked Content

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.

Vocabulary

  • scarcity
  • affects
  • supply
  • demand
  • natural resources
  • human-made products

SS10.2.9

Describe how and why people from various cultures immigrate to the United States.

COS Examples

Examples: how–ships, planes, automobiles

why–improved quality of life, family connections, disasters

Unpacked Content

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.

Vocabulary

  • describe how
  • describe why
  • various cultures
  • immigrate
  • describe the importance
  • cultural unity
  • diversity

SS10.2.10

Identify ways people throughout the country are affected by their human and physical environments.

COS Examples

Examples: land use, housing, occupation

Unpacked Content

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.

Vocabulary

  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks

SS10.2.10.1

Comparing physical features of regions throughout the United States

COS Examples

Example: differences in a desert environment, a tropical rain forest, and a polar region

SS10.2.10.2

Identifying positive and negative ways people affect the environment

COS Examples

Examples: positive–restocking fish in lakes, reforesting cleared land

negative–polluting water, littering roadways, eroding soil

SS10.2.11

Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

COS Examples

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

Unpacked Content

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.

Vocabulary

  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes

SS10.3.1

Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes.

Unpacked Content

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.

Vocabulary

  • physical regions
  • cultural regions
  • geospatial technologies
  • thematic maps
  • megalopolis
  • landlocked

SS10.3.1.5

Describing the use of geospatial technologies

COS Examples

Examples: Global Positioning System (GPS), geographic information system (GIS)

SS10.3.1.6

Interpreting information on thematic maps

COS Examples

Examples: population, vegetation, climate, growing season, irrigation

SS10.3.2

Locate the continents on a map or globe.

Unpacked Content

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.

Vocabulary

  • geographical features

SS10.3.2.1

Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier

SS10.3.3

Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

COS Examples

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

Unpacked Content

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.

Vocabulary

  • restocking of fish in waterways
  • irrigation
  • aeration
  • urbanization
  • reforestation
  • migration

SS10.3.3.1

Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration

SS10.3.4

Relate population dispersion to geographic, economic, and historic changes in Alabama and the world. (Alabama)

COS Examples

Examples: geographic–flood, hurricane, tsunami

economic–crop failure

historic–disease, war, migration

Unpacked Content

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.

Vocabulary

  • geographic changes
  • economic changes
  • historic changes
  • human criteria
  • economic failure
  • hemisphere
  • county boundaries
  • city boundaries
  • flood
  • hurricane
  • tsunami

SS10.3.4.1

Identifying human and physical criteria used to define regions and boundaries

COS Examples

Examples: human–city boundaries, school district lines

physical–hemispheres, regions within continents or countries

SS10.3.5

Compare trading patterns between countries and regions.

Unpacked Content

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.

Vocabulary

  • trading patterns
  • producers
  • consumers
  • imports
  • exports

SS10.3.5.2

Differentiating between imports and exports

COS Examples

Examples: imports–coffee, crude oil

exports–corn, wheat, automobiles

SS10.3.6

Identify conflicts within and between geographic areas involving use of land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences.

Unpacked Content

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.

Vocabulary

  • geographic area
  • governmental agencies
  • United Nations
  • conflict
  • political
  • economic

SS10.3.6.1

Identifying examples of cooperation among governmental agencies within and between different geographic areas

COS Examples

Examples: American Red Cross, Federal Emergency Management Agency (FEMA), World Health Organization (WHO)

SS10.3.6.3

Explaining the role of the United Nations (UN) and the United States in resolving conflict within and between geographic areas

SS10.3.7

Describe the relationship between locations of resources and patterns of population distribution.

COS Examples

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

Unpacked Content

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.

Vocabulary

  • mechanization
  • population distribution

SS10.3.7.2

Comparing present-day mechanization of labor with the historical use of human labor for harvesting natural resources

COS Examples

Example: present-day practices of using machinery versus human labor to mine coal and harvest cotton and pecans

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