SS10.3.10.1
Describing the process by which a bill becomes law
Describing the process by which a bill becomes law
SS10.3.10.1
SS10.3.10.2
Explaining the relationship between the federal government and state governments, including the three branches of government (Alabama)
Explaining the relationship between the federal government and state governments, including the three branches of government (Alabama)
SS10.3.10.3
Defining governmental systems, including democracy, monarchy, and dictatorship
Defining governmental systems, including democracy, monarchy, and dictatorship
SS10.3.11
Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.
Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.
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
SS10.3.11.1
Comparing maps of the past to maps of the present
Comparing maps of the past to maps of the present
SS10.3.12
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.
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.
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
SS10.3.13
Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)
COS Examples
Examples: prehistoric–Paleo-Indian, Archaic, Woodland, Mississippian
historic–Choctaw, Chickasaw, Cherokee, Creek (Alabama)
Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama. (Alabama)
COS Examples
Examples: prehistoric–Paleo-Indian, Archaic, Woodland, Mississippian
historic–Choctaw, Chickasaw, Cherokee, Creek (Alabama)
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
SS10.3.13.1
Identifying roles of archaeologists and paleontologists
Identifying roles of archaeologists and paleontologists
SS10.4
Fourth Grade: Alabama Studies
Fourth Grade: Alabama Studies
SS10.4.1
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.
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.
Unpacked Content
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.
Vocabulary
- agriculture
- economic development physical-relief maps
SS10.4.1.1
Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama
Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama
SS10.4.2
Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.
Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.
Unpacked Content
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.
Vocabulary
- settlement
- European exploration
- culture
- expansion
- trade (barter)
SS10.4.2.1
Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
SS10.4.2.2
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
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
SS10.4.2.3
Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
SS10.4.3
Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.
COS Examples
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
Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.
COS Examples
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
Unpacked Content
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.
Vocabulary
- culture
- settlement
- relocation
- acquisition
- territory
SS10.4.3.1
Explaining the impact of the Trail of Tears on Alabama American Indians’ lives, rights, and territories
Explaining the impact of the Trail of Tears on Alabama American Indians’ lives, rights, and territories
SS10.4.4
Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.
Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.
Unpacked Content
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.
Vocabulary
- plateau
- region
- fall line
- plain
- river valley
- flood plain
- delta
SS10.4.4.1
Identifying natural resources of Alabama during the early nineteenth century
Identifying natural resources of Alabama during the early nineteenth century
SS10.4.4.2
Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
SS10.4.5
Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions.
Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions.
Unpacked Content
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.
Vocabulary
- legislative
- executive
- judicial
- constitution
- senate
- congress
- house of representatives
- governor
- checks and balances
- capital capitol
SS10.4.5.1
Explaining political and geographic reasons for changes in location of Alabama’s state capital
Explaining political and geographic reasons for changes in location of Alabama’s state capital
SS10.4.5.2
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
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
SS10.4.6
Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
COS Examples
Examples: cultural–housing, education, religion, recreation
economic–transportation, means of support
political–inequity of legal codes
Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
COS Examples
Examples: cultural–housing, education, religion, recreation
economic–transportation, means of support
political–inequity of legal codes
Unpacked Content
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.
Vocabulary
- plantation
- Yeoman
- townspeople
- inequity
- agriculture
- fertile
SS10.4.6.1
Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
SS10.4.7
Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
Unpacked Content
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.
Vocabulary
- secession
- Union
- sectionalism
- slavery
- states' rights
- Confederacy
- inauguration
- ceremony
SS10.4.7.1
Identifying Alabama’s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders
Identifying Alabama’s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders
SS10.4.7.2
Recognizing Montgomery as the first capital of the Confederacy
Recognizing Montgomery as the first capital of the Confederacy
SS10.4.7.3
Interpreting the Articles of the Confederation and the Gettysburg Address
Interpreting the Articles of the Confederation and the Gettysburg Address
SS10.4.8
Explain Alabama’s economic and military role during the Civil War.
COS Examples
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
Explain Alabama’s economic and military role during the Civil War.
COS Examples
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
Unpacked Content
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.
Vocabulary
- textiles
- munitions
- armament
- casualties
- infrastructure
- economics
SS10.4.8.1
Recognizing military leaders from Alabama during the Civil War
Recognizing military leaders from Alabama during the Civil War
SS10.4.8.2
Comparing roles of women on the home front and the battlefront during and after the Civil War
Comparing roles of women on the home front and the battlefront during and after the Civil War
SS10.4.8.3
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
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
SS10.4.9
Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.
COS Examples
Examples: political–military rule, presence of Freedmen’s Bureau, Alabama’s readmittance to the Union
economic–sharecropping, tenant farming, scarcity of goods and money
Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.
COS Examples
Examples: political–military rule, presence of Freedmen’s Bureau, Alabama’s readmittance to the Union
economic–sharecropping, tenant farming, scarcity of goods and money
Unpacked Content
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.
Vocabulary
- Reconstruction
- political parties
- "Redeemer" Democrats
- Radical Republicans
- military rule
- readmittance
- restoration
- Union
- scarcity
SS10.4.9.1
Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
