Alabama Social Studies SS24.US1.11c

Social Studies10th GradeA Nation Divided

The Standard

SS24.US1.11
Analyze how government policies and events related to slavery led to increased sectionalism throughout the United States prior to the Civil War.
Describe how Alabamians were impacted by growing sectionalism from 1832 to 1861, including the reliance on cotton and slave labor, the Second Creek War, and secession.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students explain how cotton farming depended on enslaved labor and shaped Alabama's politics. They trace how Creek land loss and the 1836 war affected families and land use, then connect slavery to secession.

What Mastery Looks Like

A student explains how Creek dispossession helped cotton farming expand and why enslavers supported secession. They describe different effects on Creek families, enslaved people, and white residents.

Common Misconceptions

Some students think Creek people left willingly or that the 1836 war was fought between North and South. Others say tariffs drove Alabama's secession or assume every white Alabamian enslaved people.

How to Assess It

Exit ticket: How did the 1836 Creek War affect land use, and why did cotton planters back secession in 1861? Include one effect on Creek families and one on enslaved Alabamians.

Lesson moves

Ways to Teach It

  1. Give pairs four cards labeled 1832 Creek treaty, 1836 Creek War, cotton expansion, and 1861 secession; have them order and annotate impacts.

  2. Have students answer: Who profited from cotton, who paid its costs, and whose voices were absent from Alabama's secession vote?

  3. Play a six-card match: pair Creek removal with land seizure, cotton profits with enslaved labor, and secession with protecting slavery; explain each match.

  4. Show a cotton shirt and brief accounts of cotton work in 1860 and today; students list two differences in labor and pay.

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