Content Standard(s):
Social Studies 6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
Examples: cultural—housing, education, religion, recreation
economic—transportation, means of support
political—inequity of legal codes
• Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
Describe 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. Teacher Vocabulary:
plantation
Yeoman
townspeople
inequity
agriculture
fertile 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. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 21. Explain how relevant details support the implied or explicit main idea of a text.
a. Determine the central idea or theme of a text.
b. Explain the difference between implied and explicit details.
c. Summarize the key supporting details by citing evidence from a text.
Unpacked Content
Teacher Vocabulary:
21.
Implied main idea
Explicit main idea
Relevant details
21a.
21b.
Implied detail
Explicit detail
21c.
Summarize
Key supporting details
Citing
Evidence Knowledge:
21. Students know:
The main idea is the most important idea presented in the text.
Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
The supporting details explain the main idea or provide more information about the main idea.
21a.
Theme is the main, recurring idea in a text.
21b.
An author can directly state details, or an author can include details that require the reader to make inferences.
21c.
A summary is a short statement explaining the main point or most important details of a text. Skills:
21. Students are able to:
Identify the implied or explicit main idea of a text.
Use relevant details to support the main idea of a text.
21a.
Determine the central idea or theme of a text.
21b.
Identify implied and explicit details and explain how they are different.
21c.
Cite evidence from the text to create a summary of a text's most important details. Understanding:
21. Students understand that:
Most texts have a main idea, or most important message, and supporting details, which provide more information about the main idea.
An author can choose to state the main idea in the text or provide clues through details in the text to imply the main idea.
21a.
The central idea or theme of a text is conveyed through details in the text.
21b.
An author can choose to explicitly state details in the text or provide details that require the reader to infer the details.
21c.
A summary is a short explanation of the most important details from a text, and statements in a summary should be supported with textual evidence.
English Language Arts 22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.
a. Cite evidence to explain the author's perspective toward a topic in an informational text.
Unpacked Content
Teacher Vocabulary:
22.
Analyze
Events
Procedures
Ideas
Concepts
Informational texts
22a.
Cite
Evidence
Author's perspective
Topic
Informational text Knowledge:
22. Students know:
Informational text often describes events, procedures, ideas, or concepts.
22a.
Authors of informational text have personal perspectives or viewpoints that are reflected in their writing. Skills:
22. Students are able to:
Use specific information in informational text to describe events, procedures, ideas, or concepts.
Explain the causes and effects of the events described in text.
22a.
Identify and explain an author's perspective toward a topic in informational text.
Provide textual evidence to support their explanation of the author's perspective. Understanding:
22. Students understand that:
They can use information from the text to examine and interpret events, procedures, ideas, or concepts from informational texts.
Some informational text will explain the causes and effects of certain events.
22a.
Authors of informational text have views and opinions about the topics they write about, and their perspectives will be reflected within the text.
Local/National Standards:
National Standards for History Basic Education:
Standard 4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
Standard 4C: The student understands historic figures who have exemplified values and principles of American democracy.
Standard 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy.
Primary Learning Objective(s):
Students will identify the Marquis de Lafayette's contributions during the American Revolution by reading and highlighting primary and secondary sources about the Marquis's Grand Tour of the U.S. and Alabama in 1825 ELA2015(4)11.
Students will work in groups to highlight dates, places, people, and events of his time in Alabama (ELA2015(4)12; SS2010(4)6.
Each student will create a timeline and annotate the events with information derived from the documents. The timelines will be appropriately illustrated. ELA2015(4)11,12; SS2010(4)6
Additional Learning Objective(s):
Students will apply information learned from primary and secondary sources by summarizing events that took place during Marquis de Lafayette's Grand Tour. Annotations will be added to student timelines of the Alabama visit. Students will construct timelines and illustrate them with designs appropriate for early 19th century rural Alabama scenery, places, people, clothing, and celebratory items.
Blooms Taxonomy - Apply and Create
