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
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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:
Digital Literacy and Computer Science R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
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Evidence Of Student Attainment:
Students will:
produce authentic artifacts using digital tools.
review and revise authentic artifacts using digital tools. Teacher Vocabulary:
multimedia
artifacts
Children's Online Privacy Protection Act (COPPA) Knowledge:
Students know:
how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge. Skills:
Students are able to:
design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
review an authentic artifact to revise with new or additional information. Understanding:
Students understand that:
everyone can be an author, producer, director, etc. using digital tools.
Digital Literacy and Computer Science 12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
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Evidence Of Student Attainment:
Students will:
use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades. Teacher Vocabulary:
digital tools
communicate
key ideas
informs
persuades Knowledge:
Students know:
digital tools are available that enable them to inform others.
digital tools are available that enable them to persuade others. Skills:
Students are able to:
use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade. Understanding:
Students understand that:
digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science 13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
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Evidence Of Student Attainment:
Students will:
synthesize complex information from multiple sources in different ways to make it more useful and/or relevant. Teacher Vocabulary:
synthesize
relevant
timeline
flowcart
infographic Knowledge:
Students know:
information from multiple sources can be combined or synthesized.
there are multiple was to combine information to communicate with others. Skills:
Students are able to:
synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc. Understanding:
Students understand that:
information is obtained from multiple sources to better make sense of information.
information can be presented in different ways to make it more useful.
English Language Arts 35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
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Teacher Vocabulary:
35.
Personal narratives
Fictional narratives
Logical plot
Transitional words and phrases
Sensory details
Dialogue
Closure Knowledge:
35. Students know:
A narrative is a piece of writing that tells a story.
A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
Narrative transitions indicate when and where the story is occurring.
Sensory details use descriptions of the five senses.
Dialogue is a conversation between two or more people. Skills:
35. Students are able to:
Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
Write a narrative with a logical sequence of events and sensory details.
Use appropriate transitional words and phrases in narrative writing.
Include dialogue in narrative writing.
Write a narrative that ends with a sense of closure. Understanding:
35. Students understand that:
Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
English Language Arts 42. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
a. Articulate ideas, claims, and perspectives in a logical sequence, presenting information, findings, and credible evidence from multiple sources and modalities to enhance listeners' understanding.
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Teacher Vocabulary:
42.
Report
Topic
Text
Recount
Appropriate facts
Relevant details
Descriptive details
Main ideas
Themes
Volume
Pacing
Pronunciation
42a.
Articulate
Ideas
Claims
Perspectives
Logical sequence
Information
Findings
Credible evidence
Sources
Modalities Knowledge:
42. Students know:
One way to share information is through oral presentations.
Oral presentations should be organized, have a main idea or theme, and include relevant, descriptive details and facts that support the key point.
Speakers should orally present in a volume loud enough for the audience to hear, at an understable pace, and with correct speech pronunciation.
42a.
A speaker can enhance the audience's understanding by explaining ideas, claims, and perspectives in a logical sequence, and by providing additional information in the form of credible evidence from multiple sources. Skills:
42. Students are able to:
Orally report in response to a topic or text, to tell a story, or to describe a personal experience.
Create an oral report that is organized, and includes relevant, descriptive facts and details that support the main idea or theme.
Speak at an adequate volume and appropriate pace and use proper pronunciation when presenting an oral report.
42a.
Orally articulate ideas, claims, and perspectives in a logical sequence.
Gather information, findings, and credible evidence from multiple sources and modalities.
Orally present information, findings, and credible evidence. Understanding:
42. Students understand that:
An effective oral presentation requires an organized structure and uses relevant facts and details to support the key idea.
An effective speaker presents with a voice that can be heard by the audience, a speaking pace that can be understood by the audience, and proper pronunciation of words.
42a.
Information, findings, and credible evidence should be gathered from multiple sources in varied modalities to enhance the audience's understanding of the oral presentation.
To clearly articulate their ideas, claims, and perspectives, they must organize their thoughts in a logical sequence.
Local/National Standards:
NCSS National Standard II: Time, Continuity, and Change
NCSS National Standard III: People, Places, and Environments
NCTE/IRA 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
