AL.4. Standard: Alabama Studies

Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine ways economic and political institutions respond to the needs of Alabamians.

4.1

• 4.1.1 Students will:

  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 (Economics, Geography, History, Civics and Government).

• 4.1.2 Students will practice:

  Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama

4.2

• 4.2.1 Students will:

  Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama (Economics, Geography, History, Civics and Government).

• 4.2.2 Students will practice:

  • Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
  • Tracing, on maps and globes, 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

4.3

• 4.3.1 Students will:

  Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama (Economics, Geography, History, Civics and Government).

  • Grade Level Example:

    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

• 4.3.2 Students will practice:

  Explaining the impact of the Trail of Tears on Alabama American Indians’ lives, rights, and territories

4.4

• 4.4.1 Students will:

  Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century (Geography, History).

• 4.4.2 Students will practice:

  • Recognizing 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

4.5

• 4.5.1 Students will:

  Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions. (Geography, History, Civics and Government).

• 4.5.2 Students will practice:

  • 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

4.6

• 4.6.1 Students will:

  Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople (Economics, Geography, History, Civics and Government).

  • Grade Level Example:

    cultural—housing, education, religion, recreation
    economic—transportation, means of support
    political—inequity of legal codes

• 4.6.2 Students will practice:

  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys

4.7

• 4.7.1 Students will:

  Explain reasons for Alabama’s secession from the Union, including sectionalism, slavery, states’ rights, and economic disagreements (Economics, History, Civics and Government).

• 4.7.2 Students will practice:

  • 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

4.8

• 4.8.1 Students will:

  Explain Alabama’s economic and military role during the Civil War (Economics, History).

  • Grade Level Example:

    economic—production of iron products, munitions, textiles, and ships
    military—provision of military supplies through the Port of Mobile, provision of armament center at Selma

• 4.8.2 Students will practice:

  • Recognizing military leaders from Alabama during the Civil War
  • Comparing roles of women during and after the Civil War on the home front and battlefront
  • 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

4.9

• 4.9.1 Students will:

  Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups (Economics, History, Civics and Government).

  • Grade Level Example:

    political issues—military rule, presence of Freedmen’s Bureau, Alabama’s readmittance to the Union
    economic issues—sharecropping, tenant farming, scarcity of goods and money

• 4.9.2 Students will practice:

  • 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

4.10

• 4.10.1 Students will:

  Analyze social and educational changes during the late nineteenth and early twentieth century for their impact on Alabama (Economics, History, Civics and Government).

  • Grade Level Example:

    social—implementation of the Plessy versus Ferguson ―separate but 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 Alabama Agricultural and Mechanical (A&M) University, Auburn University, Tuskegee University, Alabama State University

• 4.10.2 Students will practice:

  • 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 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

4.11

• 4.11.1 Students will:

  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 (Geography, History).

4.12

• 4.12.1 Students will:

  Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama (Economics, History).

  • Grade Level Example:

    Impact of the 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash
    Impact of the Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

• 4.12.2 Students will practice:

  Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression

4.13

• 4.13.1 Students will:

  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 (Economics, Geography, History).

• 4.13.2 Students will practice:

  • 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

4.14

• 4.14.1 Students will:

  Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama (Economics, History, Civics and Government).

• 4.14.2 Students will practice:

  • 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

4.15

• 4.15. Students will:

  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. (History).

4.16

• 4.16.1 Students will:

  Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth century and early twenty-first century (Economics, Geography, History).

• 4.16.2 Students will practice:

  • 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

AL.3. Standard: Geographical and Historical Studies—People, Places, and Regions

Third grade students will learn geographic information regarding areas of the United States as well as the world. Students in Grade 3 learn from concrete experiences and benefit from resources such as pictures, graphs, maps, globes, and information technology that help make abstractions more concrete.

3.1

• 3.1.1 Students will:

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

• 3.1.2 Students will practice:

  • Using cardinal and intermediate directions to locate
    on a map or globe an area in Alabama or the world
  • 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
  • Describing the use of geospatial technologies

  • Grade Level Example:

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

  • Interpreting information on thematic maps

  • Grade Level Example:

    population, vegetation, climate, growing season, irrigation

  • Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation

3.2

• 3.2.1 Students will:

  Locate the continents on a map or globe (Geography).

• 3.2.2 Students will practice:

  • Using vocabulary associated with geographical features of Earth, including hills, plateau, valley, peninsula, island, isthmus, ice cap, and glaciers
  • Locating major mountain ranges, oceans, rivers, and lakes throughout the world

3.3

• 3.3.1 Students will:

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

  • Grade Level Example:

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

• 3.3.2 Students will practice:

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

3.4

• 3.4.1 Students will:

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

  • Grade Level Example:

    geographic—flood, hurricane, tsunami
    economic—crop failure
    historic—disease, war, migration

• 3.4.2 Students will practice:

  Identifying human and physical criteria used to define regions and boundaries

  • Grade Level Example:

    human—city boundaries, school district lines
    physical—hemispheres, regions within continents or countries

3.5

• 3.5.1 Students will:

  Compare trading patterns between countries and regions (Economics, Geography).

• 3.5.2 Students will practice:

  • Differentiating between producers and consumers
  • Differentiating between imports and exports

  • Grade Level Example:

    imports—coffee, crude oil
    exports—corn, wheat, automobiles

3.6

• 3.6.1 Students will:

  Identify conflicts within and between geographic areas involving use of land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences. (Economics, Geography, History, Civics and Government).

• 3.6.2 Students will practice:

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

  • Grade Level Example:

    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

3.7

• 3.7.1 Students will:

  Describe the relationship between locations of resources and patterns of population distribution (Economics, Geography).

• Grade Level Example:

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

• 3.7.2 Students will practice:

  • 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

  • Grade Level Example:

    present-day practices of using machinery 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

3.8

• 3.8.1 Students will:

  Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states (Economics, Geography, Civics and Government).

• Grade Level Example:

  Appalachian Mountains, Tennessee-Tombigbee Waterway, Interstate Highway 65 (I-65), Natchez Trace parkway

• 3.8.2 Students will practice:

  • Locating the five geographic regions of Alabama
  • Locating state and national parks on a map or globe

3.9

• 3.9.1 Students will:

  Identify ways to prepare for natural disasters (Economics, Geography).

• Grade Level Example:

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

3.10

• 3.10.1 Students will:

  Recognize functions of the Declaration of Independence and the Constitution of the United States (History, Civics and Government).

• 3.10.2 Students will practice:

  • 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
  • Defining governmental systems, including democracy, monarchy, and dictatorship

3.11

• 3.11.1 Students will:

  Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs. (History, Geography).

• Grade Level Example:

  Comparing maps of the past to maps of the present

3.12

• 3.12. Students will:

  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. (History).

3.12

• 3.12.1 Students will:

  Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama (Economics, History, Geography, Civics and Government).

• Grade Level Example:

  prehistoric American Indians—Paleo-Indian, Archaic, Woodland, Mississippian
  historic American Indians—Choctaw, Chickasaw, Cherokee, Creek

• 3.12.2 Students will practice:

  Identifying roles of archaeologists and paleontologists

AL.2 Standard: Living and Working Together in State and Nation

The goal of the second-grade curriculum is to introduce students to major historical events, figures, and symbols related to the principles of American democracy. Children learn to value differences among people and exemplify a respect for the rights and opinions of others.

2.1

• 2.1.1 Students will:

  Relate principles of American democracy to the founding of the nation (History, Civics and Government).

• 2.1.2 Students will practice:

  • 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

2.2

• 2.2.1 Students will:

  Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good (History, Civics and Government).

• 2.2.2 Students will practice:

  • 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

  • Grade Level Example:

    Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

2.3

• 2.3. Students will:

  Use various primary sources, including calendars and timelines, for constructing the past (Geography, History).

  • Grade Level Example:

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

2.4

• 2.4. Students will:

  Use vocabulary to describe segments of time, including year, decade, score, and century (History).

2.5

• 2.5.1 Students will:

  Differentiate between a physical map and a political map (Geography).

  • Grade Level Example:

    physical map—illustrating rivers and mountains political map—illustrating symbols for states and capitals

• 2.5.2 Students will practice:

  Using vocabulary associated with geographical features, including latitude, longitude, and border.

2.6

• 2.6.1 Students will:

  Identify states, continents, oceans, and the equator using maps, globes, and technology (Geography).

• 2.6.2 Students will practice:

  • 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/li>

2.7

• 2.7.1 Students will:

  Explain production and distribution processes (Economics).

• Grade Level Example:

  tracing milk supply from dairy to consumer

• 2.7.2 Students will practice:

  • Identifying examples of imported and exported goods
  • Describing the impact of consumer choices and decisions on supply and demand

2.8

• 2.8.1 Students will:

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

• Grade Level Example:

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

2.9

• 2.9.1 Students will:

  Describe how and why people from various cultures immigrate to the United States (Geography, Civics and Government).

• Grade Level Example:

  how—ships, planes, automobiles
  why—improved quality of life, family connections, disasters

• 2.9.2 Students will practice:

  Describing the importance of cultural unity and diversity within and across groups

2.10

• 2.10.1 Students will:

  Identify ways people throughout a country are affected by their human and physical environments (Economics, Geography).

• Grade Level Example:

  land use, housing, occupations

• 1.10.2 Students will practice:

  • Comparing physical features of regions throughout the country

  • Grade Level Example:

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

  • Identifying positive and negative ways people affect the environment

  • Grade Level Example:

    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

2.11

• 2.11.1 Students will:

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

• Grade Level Example:

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

AL.1 Standard: Living and Working Together in Communities and State

The goal of the first-grade curriculum is to help students acquire knowledge regarding their place in the local community and in the state. First graders gain a deeper sense of the role of effective citizenry in a democratic society as they develop an awareness of their basic rights and responsibilities as citizens, including the laws designed to protect them.

1.1

• 1.1.1 Students will:

  Construct daily schedules, calendars, and timelines. (Geography, History).

• 1.1.2 Students will practice:

  Using vocabulary associated with time, including past, present, and future.

1.2

• 1.2.1 Students will:

  Identify rights and responsibilities of citizens within the local community and state. (Economics, Civics and Government).

• 1.2.2 Students will practice:

  • 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

1.3

• 1.3.1 Students will:

  Recognize leaders and their roles in the local community and state. (Civics and Government).

• 1.3.2 Students will practice:

  • Describing roles of public officials, including mayor and governor.
  • Identifying on a map Montgomery as the capital of the state of Alabama.

1.4

• 1.4. Students will:

  Identify contributions of diverse significant figures that influenced the local community and state in the past and present (History).

  • Grade Level Example:

    Admiral Raphael Semmes’ and Emma Sansom’s roles during the Civil War.

1.5

• 1.5.1 Students will:

  Identify historical events and celebrations within the local community and throughout Alabama. (History, Geography).

  • Grade Level Example:

    Selma Bridge Crossing Jubilee, Mardi Gras, Boll Weevil Festival, Montgomery Bus Boycott, Black History Month

• 1.5.2 Students will practice:

  Differentiating between fact and opinion when sharing stories or retelling events using primary and secondary sources.

  • Grade Level Example:

    fictional version of Pocahontas compared to an authentic historical account

1.6

• 1.6.1 Students will:

  Compare ways individuals and groups in the local community and state lived in the past to how they live today. (History, Civics and Government).

• 1.6.2 Students will practice:

  • Identifying past and present forms of communication

  • Grade Level Example:

    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

  • Grade Level Example:

    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

  • Grade Level Example:

    past—marbles, hopscotch, jump rope
    present—video games, computer games

  • Identifying past and present primary sources

  • Grade Level Example:

    past—letters, newspapers
    present—e-mail, Internet articles

1.7

• 1.7. Students will:

  Descrive how occupational and recreational opportunities in the local community and state are affected by the physical environment. (Economics, Geography).

  • Grade Level Example:

    Occupational—commercial fishing and tourism in Gulf coast areas
    Recreational—camping and hiking in mountain areas, fishing and waterskiing in lake areas

1.8

• 1.8.1 Students will:

  Identify land masses, bodies of water, and other physical features on maps and globes. (Geography).

• 1.8.2 Students will practice:

  • Explaining the use of cardinal directions and the compass rose
  • Measuring distance using nonstandard units

  • Grade Level Example:

    measuring with pencils, stings, hands, feet

  • Using vocabulary associated with geographical features, including rivers, lakes, oceans, and mountains

1.9

• 1.9.1 Students will:

  Differentiate between natural resources and human-made products. (Economics, Geography).

• 1.9.2 Students will practice:

  Listing ways to protect our natural resources

  • Grade Level Example:

    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

1.10

• 1.10.1 Students will:

  Describe the role of money in everyday life (Economics).

• 1.10.2 Students will practice:

  • 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

1.11

• 1.11. Students will:

  Identify traditions and contributions of various cultures in the local community and state (Geography, History).

  • Grade Level Example:

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

1.12

• 1.12. Students will:

  Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders (History).

AL.K. Standard: Living and Working Together in Families and Communities

Kindergarten students are introduced to the world beyond family and home.

K.1

• K.1.1 Students will:

  Sequence events using schedules, calendars, and timelines (History).

  • Grade Level Example:

    Daily classroom activities, significant events in students’ lives

• K.1.2 Students will practice:

  Differentiating among broad categories of historical time.

  • Grade Level Example:

    Long ago, yesterday, today, tomorrow

K.2

• K.2. Students will:

  Identify rights and responsibilities of citizens within the family, classroom, school, and community (Civics and Government).

  • Grade Level Example:

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

K.3

• K.3.1 Students will:

  Describe how rules provide order, security, and safety in the home, school, and community (Civics and Government).

• K.3.2 Students will practice:

  Constructing classroom rules, procedures, and consequences.

K.4

• K.4.1 Students will:

  Differentiate between needs and wants of family, school, and community (Economics).

• K.4.2 Students will practice:

  Comparing wants among different families, schools, and communities

K.5

• K.5. Students will:

  Differentiate between goods and services (Economics).

  • Grade Level Example:

    Goods—food, toys, clothing
    Services—medical care, fire protection, law enforcement, library resources

K.6

• K.6. Students will:

  Compare cultural similarities and differences in individuals, families, and communities (Geography, History).

  • Grade Level Example:

    Celebrations, food, traditions

K.7

• K.7. Students will:

  Describe roles of helpers and leaders, including school principal, school custodian, volunteers police officers, and fire and rescue workers (Civics and Government).

K.8

• K.8. Students will:

  Recognize maps, globes, and satellite images (Geography).

K.9

• K.9. Students will:

  Differentiate between land forms and bodies of water on maps and globes (Geography).

K.10

• K.10. Students will:

  Apply vocabulary related to giving and following directions.

  • Grade Level Example:

    Locating objects and places to the right or left, up or down, in or out, above or below

K.11

• K.11. Students will:

  Identify symbols, customs, famous individuals, and celebrations representative of our state and nation (History, Civics and Government).

  • Grade Level Example:

    Symbols—United States flag, Alabama flag, bald eagle
    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

K.12

• K.12.1 Students will:

  Describe families and communities of the past, including jobs, education, transportation, communication, and recreation (Economics, History, Civics and Government).

• K.12.2 Students will practice:

  Identifying ways everyday life has both changed and remained the same.