ALEX | Alabama Learning Exchange

Read "Dakota Dugout"

Classroom Resource Information

Title:

Read "Dakota Dugout"

URL:

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

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this learning activity, students read Dakota Dugout by Ann Turner. They look at an object that would have been important to a woman living in a sod house and try to determine what the object is.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 1 Living and Working Together in Family and Community and State	6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama) • Identifying past and present forms of communication Examples: past—letter, radio, rotary-dial telephone present—e-mail, television, cellular telephone • Identifying past and present types of apparel • Identifying past and present types of technology Examples: past—record player, typewriter, wood-burning stove present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven • Identifying past and present types of recreation Examples: past—marbles, hopscotch, jump rope present—video games, computer games • Identifying past and present primary sources Examples: past—letters, newspapers present—e-mail, Internet articles Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in Family and Community and State Evidence Of Student Attainment: Students: Compare ways individuals and groups in the local community and throughout Alabama lived in the past to how they live today. Identify past and present forms of communication, apparel, technology recorder, recreation, primary sources. Analyze pictures of the past and compare what is seen to the present. Teacher Vocabulary: compare identify analyze past present communication apparel technology recreation primary sources Knowledge: Students know: Changes occur from past to present and can compare these changes. Communication, apparel, technology, recreation, and primary sources show forms of change over time. Individuals and groups in the local community and throughout Alabama provide information about changes in everyday life. Vocabulary: past, present, communication, apparel, technology, recreation Skills: Students are able to: Compare past and present forms of communication, apparel, technology, and recreation using primary sources in the local community and throughout Alabama. Analyze pictures from the past to the present. Write and speak about individuals and groups that lived in the past compared to those of the present. Understanding: Students understand that: People in Alabama and the local community lived differently from past to present in areas such as communication, apparel, technology, recreation, and primary sources. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.1.6- Identify past and present forms of communication; identify past and present types of apparel; identify past and present types of technology; identify past and present types of recreation; identify past and present primary sources.
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: 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.
English Language Arts ELA2021 (2021) Grade: 1	23. Identify and describe the main story elements in a literary text. a. Describe the characters and settings, using illustrations and textual evidence from a story. b. Retell the plot or sequence of major events in chronological order. Unpacked Content Teacher Vocabulary: 23. Identify Describe Story elements Literary text 23a. Describe Characters Settings Illustrations Textual evidence Story 23b. Retell Plot Sequence Major events Chronological order Knowledge: 23. Students know: Main story elements in a literary text. 23a. Characters in a story. Settings in a story. Characters and settings in a story can be identified using information from the text or illustrations. 23b. Chronological order. Techniques for retelling a literary text orally using key details./li> Skills: 23. Students are able to: Identify the main story elements in a text. Describe the main story elements in a text. 23a. Identify characters in a story. Identify the setting of a story. Describe the characters of a story using illustrations and textual evidence. Describe the setting of a story using illustrations and textual evidence. 23b. Identify major events in a story. Retell the plot of a story in chronological order. Understanding: 23. Students understand that: Literary texts include predictable story elements, such as plot, characters, setting, conflict, and resolution, to help the reader to better comprehend the text. 23a. A story tells about a character's experience, and they can use information from the text or illustrations to identify and describe characters in a story. The setting is the time and place that a story takes place, and they can identify and describe the setting by using information from the text or illustrations. 23b. The major events that occur in a story is called the plot of the story. Chronological order means that a story has a timeline of events that occur in sequence from beginning to end. They can demonstrate their comprehension of a story by describing its main events in chronological order.
English Language Arts ELA2021 (2021) Grade: 2	23. Identify the main story elements in a literary text. a. Explain the plot of a narrative, using textual evidence to list the major events in sequence. b. Describe the characters' traits, feelings, and behaviors in a story. c. Describe the setting of a narrative, using textual evidence. d. Identify the central message or moral of a story. e. Identify the theme in myths, fables, and folktales. Unpacked Content Teacher Vocabulary: 23. Story elements Literary text 23a. Plot Narrative Textual evidence Major events Sequence 23b. Describe Character Traits Feelings Behaviors 23c. Setting Narrative Textual evidence 23d. Central message Moral 23e. Theme Myths Fables Folktales Knowledge: 23. Students know: Literary text is a story that contains story elements, like a plot and characters. 23a. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). The sequence of events is the order in which the story takes place. 23b. A story author provides descriptions of the characters' traits, feelings, and behaviors. 23c. Setting is when and where a story takes place. 23d. A central message or moral is the lesson that is learned through the story or the one big idea of the story. 23e. Theme is the main, recurring idea in a text. Myths, fables, and folktales are fictional pieces of text. Skills: 23. Students are able to: Identify the main story elements in a literary text, such as characters, settings, and plot. 23a. Explain the major events of a story in order by using text evidence. 23b. Describe characters' traits, feelings, and behaviors by using information from the text. 23c. Describe the setting of a story by using evidence from the text. 23d. Identify the central message or moral of a story using information from the text. 23e. Identify the theme of a myth, fable, or folktale. Understanding: 23. Students understand that: Literary texts include story elements, and they can identify the various elements to better understand the text. 23a. The plot is the main events of the story that happen in a particular sequence. The plot can be explained by using words or phrases from the text. 23b. Understanding each character's traits, feelings, and behaviors will help them better understand a story's plot. They can learn about characters by carefully reading the story and describing the characters' traits, feelings, and behaviors. 23c. They can use information from the text to learn when and where the story takes place. They can use the text to describe attributes of the setting. 23d. Stories will often have a central message or moral that the author intended to share with readers. 23e. Myths, fables, and folktales are often written to convey a particular theme or main message.
English Language Arts ELA2021 (2021) Grade: 4	15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. a. Identify and explain attitudes and influences of multiple characters within a text. b. Explain how the main character changes throughout the story, using explicit evidence from the text. c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.

Tags:

Ann Turner, Dakota Dugout, prairie, settlers, sod houses

License Type:

Custom Permission Type
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For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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Author:

Ginger Boyd

ALEX Classroom Resource

Read "Dakota Dugout"