ALEX Resources

   View Standards     Standard(s): [SS2010] USS6 (6) 3 :

3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

•  Describing military and civilian roles in the United States during World War I

•  Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand

•  Analyzing technological advances of the World War I era for their impact on modern warfare

Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

•  Locating on a map major countries involved in World War I and boundary changes after the war

•  Explaining the intensification of isolationism in the United States after World War I

Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

•  Recognizing the strategic placement of military bases in Alabama (Alabama)

[LIT2010] WRI (6-8) 4 :

4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

James Reese Europe was an "accomplished orchestra conductor, bandleader, and composer of popular songs, marches and dance music during the early twentieth century...Europe was an effective champion of African-American musical performers and composers and helped to gain acceptance for them in the United States and abroad." Born in Mobile, Alabama, Europe accomplished much in his brief lifetime and deserves a place in every study of World War I.

Students will annotate a biography of James Reese Europe and analyze two photographs of the orchestra Reese led across France. Students will view a documentary film of Europe and his "Hellfighter" orchestra as they fought, performed, and received medals for their efforts during the war.

As a culminating activity on the second day, students will write a eulogy for Europe detailing his role as a leader in Jazz and as an African American officer.  

This lesson was created in partnership with the Alabama Department of Archives and History.

   View Standards     Standard(s): [SC2015] LSC7 (7) 14 :

14 ) Gather and synthesize information regarding the impact of technologies (e.g., hand pollination, selective breeding, genetic engineering, genetic modification, gene therapy) on the inheritance and/or appearance of desired traits in organisms.

[LIT2010] WRI (6-8) 4 :

4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students will begin the lesson by viewing a video clip that will explain the difference between classical and transgenic breeding of plants. Next, students will work in groups to identify common foods that contain genetically-modified organisms (GMOs). Students will further explore this concept by gathering and synthesizing information regarding the impact of genetically modified organisms on the appearance of desired traits in organisms. Lastly, students will engage in the "RAFT" writing strategy, by taking on the role of a farmer persuading their employees to consider the positive or negative impacts of genetically-modified food crops.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] ESS (9-12) 10 :

10 ) Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth's crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks.

[LIT2010] WRI (6-8) 4 :

4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

[LIT2010] WRI (6-8) 5 :

5 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

After researching the formation of each type of rock, students use the evidence from knowledge of the rock cycle to write a story about a pet rock. The story will include the rock changing from magma to each type of rock including igneous, sedimentary, and metamorphic. Students will present their pet rock story to the class.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.