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 20. Use details and examples from a text to indicate what the text explicitly states.
a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.
b. List the main questions answered by an informational article.
c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.
d. Explain the differences between primary and secondary sources, giving examples from texts.
Unpacked Content
Teacher Vocabulary:
20.
Details
Examples
Explicitly
20a.
Interpret
Facts
Details
Examples
Informational article
20b.
List
Main questions
Informational article
20c.
Categorize
Fact
Opinion
Reasons
20d.
Primary sources
Secondary source Knowledge:
20. Students know:
Explicit means directly stated within the text.
Specific details and examples from the text an be used to demonstrate an understanding of the text's explicit meaning.
20a.
Facts gathered from an informational article can be explained using details and examples from the text.
20b.
Informational text is often written with the purpose of answering questions.
20c.
A fact is a statement that can be proven with evidence, while an opinion is a personal belief that cannot be proven true in every case.
Informational text can present both facts and opinions.
20d.
Primary sources are firsthand accounts of events and provide raw information.
Secondary sources explain, analyze, or summarize primary sources. Skills:
20. Students are able to:
Identify details and examples from a text that demonstrates comprehension of the text's explicit meaning.
20a.
Explain facts sourced from an informational text, using text evidence to support the explanation.
20b.
Identify the main questions answered by an informational text.
20c.
Determine if statements in an informational text are facts or opinions.
Describe reasons that a particular statement is identified as a fact or an opinion.
20d.
Explain the differences between primary and secondary sources.
Support their explanation with specific examples from the text. Understanding:
20. Students understand that:
Explicit meanings are directly stated in text, and they can use specific details and examples from the text to show they understood the text's explicit meaning.
20a.
To demonstrate comprehension of an informational article, they can explain the facts using specific details and examples from the text.
20b.
Informational articles often answer questions and identifying these questions can improve comprehension.
20c.
A fact is a thing that is known or proved to be true, and an opinion is a personal view or judgment about something.
To fully comprehend a text, they must distinguish between facts and opinions.
They can determine if a statement is a fact or an opinion using their current knowledge or by referencing details in a text.
20d.
The information a reader gets from a text is impacted by the source of the information.
Primary and secondary sources will be told from different perspectives.
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.
English Language Arts 24. Explain how an author uses reasons and evidence to support particular points and claims in an informational text or argument.
a. Make text-based inferences to determine possible reasons for an author's stance.
Unpacked Content
Teacher Vocabulary:
24.
Reasons
Evidence
Points
Claims
Informational text
Argument
24a.
Text-based inference
Stance Knowledge:
24. Students know:
Authors of informational texts or argumentative writings often include logical reasons and evidence to support their points or claims.
24a.
A text-based inference is a logical conclusion that is drawn from details in the text.
Authors often take a particular stance, or attitude, towards the topic of their writing. Skills:
24. Students are able to:
Identify key points and claims in an informational text or argument.
Identify reasons and text evidence that supports the points or claims of an author.
Explain how the author used reasons and evidence to support their key points and claims.
24a.
Make inferences about an author's stance using evidence from the text. Understanding:
24. Students understand that:
Authors use logical reasoning and factual evidence to support their points and claims within informational texts or arguments.
24a.
Authors will often have a particular attitude towards the topic of their writing, and readers can determine an author's stance by using text evidence to draw conclusions.
