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:
Arts Education 14) Create works of art that reflect community and/or cultural traditions.
Examples: Create a quilt in the style of the Gee's Bend Quilters.
Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Concepts & Vocabulary:
Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design
Shade
Style
Tints & shades Skill Examples:
Create a quilt square in the style of the Gee's Bend Quilters.
State what materials or processes you prefer and why.
Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
Investigate differences in cultural style, genres, and context through historical time periods.
Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
Identify and describe how artists have depicted Alabama history.
Mathematics 4. For whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors.
a. Determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number.
b. Determine whether a whole number in the range 1 to 100 is prime or composite.
Unpacked Content
Evidence Of Student Attainment:
Students:
When given a number in the range 1-100,
Find all factor pairs and recognize that a whole number is a multiple of each of its factors.
Determine whether the whole number in the range 1-100 is a multiple of a given one-digit number.
Determine whether a whole number in the range 1-100 is prime or composite. Teacher Vocabulary:
Multiple
Factor
Prime
Composite
Whole number
Factor pair Knowledge:
Students know:
Factor pairs include two numbers that when multiplied result in a particular product.
Multiples are the result of multiplying two whole numbers. How to identify a prime or composite number. Skills:
Students are able to:
Find all factor pairs of a given number.
Identify a number as a multiple of each of its factors.
Determine whether a number is prime or composite. Understanding:
Students understand that:
A whole number is a multiple of each of its factors.
Numbers can be classified as prime, composite, or neither, based on their properties and characteristics. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.4.4.1: Define factors, prime number, and composite number.
M.4.4.2: Apply properties of operations as strategies to multiply and divide.
M.4.4.3: Identify all factor pairs for a whole number in the range 1-20.
M.4.4.4: Name the first ten multiples of each one-digit natural number.
M.4.4.5: Recall basic multiplication facts.
M.4.4.6: Count within 1000; skip-count by 5s, 10s, and 100s.
Prior Knowledge Skills:
Represent equal groups using manipulatives.
Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
Write an equation to express the product of the multipliers (factors).
Relate multiplication to repeated addition and skip counting.
Define pair, odd and even.
Recall doubles addition facts with sums to 20.
Apply sign+ and = to actions of joining sets.
Model written method for composing equations.
Skip count by 2s.
