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 32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
Respond
Writing
Literature
Informational texts
Stories
Dramas
Poetry
Cross-curricular texts
Independently
With support
Grade-level proficiency Knowledge:
32. Students know:
Responding to text in a written format demonstrates comprehension of the text. Skills:
32. Students are able to:
Independently and with support, create grade-appropriate written responses after reading literature and informational text. Understanding:
32. Students understand that:
To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
