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 18. Identify the point of view in a narrative and describe how the narrative would be different if told from the perspective of a different character or narrator.
a. Compare and contrast firsthand and secondhand accounts of the same event or topic, describing the differences in focus and the information provided.
b. Compare the perspectives of different characters within a text.
Unpacked Content
Teacher Vocabulary:
18.
Point of view
Narrative
Narrator
Character
18a.
Compare
Contrast
Firsthand accounts
Secondhand accounts
Event
Topic
Focus
18b.
Knowledge:
18. Students know:
A narrative is a story that is told either by a narrator or a character in the story.
18a.
Compare means tell how things are alike or similar, and contrast means tell how things are different.
A firsthand account can be told by someone who was personally present at the event or has personal experience with the topic.
A secondhand account can be told by someone who received information about an event or topic from someone with firsthand experience.
18b.
Characters in a text will have different perspectives, views, and opinions. Skills:
18. Students are able to:
Identify the point of view in a narrative.
Describe how a narrative would be different if told from the perspective of a different character or narrator.
18a.
Compare and contrast firsthand and secondhand accounts of the same event or topic.
Describe the differences in focus and the information provided in firsthand and secondhand accounts.
18b.
Compare the perspectives of different characters within a text. Understanding:
18. Students understand that:
Narratives can be told from different points of view that offer different perspectives.
A story will change if it is told by a different character or narrator.
18a.
Information a reader gets in a text is impacted by the source of the information.
18b.
The perspective of characters in a text are often different.
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:
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 analyze a primary document detailing some of the items that were used to celebrate the Marquis de Lafayette's Grand Tour through Alabama in April, 1825. They will discuss the items that were purchased and infer the importance of the items, their purposes, and if they were vital to the success of the event. The students will create an invitation to the celebration by utilizing the items on the primary documents and the information from a secondary source that describes the tour.
