SS10.2.7.1
Identifying examples of imported and exported goods
Identifying examples of imported and exported goods
SS10.2.7.1
SS10.2.7.2
Describing the impact of consumer choices and decisions on supply and demand
Describing the impact of consumer choices and decisions on supply and demand
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
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
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
SS10.2.9.1
Describing the importance of cultural unity and diversity within and across groups
Describing the importance of cultural unity and diversity within and across groups
SS10.2.10
Identify ways people throughout the country are affected by their human and physical environments.
COS Examples
Examples: land use, housing, occupation
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
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
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
SS10.2.10.3
Recognizing benefits of recreation and tourism at state and national parks (Alabama)
Recognizing benefits of recreation and tourism at state and national parks (Alabama)
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
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.
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
SS10.3.1.1
Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
SS10.3.1.2
Using coordinates to locate points on a grid
Using coordinates to locate points on a grid
SS10.3.1.3
Determining distance between places on a map using a scale
Determining distance between places on a map using a scale
SS10.3.1.4
Locating physical and cultural regions using labels, symbols, and legends on an Alabama or world map (Alabama)
Locating physical and cultural regions using labels, symbols, and legends on an Alabama or world map (Alabama)
SS10.3.1.5
Describing the use of geospatial technologies
COS Examples
Examples: Global Positioning System (GPS), geographic information system (GIS)
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
Interpreting information on thematic maps
COS Examples
Examples: population, vegetation, climate, growing season, irrigation
SS10.3.1.7
Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation
Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation
SS10.3.2
Locate the continents on a map or globe.
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
Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
SS10.3.2.2
Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
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
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
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
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
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.
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
SS10.3.5.1
Differentiating between producers and consumers
Differentiating between producers and consumers
SS10.3.5.2
Differentiating between imports and exports
COS Examples
Examples: imports–coffee, crude oil
exports–corn, wheat, automobiles
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.
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)
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)
SS10.3.6.2
Locating areas of political conflict on maps and globes
Locating areas of political conflict on maps and globes
SS10.3.6.3
Explaining the role of the United Nations (UN) and the United States in resolving conflict within and between geographic areas
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
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
SS10.3.7.1
Locating major natural resources and deposits throughout the world on topographical maps
Locating major natural resources and deposits throughout the world on topographical maps
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
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
