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Standards Alignment 2017 Standards Alignment For the Music in Arkansas: Origins Educator Guide Table of Contents GRADES 7–12: Alignment with College, Career & Civic Life Page 2 C3 Framework for Social Studies State Standards GRADES 7–8: Alignment with Arkansas History Grades 7–8 Page 4 Social Studies Curriculum Framework (2014) Alignment with General Music K–8 Page 5 Fine Arts Curriculum Framework (2014) GRADES 9–12: Alignment with Arkansas History Grades 9–12 Page 6 Social Studies Curriculum Framework (2014) Alignment with Music Appreciation Page 8 Fine Arts Curriculum Framework (2014) Access the educator’s edition of the film and its accompanying educator guide, professional development course, and more at: aetn.org/musicinarkansas and ideas.aetn.org. Alignment with College, Career & Civic Life C3 Framework for Social Studies State Standards LOCATION STANDARD/COMPONENT IN GUIDE DIMENSION 1: DEVELOPING QUESTIONS & PLANNING INQUIRIES Alignment with Components of the Inquiry Arc: Compelling Questions: The questions associated with standards have been framed in the form of “compelling questions.” Students may also be encouraged to develop their own compelling questions, which would further support standards within Dimension One. Supporting Questions: The remainder of the questions for each era have been framed in the form of “supporting questions.” Helpful Sources: Our recommended resources can be found on P12 of the educator guide. Students may also be encouraged to find and evaluate resources on their own. Formative Tasks: The discussion and writing tasks for each era have been designed as “formative tasks.” DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS & TOOLS Individual C3 Framework standards for civics, economics, geography, history, and anthropology are referenced throughout this document and are aligned with Arkansas standards. Related compelling questions through the lenses of economics, geography, history, and anthropology are included on P10 of the educator guide. DIMENSION 3: EVALUATING SOURCES & USING EVIDENCE The standards below should be addressed and reinforced as students work through their inquiry tasks. D3.1.6–8 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.1.9–12 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.6–8 Evaluate the credibility of a source by determining its relevance and intended use. D3.2.9–12 Evaluate the credibility of a source by examining how experts value the source. D3.3.6–8 Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. P10–11 D3.3.9–12 Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D3.4.6–8 Develop claims and counterclaims while pointing out the strengths and limitations of both. D3.4.9–12 Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. 2 Arkansas Educational Television Network–ArkansasIDEAS aetn.org ideas.aetn.org DIMENSION 4: COMMUNICATING CONCLUSIONS & TAKING INFORMED ACTION The standards below should be addressed and reinforced as students work through their performance tasks, critiques, and informed actions. D4.1.6–8 Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. D4.1.9–12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. D4.2.6–8 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. D4.2.9–12 Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). D4.3.6–8 Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). D4.3.9–12 Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital P11 technologies (e.g., Internet, social media, and digital documentary). D4.4.6–8 Critique arguments for credibility. D4.4.9–12 Critique the use of claims and evidence in arguments for credibility. D4.5.6–8 Critique the structure of explanations. D4.5.9–12 Critique the use of the reasoning, sequencing, and supporting details of explanations. D4.6.6–8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. D4.6.9–12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place. D4.7.6–8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes. D4.7.9–12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. D4.8.6–8 Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts. D4.8.9–12 Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of- school civic contexts. 3 Arkansas Educational Television Network–ArkansasIDEAS aetn.org ideas.aetn.org Alignment with Arkansas History Grades 7–8 Social Studies Curriculum Framework (2014) LITERACY QUESTION/TASK FROM LOCATION ALIGNMENT FOR C3 ALIGNMENT FOR CONTENT STANDARD THE EDUCATOR GUIDE IN GUIDE THE STANDARD THE STANDARD Strand: Geography Standards: 1. Students will analyze geographic attributes of Arkansas. 2. Students will analyze ways the geography of Arkansas influenced the development of the state. G.1.AH.7–8.1 Compare and contrast the How have the attributes of Arkansas’s geographic P10, A CCRA.R.1, 3, 7 D2.Geo.2, 3, 5, 6, 10.6–8 six geographic regions of Arkansas regions impacted music in the state? Conduct more CCRA.W.7 using geographic representations and research to consider the relationship between the CCRA.SL.1, 2, 4 available geospatial technologies attributes of at least three of Arkansas’s geographic CCRA.L.6 G.2.AH.7–8.3 Examine ways the regions and the musical traditions that developed or CCRA.R.1, 3, 7 D2.Geo.1, 6, 7, 10.6–8 geography of Arkansas affected cultural became popular there. Provide sufficient evidence and CCRA.W.7, 9 characteristics of places and regions construct a detailed map to support your findings. CCRA.SL.1, 2, 4 Strand: Economics Standards: 3. Students will analyze economic influences on Arkansas. 4. Students will analyze the economic impact of Arkansas nationally and globally. E.3.AH.7–8.4 Examine contributions of How have Arkansas’s music and radio entrepreneurs P10, D CCRA.R.1, 3, 7 D2.Eco.1, 2, 4, 7.6–8 Arkansas entrepreneurs on economic influenced industry? Conduct research to analyze the CCRA.W.7, 9 CCRA.SL.1, D2.His.3.6–8 development in Arkansas contributions of two or more innovative music/radio 2, 4 entrepreneurs from Arkansas. Describe the impact that E.4.AH.7–8.2 Analyze the impact of these Arkansans have had on industry and on local, CCRA.R.1, 3, 7 D2.Eco.1, 7, 13.6–8 Arkansas businesses and industries on national, and global economies. CCRA.W.7, 9 local, national, and global economies CCRA.SL.1, 2, 4 Strand: History Standard: 7. Students will examine the impact of historical events and people on the development of Arkansas. H.7.AH.7–8.1 Evaluate ways that How have the historical events and cultural P10, B CCRA.R.1, 3, 7 D2.Geo.1, 5, 6.6–8 historical events in Arkansas were transformations of each era shaped music in CCRA.W.7, 9 D2.His.1, 2, 3, 5, 10, 11, 14, shaped by circumstances in time and Arkansas? Reflect on the origins of at least three of CCRA.SL.1, 2, 4 16.6–8 place Arkansas’s musical traditions and the circumstances H.7.AH.7–8.9 Examine social and impacting their development. Outline how Arkansas’s CCRA.R.1, 3, 7 D2.Civ.10.6–8 cultural transformations in Arkansas musical traditions have been influenced by the CCRA.W.7, 9 D2.His.1, 2, 4, 5, 6, 14, 15, (e.g., counter culture, music, art) circumstances of time and place. CCRA.SL.1, 2, 4 16.6–8 H.7.AH.7–8.10 Research contributions How have Arkansas musicians influenced the music P10, C CCRA.R.1, 3, 7 D2.His.3, 9, 13, 14, 15, made by Arkansans in the fields of art, industry? Choose a 20th-century musician featured CCRA.W.7, 9 16.6–8 medicine, politics, science, and during Music in Arkansas: Origins.
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