SS10.1.10.1
Categorizing purchases families make as needs or wants
Categorizing purchases families make as needs or wants
SS10.1.10.1
SS10.1.10.2
Explaining the concepts of saving and borrowing
Explaining the concepts of saving and borrowing
SS10.1.10.3
Identifying differences between buyers and sellers
Identifying differences between buyers and sellers
SS10.1.10.4
Classifying specialized jobs of workers with regard to the production of goods and services
Classifying specialized jobs of workers with regard to the production of goods and services
SS10.1.10.5
Using vocabulary associated with the function of money, including barter, trade, spend, and save
Using vocabulary associated with the function of money, including barter, trade, spend, and save
SS10.1.11
Identify traditions and contributions of various cultures in the local community and state. (Alabama)
COS Examples
Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo
Identify traditions and contributions of various cultures in the local community and state. (Alabama)
COS Examples
Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo
Unpacked Content
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.
Vocabulary
- identify
- traditions
- contributions
- cultures
- Kwanzaa
- Hanukkah
- Christmas
- Fourth of July
- Cinco de Mayo
- cultural foods
SS10.1.12
Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.
Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.
Unpacked Content
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.
Vocabulary
- unique
- characteristics
- societal groups
- religious beliefs
- ethnicity
- disability
- gender
- interests
- equality
SS10.2
Second Grade: Living and Working Together in State and Nation
Second Grade: Living and Working Together in State and Nation
SS10.2.1
Relate principles of American democracy to the founding of the nation.
Relate principles of American democracy to the founding of the nation.
Unpacked Content
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.
Vocabulary
- relate
- American
- democracy
- identify
- settlement
- recognize
- principles
- executive
- legislative
- judicial
- demonstrate
- political parties
- utilize
- democratic values
SS10.2.1.1
Identifying reasons for the settlement of the thirteen colonies
Identifying reasons for the settlement of the thirteen colonies
SS10.2.1.2
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
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
SS10.2.1.3
Demonstrating the voting process, including roles of major political parties
Demonstrating the voting process, including roles of major political parties
SS10.2.1.4
Utilizing school and classroom rules to reinforce democratic values
Utilizing school and classroom rules to reinforce democratic values
SS10.2.2
Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.
Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.
Unpacked Content
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.
Vocabulary
- historic figures (male and female)
- celebrations
- exemplify
- democratic values
- recognize
- founding fathers
- significance
- national holidays
- American symbols
- monuments
SS10.2.2.1
Recognizing our country’s founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
Recognizing our country’s founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
SS10.2.2.2
Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
SS10.2.2.3
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 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
SS10.2.2.4
Describing the history of American symbols and monuments
COS Examples
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial
Describing the history of American symbols and monuments
COS Examples
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial
SS10.2.3
Use various primary sources, including calendars and timelines, for reconstructing the past.
COS Examples
Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts
Use various primary sources, including calendars and timelines, for reconstructing the past.
COS Examples
Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts
Unpacked Content
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.
Vocabulary
- primary sources
- calendars
- timelines
- reconstructing
- past
SS10.2.4
Use vocabulary to describe segments of time, including year, decade, score, and century.
Use vocabulary to describe segments of time, including year, decade, score, and century.
Unpacked Content
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.
Vocabulary
- describe
- year
- decade
- score
- century
SS10.2.5
Differentiate between a physical map and a political map.
COS Examples
Examples: physical–illustrating rivers and mountains
political–illustrating symbols for states and capitals
Differentiate between a physical map and a political map.
COS Examples
Examples: physical–illustrating rivers and mountains
political–illustrating symbols for states and capitals
Unpacked Content
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.
Vocabulary
- differentiate
- geographical features
- physical map
- political map
- geography
- latitude
- longitude
- border
SS10.2.5.1
Using vocabulary associated with geographical features, including latitude, longitude, and border
Using vocabulary associated with geographical features, including latitude, longitude, and border
SS10.2.6
Identify states, continents, oceans, and the equator using maps, globes, and technology.
Identify states, continents, oceans, and the equator using maps, globes, and technology.
Unpacked Content
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.
Vocabulary
- states
- continents
- oceans
- equator
- intermediate directions
- recognize
- virtual globe
- satellite images
- radar
- locate
- points on a grid
SS10.2.6.1
Identifying map elements, including title, legend, compass rose, and scale
Identifying map elements, including title, legend, compass rose, and scale
SS10.2.6.2
Identifying the intermediate directions of northeast, southeast, northwest, and southwest
Identifying the intermediate directions of northeast, southeast, northwest, and southwest
SS10.2.6.3
Recognizing technological resources such as a virtual globe, satellite images, and radar
Recognizing technological resources such as a virtual globe, satellite images, and radar
SS10.2.6.4
Locating points on a grid
Locating points on a grid
SS10.2.7
Explain production and distribution processes.
COS Examples
Example: tracing milk supply from dairy to consumer
Explain production and distribution processes.
COS Examples
Example: tracing milk supply from dairy to consumer
Unpacked Content
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.
Vocabulary
- production
- distribution
- import
- export
- consumer choices
- impact
- supply
- demand
SS10.2.7.1
Identifying examples of imported and exported goods
Identifying examples of imported and exported goods
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
