ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (1)

ALEX Lesson Plans  
   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)
[SS2010] ALA (4) 11 :
11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
Subject: Social Studies (4 - 6)
Title: Dear Father: A College Student’s Perspective on WWI
Description:

This lesson will introduce students to an Alabama connection to World War I. The primary document that will be used is a letter to a father from a University of Alabama student, written on March 2, 1917, exactly one month before the United States declared war on Germany. The student discusses typical family topics before ending with his concerns about the possibility of war.

This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009.

Author Information:Dr. Lesa Roberts (Cohort 1: 2009-2010) Hampton Road Middle School; Huntsville City School System; Huntsville, AL



ALEX Learning Activities  
   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)
[SS2010] ALA (4) 11 :
11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
Subject: Social Studies (4 - 6)
Title: Thinking Outside the Box with WWI Primary Sources! (A Mini Breakout Game)
Description:

This mini-Breakout game introduces students to primary sources and World War I in an engaging and fun manner! Students use hints and solve clues to unlock the box and rescue primary source analysis documents that help them reveal details about the impact of World War I on Alabamians such as Curtis McCall. The main primary source utilized in the game/introductory activity is a draft registration card from World War I. 

This activity results from the ALEX Resource Gap Project.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [SS2010] LWT2 (2) 11 :
11 ) Interpret legends, stories, and songs that contributed to the development of the cultural history of the United States.

Examples: American Indian legends, African-American stories, tall tales, stories of folk heroes

[SS2010] ALA (4) 11 :
11 ) Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama's military installations and training facilities, and increased production of goods for the war effort.

•  Recognizing Alabama participants in World War I, including Alabama's 167th Regiment of the Rainbow Division
•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
[ELA2021] (2) 23 :
23. Identify the main story elements in a literary text.

a. Explain the plot of a narrative, using textual evidence to list the major events in sequence.

b. Describe the characters' traits, feelings, and behaviors in a story.

c. Describe the setting of a narrative, using textual evidence.

d. Identify the central message or moral of a story.

e. Identify the theme in myths, fables, and folktales.
[ELA2021] (4) 15 :
15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.
Subject: Social Studies (2 - 4), English Language Arts (2 - 4)
Title: Read "Follow the Drinking Gourd"
URL: https://amhistory.si.edu/ourstory/pdf/slavelife/slave_readgourd.pdf
Description:

In this activity, students will increase their knowledge about slaves, slavery, and the underground railroad by reading Follow the Drinking Gourd by Jeannette Winters. Students will write and illustrate a poem or letter playing the role of a conductor, agent, or passenger on the underground railroad.


ALEX Classroom Resources: 1

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