why can’t they all just pass?

Why Can’t They All Just Pass?

Maximizing Graduation Exam Results through Curriculum Alignment

Presented by Stephanie Hyatt

The Challenges

Students arrive in 9th grade without requisite skills for core subjects

Textbooks are not always aligned with Course of Study objectives

Textbooks are not always aligned with Graduation Exam objectives

Course of Study objectives are not always aligned with Graduation Exam objectives

So what do we teach???

The Solution

Align curriculum to meet a combination of Course of Study objectives and Graduation Exam objectives

Supplement textbooks with technology and rigorous complementary lesson plans

Why this in-service?

Analyze COS minimum requirements Specify lesson plans and strategies for

maximum results Incorporate research-based strategies into all

four core subject areas Make curriculum planning easier!

FOCUS ON: Math

The Alabama High School Graduation Exam tests students on mathematics skills taught through the culmination of Algebra I (or the combination of Algebra Ia & Ib) with a few questions that are more completely addressed in Geometry.

FOCUS ON: Math

11th grade math exam pass rate is one criteria used to determine a school’s Annual Yearly Progress (AYP)

Warning! Limitation.

Because this in-service is designed to establish correlations between the course of study and the graduation exam, it does not cover every aspect of the course of study!

Teachers should continue to continue to cover all aspects of the COS – even those not specifically addressed by the AHSGE.

Algebra I COS Objective 1/ AHSGE Objective I-1

COS: “Simplify numerical expressions using properties of real

numbers and order of operations, including those involving square roots, radical form, or decimal approximations.”

AHSGE: Apply order of operations

Challenge: None! Direct correlation.

Technology-intensive lesson plan: “Just the facts!” http://alex.state.al.us/lesson_view.php?id=23897

Algebra I COS Objective 2/ AHSGE Objective III-1, IV-2, V-2

COS: Analyze linear functions from their equations, slopes, and intercepts.

AHSGE: III-1. Identify functions. IV-2 Find distance, midpoint,

slope, given two points. V-2. Graph lines given certain conditions Correlation: A number of AHSGE objectives are lumped into this single

COS objective. Teachers need to verify that students are comfortable with all aspects of this important objective.

Technology-intensive lesson plan: http://www.nctm.org/standards/content.aspx?id=26790

Kinesthetic lesson plan for teaching graphing: http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/ChoreographingMath/

Algebra COS Objective 3/ AHSGE Objective III-2

COS: Determine characteristics of a relation, including its domain, range, and whether it is a function, when given graphs, tables of values, mappings, or sets of ordered pairs.

AHSGE: Find the range of functions Direct correlation! Technology-intensive lesson plan:

http://alex.state.al.us/lesson_view.php?id=5104

Algebra COS Objective 4/ AHSGE Objective V-4

COS: Represent graphically common relations AHSGE: Graph common relations. Correlation: Direct! Technology-intensive lesson plan:

http://illuminations.nctm.org/ActivityDetail.aspx?id=38

Algebra COS Objective 5/ AHSGE Objectives I-2 & I-3

COS: Perform operations of addition, subtraction, and multiplication on polynomial expressions.

AHGE: I-2. Add & subtract polynomials; I-3. Multiply polynomials.

Correlation: Direct! Technology-intensive lesson plan:


Algebra COS Objective 6/AHSGE Objective I-4

COS: Factor binomials, trinomials, and other polynomials using GCF, difference of squares, perfect square trinomials, and grouping.

AHSGE: Factor polynomials. Correlation: Direct! Small group lesson plan:


Algebra COS Objective 7/ AHSGE Objective II-1, II-3, V-3, VII-7

COS: Solve multi-step equations and inequalities including linear, radical, absolute value, and literal equations.

AHSGE: II-1. Solve multi-step equations. II-3. Solve systems of linear inequalities. V-3. Determine solution sets for inequalities.VII-7. Solve problems: Direct variation.

Correlation: Direct! A very important objective for mastery due to the number of questions on the grad exam.

Technology-intensive lesson plan: http://alex.state.al.us/lesson_view.php?id=23865

Algebra COS Objective 8/ AHSGE Objectives II-3 & II-4, V-1

COS: Solve systems of linear equations and inequalities in two variables graphically or algebraically.

AHSGE: II-3. Solve systems of linear inequalities. II-4. Solve multi-step inequalities. V-1. Graph linear inequalities.

Correlation: Direct, but complex! This is an important objective with a total of 15 questions on the grad exam. This is an important objective for mastery!

Small group lesson plan: http://alex.state.al.us/lesson_view.php?id=24038

Algebra COS Objective 9/ AHSGE Objective II-2

COS: Solve quadratic equations using the zero product property.

AHSGE: Solve quadratic equations. Correlation: Direct.

Algebra COS Objective 11/ AHSGE Objective IV-1

COS: Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of right circular cylinders or right rectangular prisms.

AHSGE: Find perimeter, area, circumference, and volume. Correlation: This objective requires the teacher both to teach

new material and to review material taught at earlier levels, as the AHSGE specification is at a lower instructional level than the COS objective.

Technology/kinesthetic lesson plan: http://alex.state.al.us/lesson_view.php?id=24025

Algebra COS Objective 15/ AHSGE Objective VII-6

COS: Estimate probabilities given data in lists or graphs.

AHSGE: Determine probabilities. Correlation: Direct, although the AHSGE

objective is vague. Small group lesson plan:


Geometry COS Objective 3/ AHSGE Objective VII-3

COS: Verify the relationships among different classes of polygons by using their properties.

AHSGE: Apply properties of similar polygons. Correlation: Direct. Technology-intensive lesson plan:



COS: Determine the measure of interior and exterior angles associated with polygons.

AHSGE: Apply properties and associations between angles.

Correlation: Direct and/or very similar. Group project lesson plan:



COS: Solve real-life and mathematical problems using properties and theorems related to circles, quadrilaterals, and other geometric shapes.

AHSGE: Apply properties of geometric figures. Correlation: Direct, but vague. Student-oriented website:

http://agutie.homestead.com/Small group lesson plan: http://alex.state.al.us/lesson_view.php?id=8979


COS: Apply the Pythagorean Theorem to solve application problems, expressing answers in simplified radical form or as decimal approximations, using Pythagorean triples when applicable.

AHSGE: Apply Pythagorean theorem. Correlation: Direct Technology-intensive lesson plan:


Now for the problem objectives…

Not all AHSGE objectives are covered by the Courses of Study for Algebra I and/or Geometry.

Problem Objective 1: AHSGE VI-1

VI-1 Translate: Verbal/symbolic, Graph: equations, inequalities

This particular objective is very vaguely written, presenting a problem for the teacher. How exactly will the student be tested on this objective?

The graphing portion of this objective has been covered in other sections of the COS. However, the translation directive is new.

Problem Objective 2: AHSGE Objective VII-5

Determine measures of central tendency Although finding mean, median and mode

does not appear in the Algebra COS, it is taught in middle school math, and it does appear in our approved textbooks.

Teachers are advised to review this material with students in order to insure that they sufficiently retain the instruction from their middle school classes.

Problem Objective 3: AHSGE Objective VII-8

Solve problems: Algebraic concepts. The problem with this objective is found in its

vague wording. It is impossible to quantify this objective because it is taught every day in the Algebra I course.

Teachers are advised that by using the adopted textbooks, they are covering this objective.

FOCUS: Reading

Reading is the AHSGE test that no single department “owns”

Traditionally covered within English classes However, objectives are covered only at a very

ancillary level within English COS– most are covered by a single 10th grade English objective!

ALL faculty must take ownership for reading objectives

FOCUS: Reading

Strong readers read at least 6 books each year outside of their classes.

The one thing teachers shouldn’t do: Read FOR the kids. Students must be made responsible for reading. Teachers can HELP them read, but they must read it for themselves.

Students should read and write in ALL courses!– “High School Experiences that Influence Reading Proficiency:

What States and Schools Can Do.” Published by the Southern Regional Education Board. www.sreb.org

FOCUS: Reading

11th grade reading exam pass rate is one criteria used to determine a school’s Annual Yearly Progress (AYP)

Warning! Limitation.

Because this in-service is designed to establish correlations between the course of study and the graduation exam, it does not cover every aspect of the course of study!

Teachers should continue to continue to cover all aspects of the COS – even those not specifically addressed by the AHSGE.

AHSGE Reading Objective I-1

Identify supporting details COS Correlations :

– English 9, Objective 17 -- Use supporting details to present a position and to respond to an argument.

– English 10, Objective 3 -- Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.

Group work lesson plan: http://www2.scholastic.com/browse/lessonplan.jsp?id=196

AHSGE Reading, Objective I-2

Determine sequence of events. COS Correlations :

– English 9, objective 3: Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda.

– English 10, objective 3: Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts.

Students should practice sequencing with literature and news-related reading material in class.

AHSGE Reading Object I-3

Objective: Follow directions COS Correlations :

– English 9, Objective 3: 3.) Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda.

– English 10, Objective 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.

Technology-intensive lesson plan: http://alex.state.al.us/lesson_view.php?id=29714

AHSGE Reading Objective II-1

Identify main idea COS Correlations :


Group work lesson plan: http://www2.scholastic.com/browse/lessonplan.jsp?id=196


Draw conclusions. COS Correlations:

– English 10, Objective 1: Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts.

Ideas for teaching the concept: http://www.brighthub.com/education/k-12/articles/58033.aspx


Determine cause and effect. This particular objective does not appear in the high school

COS, so the teacher will have to supplement, preferably at both the 9th and 10th grade levels.

Use graphic organizers to help students recognize cause and effect relationships in their reading: http://education.nationalgeographic.com/education/multimedia/multiple-causes-and-multiple-effects-diagram/

Additional tips for teaching cause and effect can be found here: http://www.suite101.com/content/cause-and-effect-lesson-plan-a88924


Propaganda: Differentiate fact from opinion. COS Correlations:

– English 9, Objective 3: Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda.

– English 10, Objective 4: Recognize fallacious or illogical thought in essays, editorials, and other informational texts.

Group work lesson plan: http://alex.state.al.us/lesson_view.php?id=27914


Recognize summary statements. COS Correlations:

– English 9, Objective 13: Demonstrate paraphrasing, quoting, and summarizing of primary and secondary sources and various methods of note taking.

– English 10, Objective 1: Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts.

Methodology: GIST – http://www.readwritethink.org/classroom-resources/lesson-plans/

gist-summarizing-strategy-content-290.html

AHSGE Reading Objective III-1

Recognize logic and arguments. COS Correlations:

– English 9, Objective 3: Read with comprehension a variety of ninth-grade informational and functional reading materials, including recognizing tone and propaganda.

– English 10, Objective 4: Recognize fallacious or illogical thought in essays, editorials, and other informational texts.

Cross-curricular lesson plan: http://alex.state.al.us/lesson_view.php?id=10209

AHSGE Reading Objective III-2

Analyze literary elements COS Correlations:

– English 9, Objective 2: Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres.

– English 10, Objective 2: Identify and interpret literary elements and devices, including analogy, personification, and implied purpose.

These objectives are core to the English curriculum and should be taught on a daily basis as literature is introduced.

AHSGE Reading Objective IV-1

Determine meaning of words COS Correlations:

– English 9, Objective 6: Determine word meaning in world literature selections using word analysis and context clues.

– English 10, Objective 6: Determine word meaning in pre-twentieth century American literature using word structure and context clues.

Teachers are encouraged to teach Latin and Greek roots, to teach direct vocabulary, and to model determining meaning within context.

Additional technology resource: www.vocabulary.com


Preview and Predict COS Correlations:


Research-based lesson plan: http://www.readwritethink.org/classroom-resources/lesson-plans/focus-first-lines-increasing-834.html


Discern organizational patterns COS Correlations:

– English 9, Objective 1: Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials.

Introduce graphic organizers and literary maps to encourage students to recognize patterns: http://www.readwritethink.org/materials/lit-elements/index.html


Demonstrate reference material usage COS Correlations:

– English 9, Objective 14: Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic.

Technology-intensive lesson plans:– http://alex.state.al.us/lesson_view.php?id=5680– http://alex.state.al.us/lesson_view.php?id=11193

FOCUS: Language

Most language objectives do not appear on the high school course of study

However, most high school students have not effectively mastered the grammatical concepts necessary for passing this exam.

Teachers will find themselves reviewing middle school material in order to insure that students pass this particular exam.

FOCUS: Language

Unfortunately, the language exam tests grammar in exactly the way teachers are told not to teach it by such bodies as the National Council of Teachers of English.

Since the test emulates traditional workbook instruction, this instruction should be used but it should be coupled with the types of lessons promoted by the NCTE in such resources as Grammar Alive!

AHSGE Language Objective I-1

Identify correct noun forms COS Correlation:

– English 9, Objective 11: Identify … correct forms of compound nouns, including singular, plural, and possessive forms

Research-based lesson plan: http://www.readwritethink.org/classroom-resources/lesson-plans/manipulating-sentences-reinforce-grammar-248.html


Identify correct verb forms COS Correlation:

– English 9, Objective 11: Identify … correct number and tense in verb forms, including regular and irregular verbs

Research-based lesson plan: http://www.readwritethink.org/lesson_images/lesson248/manipulating.pdf


Recognize subject-verb agreement COS Correlation:

– English 9, Objective 12: Apply the correct use of subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence; with compound subjects, including those joined by or with the second element as singular or plural; and with the subjunctive mood.

NCTE Demonstration: “Slicing the Apple” (found in Grammar Alive!)

Kinesthetic lesson plan: Body Diagramming

AHSGE Language Objective I-4, I-6

Recognize pronoun-antecedent agreement; Identify correct pronoun case

COS Correlation: – English 10, Objective 12: Demonstrate …

pronoun-antecedent agreement in number and gender; and nominative, objective, and possessive pronoun cases.

Lesson plan: “Teaching pronouns with legos” (from Grammar Alive!)


Identify verb shifts COS Correlation:

– English 9, Objective 11: Identify … incorrect verb tense shifts within sentences;

Resource: https://tccpassport.tcc.fl.edu/myresources/English_Wiki/Handouts/Verb_Tense_Shift.pdf


Identify effective use of voice (note: this refers to active & passive voice!)

COS Correlation:– English 11, Objective 11: Differentiate between

the use of active and passive voice. Research-based mini-lesson:

http://www.readwritethink.org/classroom-resources/lesson-plans/choosing-best-verb-active-280.html


Determine correct use of modifiers COS Correlation:

– English 10, Objective 14: Edit for … use of dangling participles and misplaced modifiers….

Resource: Grammar Girl http://grammar.quickanddirtytips.com/misplaced-modifiers.aspx


Identify commonly confused words Not in the course of study at any level This is one of the hardest topics to teach because

there are so many commonly confused words in the English language!

The “Clusters of Commonly Confused Words” is an outstanding resource:

– http://www.lessonplanspage.com/labigfourclustersofcommonlyconfusedhomonyms412mo-htm

– http://www.lessonplanspage.com/labigfourclustersofcommonlyconfusedhomonyms412mo-htm

AHSGE Language Objective II-1

Use clear, vivid, and precise language COS Correlation:

– This appears only as a sub-item under editing processes in the 10th grade curriculum

– English 10, Objective 7: …addressing clear, precise, and vivid language…

Lesson plan for vivid language: http://www.readwritethink.org/classroom-resources/lesson-plans/show-sentences-30780.html

AHSGE Language Objective II-2

Correctly use formal & informal language COS Correlations:

English 10, Objective 8: Write in a variety of genres for various audiences and occasions, both formal and informal, using an attention-getting opening and an effective conclusion.

Lesson plan: Use code-switching techniques, as in http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-language-identity-mother-910.html

AHSGE Language Objective III-1

Demonstrate correct sentence structure This particular objective is taught throughout the high

school English curriculum. Students should be taught to write a variety of sentences and recognize fragments and run-on sentences.

Resource: http://www.readwritethink.org/professional-development/professional-library/grammar-grammar-that-question-30459.html

AHSGE Language Objective III-2

Demonstrate internal parallelism COS Correlation

– English 9, Objective 11: Identify correct use of parallel words…

Small group lesson plan: http://alex.state.al.us/lesson_view.php?id=11877

AHSGE Language Objective IV-1

Demonstrate correct use of capitalization Not in course of study This is a review topic. Grammar workbook and whiteboard review

should be utilized.


Demonstrate correct use of commas COS Correlation:

– English 9, Objective 10: Determine correct use of commas with appositives and within direct quotations, colons to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation.

Grammar workbook and whiteboard review should be utilized.


Demonstrate colon and semicolon usage COS Correlation:

– English 9, Objective 10: Determine correct use of commas with appositives and within direct quotations, colons to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation.

Grammar workbook and whiteboard review should be utilized.


Demonstrate correct use of apostrophe Not in course of study This is a review topic. Grammar workbook and whiteboard review

should be utilized.

AHSGE Language Objective V-1

Demonstrate paragraph completion and correctness

COS Correlation:– English 9, Objective 8: Critique paragraphs for

logical progression of sentences. Project-based lesson plan:

http://www.readwritethink.org/classroom-resources/lesson-plans/brochures-writing-audience-purpose-1002.html

FOCUS: Biology

The biology exam is the replacement for the science exam.

It has one of the highest pass rates of the graduation exams, and it covers only one year of science – 9th grade biology.

The biology exam is the only exam that exactly follows a prescribed course of study.

Supplementing the biology course textbook with lab and technology-based experiences will strengthen students’ subject-matter retention.

AHSGE Biology/COS Objective 1

Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment.

Lesson plans:– Lab Safety:

http://alex.state.al.us/lesson_view.php?id=27482– Introduction to the light microscope:



Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis.

Lesson plan: – Rubber egg diffusion experiment



Identify reactants and products associated with photosynthesis and cellular respiration and the purposes of these two processes.

Lesson plans: – Plants, pigments, and colors

http://alex.state.al.us/lesson_view.php?id=29327– Plant Parents

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=5&DocID=91


Describe similarities and differences of cell organelles, using diagrams and tables.

Lesson plans:– What’s in a cell?

http://alex.state.al.us/lesson_view.php?id=29518– Building a cell – Edible cell project



Identify cells, tissues, organs, organ systems, organisms, populations, communities, and ecosystems as levels of organization in the biosphere.

Lesson plans:– Biodiversity project

http://alex.state.al.us/lesson_view.php?id=30719– Body tissue lab



Describe the roles of mitotic and meiotic divisions during reproduction, growth, and repair of cells.

Lesson plans:– Gymnosperms

http://alex.state.al.us/lesson_view.php?id=24115– Cell division – A Webquest



Apply Mendel's law to determine phenotypic and genotypic probabilities of offspring.

Lesson plans:– Pass it down

http://alex.state.al.us/lesson_view.php?id=30926– Cats, dogs, and dragons, oh my!



Identify the structure and function of DNA, RNA, and protein.

Lesson plans:– DNA: The blueprint of life

http://alex.state.al.us/lesson_view.php?id=29733– Genetic disorders project



Differentiate between the previous five-kingdom and current six-kingdom classification systems.

Lesson plans– Group project: Are we there yet?

http://alex.state.al.us/lesson_view.php?id=27497– Taxonomy: The importance of classifying



Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.

Lesson plans:– Distinguishing between monocots and dicots

http://alex.state.al.us/lesson_view.php?id=23800– Flower anatomy



Classify animals according to type of skeletal structure, method of fertilization and reproduction, body symmetry, body coverings, and locomotion.

Lesson plans:– All about animals

http://alex.state.al.us/lesson_view.php?id=29252– Virtual owl pellet dissection



Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation.

Lesson plans:– Understanding mimicry

http://alex.state.al.us/lesson_view.php?id=27481– Camouflage predation challenge



Trace the flow of energy as it decreases through the trophic levels from producers to the quaternary level in food chains, food webs, and energy pyramids.

Lesson plans:– What’s in a biome?

http://alex.state.al.us/lesson_view.php?id=27477– How many mice can an owl eat?



Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and nitrogen.

Lesson plans:– Endangered species

http://alex.state.al.us/lesson_view.php?id=7957– Farmers and pesticides

http://www.sciencenetlinks.com/sci_update.php?DocID=268


Identify biomes based on environmental factors and native organisms.

Lesson plans:– Terrestrial biomes

http://alex.state.al.us/lesson_view.php?id=27466– Diverse life forms of the ocean



Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem.

Lesson plans:– Human population growth Webquest

http://alex.state.al.us/lesson_view.php?id=31752– Managing the Everglades ecosystem

http://www.sciencenetlinks.com/lessons.cfm?DocID=79

FOCUS: Social Studies

This remains the exam with the lowest pass rate. Although the focus is on American history, the social

studies exam covers a wide range of time periods, movements, and dates, and anticipates a high level of reading comprehension.

Incorporating a study of direct documents and essay writing will help with reading comprehension and fact retention.

AHSGE Social Studies Objective I-1

Identify and evaluate America’s exploration, development, and divergence

COS Correlations:– History 10, Objectives 1: Contrast effects of economic, geographic,

social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.

Lesson plan: – EdSitement lesson plan: The voyage of Columbus

http://edsitement.neh.gov/lesson-plan/other-worlds-voyage-columbus

AHSGE Social Studies Objective II-1

Recognize and comprehend the impact of the influences of intellectual and religious thought on the political system

COS Correlation:– History 10, Objective 2: Compare various early English

settlements and colonies on the basis of economics, geography, culture, government, and Native American relations.

Lesson plan:– Interpreting documents on the graduation exam


AHSGE Social Studies Objective II-2

Identify and comprehend the provisions of essential documents of the government

COS Correlation:– History 10, Objective 4: Describe the political system of the

United States based on the Constitution and the Bill of Rights.

Lesson plan:– Constitution Lives http://alex.state.al.us/lesson_view.php?

id=31014– Constitution or Articles?


AHSGE Social Studies Objective III-1

Identify and evaluate the impact of the American Revolution COS Correlation:

– History 10, Objective 3: Trace the chronology of events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the Declaration of Independence.

Lesson plan:– Washington and the Whiskey Rebellion

http://edsitement.neh.gov/lesson-plan/washington-and-whiskey-rebellion


Identify and evaluate the Era of Expansion COS Correlation:

– History 10, Objective 9: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.

Lesson plan:– The Louisiana Purchase



Identify and evaluate the impact of American social and political reform and the emergence of a distinct culture

This objective has no direct correlation within the course of study. Instead, it is a topic that will be covered throughout the curriculum.

AHSGE Social Studies Objective IV-1

Identify and evaluate events, causes, and effects of the Civil War era.

COS Correlation:– History 10, Objective 10: Describe how the course,

character, and effects of the Civil War influenced the United States.

Lesson plan:– Emancipation Proclamation

http://edsitement.neh.gov/lesson-plan/emancipation-proclamation-freedoms-first-steps

– Families in Bondage http://edsitement.neh.gov/lesson-plan/families-bondage

AHSGE Social Studies Objective V-1

Identify and evaluate the events that led to the settlement of the West.

COS Correlation:– History 11, Objective 1: Explain the transition of

the United States from an agrarian society to an industrial nation prior to World War I.

Lesson plan:– Challenges of the Great Plains Farmer


AHSGE Social Studies Objective V-2

Evaluate the concepts, developments, and consequences of industrialization and urbanization

COS Correlation:– History 11, Objective 1: Explain the transition of the United

States from an agrarian society to an industrial nation prior to World War I.

Lesson plan:– Immigration project http://alex.state.al.us/lesson_view.php?

id=29843

AHSGE Social Studies Objective VI-1

Evaluate the causes of World War I COS Correlation:

– History 11, Objective 4: Describe the causes and impact of the intervention by the United States in World War I.

Lesson plan:– From the Trenches http://alex.state.al.us/lesson_view.php?

id=22529– Evaluating the Treaty of Versailles

http://edsitement.neh.gov/lesson-plan/great-war-evaluating-treaty-versailles

AHSGE Social Studies Objective VI-2

Analyze the effects of World War I COS Correlation:

– History 11, Objective 5: Describe the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, immigration, the Red Scare, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, the Harlem Renaissance, the Great Migration, W. C. Handy, the Jazz Age, and Zelda Fitzgerald.

Lesson plans:– The Roaring Twenties http://alex.state.al.us/lesson_view.php?id=13332– Charles Lindbergh

http://www.readwritethink.org/classroom-resources/calendar-activities/charles-lindbergh-began-transatlantic-20518.html

AHSGE Social Studies Objective VII-1

Analyze the advent and impact of the Great Depression and the New Deal on American life

COS Correlation:– History 11, Objective 6: Describe social and economic conditions

from the 1920s through the Great Depression, factors leading to a deepening crisis, and successes and failures associated with the programs and policies of the New Deal.

Lesson plan:– Depression-era photography http://edsitement.neh.gov/lesson-

plan/depression-era-photographs-worth-thousand-words– Scottsboro Boys http://edsitement.neh.gov/lesson-plan/kill-

mockingbird-and-scottsboro-boys-trial-profiles-courage#node-17933

AHSGE Social Studies Objective VII-2

Analyze America’s involvement in World War II COS Correlation:

– History 11, Objective 7: Explain the entry by the United States into World War II and major military campaigns in the European and Pacific Theaters.

Lesson plans:– Analyzing a WWII poster

http://interactives.mped.org/view_interactive.aspx?id=571&title=

– Victory in Europe http://edsitement.neh.gov/lesson-plan/victory-europe-1944-1945

Conclusions

Textbooks are not enough! Reading and writing must be implemented

across all subject areas to cement crucial critical thinking skills.

Students must be challenged with interesting supplementary lessons to facilitate true knowledge acquisition.

why can’t they all just pass?

Documents

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