ALEX | Alabama Learning Exchange

Darkroom Detective

Classroom Resource Information

Title:

Darkroom Detective

URL:

https://amhistory.si.edu/ourstory/pdf/sodhouse/sodhouse_detective.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this activity, students learn about life in a sod house by looking at photographs (primary sources) and answering questions.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation	3 ) Use various primary sources, including calendars and timelines, for reconstructing the past. Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts Unpacked Content Strand: History Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Reconstruct a past event using various primary sources, including calendars and timelines. Teacher Vocabulary: primary sources calendars timelines reconstructing past Knowledge: Students know: How to use a calendar. How to interpret a timeline. Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts Skills: Students are able to: Read a calendar. Create and use a timeline. Analyze a historical document. Utilize maps, photographs, and other visual historic resources. Understanding: Students understand that: Primary sources play an important role in reconstructing the past. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.
Social Studies SS2010 (2010) Grade: 3 Geographic and Historical Studies: People, Places, and Regions	11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs. • Comparing maps of the past to maps of the present Unpacked Content Strand: History Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States. Teacher Vocabulary: interpret legends stories songs contributed development cultural history tall tales folk heroes Knowledge: Students know: The purpose and essential elements of legends, stories, and songs. Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes. Vocabulary: legends, stories, songs, cultural history. Skills: Students are able to: Interpret legends, stories, and songs. Identify the purpose and essential elements of legends, stories, and songs. Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States. Understanding: Students understand that: There are legends, stories, and songs that have contributed to the development of the cultural history of the United States. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.
Social Studies SS2010 (2010) Grade: 4 Alabama 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 19^th Century between slaves, Yeoman farmers, and Plantation owners. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.6- Identify information about early nineteenth- century farmers, plantation owners, slaves, and townspeople.

Tags:

primary sources, settlers, sod houses

License Type:

Custom Permission Type
See Terms: https://www.si.edu/termsofuse/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Ginger Boyd

ALEX Classroom Resource

Darkroom Detective