ALEX Resources

   View Standards     Standard(s): [ELA2021] (4) 35 :

35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

[SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[DLIT] (4) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (4) 19 :

13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

In this lesson, students will define conflict as it relates to Native American land conflict during the early nineteenth century.  Students will compare Native Americans' and settlers' perspectives on land.  Students will write a narrative writing as a Creek Chief watching the settlers move into their territory, focusing on how this makes them feel and how these events will change the lives of his/her people. 

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

   View Standards     Standard(s): [SS2010] GHS (3) 3 :

3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration

[SS2010] GHS (3) 11 :

11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present

[SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[SS2010] USS5 (5) 1 :

1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River

•  Identifying natural harbors in North America

Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

[SS2010] USS5 (5) 2 :

2 ) Identify causes and effects of early migration and settlement of North America.

[ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 4 :

4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

[ARTS] VISA (3) 10 :

10) Speculate about processes and purposes an artist used to create a work of art.

Example: Observe and compare similar themes in artwork from historical and contemporary eras.

[ARTS] VISA (3) 14 :

14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 4 :

4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :

5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 15 :

15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :

4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

[ARTS] VISA (5) 10 :

10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 13 :

13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work. 

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

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[ELA2021] (4) 22 :

22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.

a. Cite evidence to explain the author's perspective toward a topic in an informational text.

[ELA2021] (4) 23 :

23. Evaluate how text features and structures contribute to the meaning of an informational text.

a. Identify and describe the structures within a text, including description, comparison and contrast, sequence, problem and solution, and cause and effect.

b. Interpret information from text features in both print and digital formats.

[ELA2021] (4) 30 :

30. Synthesize information on a topic in order to write or speak knowledgeably about the subject.

a. Make complex inferences within and across texts to determine the importance of information.

b. Use evidence to explain information across texts including different perspectives and/or points of view.

[ELA2021] (4) -6 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (4) 20 :

20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.

Students will use primary sources to gain information about Hernando de Soto, his route, and his interactions with Native Americans in Alabama. Students will read two articles in order to identify information about Hernando de Soto and his journey through Alabama. Students will also learn about the impact of European Exploration on the Native Americans who were in Alabama in the 1500s. 

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

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

In this activity, students will use their research materials to organize their information on a European ship. Each section of the ship is designed for different information on their Explorer. Ships can be displayed for students to learn from one another's research. 

This resource was created in partnership with Dothan City Schools. 

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

In this activity, students will build background knowledge of the Early European Explorers and their motives for exploring the New World. Students will learn that Europeans were on the search for spices and trade with the East Indies, but found the Americas instead. Students will become familiar with different explorers and pick one to research more in-depth. 

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

In this activity, students will organize research about their assigned European Explorer (see Early European Explorers: Part One!). Students will use the guided research paper to direct their research into key topics and ideas about an Early European Explorer. 

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

In this Yellowhammer History Hunt episode, learn about the lives of the Native Americans and French who in the 1700s lived as neighbors in the land that became Alabama. Learn how the French established Fort Toulouse and how Native American and European languages, customs, and trade shaped Alabama.

   View Standards     Standard(s): [SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[SS2010] ALA (4) 5 :

5 ) Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions.

•  Explaining political and geographic reasons for changes in location of Alabama's state capital

•  Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker

[SS2010] ALA (4) 10 :

10 ) Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama.

Examples: social—implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP)

educational—establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University)

•  Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism

•  Explaining the Jim Crow laws

•  Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries

[SS2010] ALA (4) 13 :

13 ) Describe the economic and social impact of World War II on Alabamians, including entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness.

•  Recognizing Alabama participants in World War II, including the Tuskegee Airmen and women in the military

•  Justifying the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base

[SS2010] ALA (4) 14 :

14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy

•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March

•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954

•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

[SS2010] USS5 (5) 13 :

13 ) Describe social and economic influences on United States' expansion prior to World War I.

•  Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny

•  Locating on a map states, capitals, and important geographic features west of the Mississippi River

•  Explaining how the United States acquired Alaska and Hawaii

•  Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics

•  Analyzing the impact of closing the frontier on American Indians' way of life

•  Explaining how the Spanish-American War led to the emergence of the United States as a world power

[SS2010] USS6 (6) 4 :

4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

•  Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age

Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

•  Identifying contributions of turn-of-the-century inventors

Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

•  Describing the emergence of the modern woman during the early 1900s

Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

•  Identifying notable persons of the early 1900s

Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

•  Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations

Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

This teacher guide includes background information, discussion questions, and student activities correlated to Alabama Course of Study standards for everyYellowhammer History Hunt site!

   View Standards     Standard(s): [SS2010] LWT2 (2) 3 :

3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

In this video from PBSLearningMedia, the kids continue their adventure in Old Mobile, a settlement for French colonists in the early 1700s. They view artifacts from these early settlers at the University of South Alabama Archaeology Museum.

   View Standards     Standard(s): [SS2010] LWT2 (2) 3 :

3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[SS2010] ALA (4) 1 :

1 ) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

•  Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama

[SS2010] ALA (4) 2 :

2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims

•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa

•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

[SS2010] ALA (4) 3 :

3 ) Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.

Examples: social—adoption of European culture by American Indians, opening of Alabama land for settlement

political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency

economic—acquisition of tribal land in Alabama by the United States

•  Explaining the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories

[SS2010] ALA (4) 5 :

5 ) Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions.

•  Explaining political and geographic reasons for changes in location of Alabama's state capital

•  Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker

In this video from PBSLearningMedia, three young kids venture outside their 2-D animated world to learn about early Alabama history for their upcoming school report. Aided by their hyper-intelligent robotic friend Roto and a magical portal, they visit some of Alabama’s historic sites to learn about Native American societies, early settlers, and the beginning of Alabama’s statehood. With the help of local archaeologists and historians, they just might make it back home in time to get to school and turn in their report!