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): [LIT2010] HIS (6-8) 2 :

2 ) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

[LIT2010] HIS (6-8) 7 :

7 ) Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

[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)

At the turn of the 20th century, illiteracy was common across the United States. Percentages ranged from 10-30%, depending on location. Rural Alabama suffered from a high illiteracy rate. During this lesson, students will read and analyze primary documents that focus on the importance of literacy for Alabamian soldiers - LIT2010 (6-8)(2 & 7). Students will create a propaganda poster that asks citizens to do their part [SS2010 (6)(3)] in changing the culture of Alabama illiteracy and for teaching  Alabama soldiers that literacy is a powerful weapon [SS2010 (6)(1)].

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

   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)

[ELA2021] (6) 2 :

2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.

This lesson will include a study of several primary sources that detail the 1918 flu epidemic and how it affected a variety of people in Alabama. Students will work in small groups to study different primary sources and will complete graphic organizers specific to the type of primary source. Groups will then share their information with the class and discuss how the flu affected different populations of Alabama. The focus and outcomes of this lesson will meet the Social Studies standard (SS2010(6)) by allowing the students to describe civilian roles during WWI and to recognize the military bases in Alabama.

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

   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 167^th Regiment of the Rainbow Division

•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare

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

   View Standards     Standard(s): [SS2010] USS6 (6) 9 :

9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement

Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit

Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II

Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II

[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] USS6 (6) 7 :

7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production

•  Identifying new roles of women and African Americans in the workforce

•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)

•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)

Students in each Grade 6 class will work in collaboration to create a class group Google Slides presentation celebrating the Alabama Bicentennial (or Alabama History).  Students will present information on the reasons behind the strategic placement of military bases in Alabama during World War I, identify changes on the Alabama homefront during World War II, or critique major social and cultural changes in Alabama since World War II. Each student will research a different topic to find information to create one or two slides as part of the group slideshow. The finished class Google Slides’ show will be presented, with each student reading his/her own slides.

This activity was created as a result of the ALEX Learning Development Summit.

   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)

The students will read a letter about the plight of Alabama soldiers in the Rainbow Division of World War I and will create a list of supplies that were described in the primary document. The students will illustrate the Rainbow Divisions' need for supplies by creating fundraising posters.

This activity results from the ALEX Resource Gap Project.

   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)

[DLIT] (6) 5 :

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

Students will explore what life was like in the trenches on the Western Front for World War I soldiers in this interactive online activity. They will have to make choices about how they will handle different situations they are presented with. They have to make a series of decisions as they learn about the hardships these soldiers faced. Certain choices will lead to survival, others will not. They will see types of food, entertainment, and conditions of this horrific war as they navigate through the interactive site.

This activity was created as a result of the DLCS COS Resource Development Summit.

   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 167^th Regiment of the Rainbow Division

•  Identifying World War I technologies, including airplanes, machine guns, and chemical warfare

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.

   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)

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment.

This activity results from the ALEX Resource Gap Project.

   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] WH9 (9) 12 :

12 ) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.

•  Describing the rise of Communism in Russia during World War I

Examples: return of Vladimir Lenin, rise of the Bolsheviks

•  Describing military technology used during World War I

•  Identifying problems created by the Treaty of Versailles of 1919

Examples: Germany's reparations and war guilt, international controversy over the League of Nations

•  Identifying alliances during World War I and boundary changes after World War I

[SS2010] US11 (11) 4 :

4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I

•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations

•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain

•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

This is a brief video on World War I: how the war started, the U.S.' involvement, fighting the war, and the aftermath with the Treaty of Versailles.

*Important Note: Italy was originally a member of the Triple Alliance when World War I started. After the war started in 1914, when the Triple Alliance became the Central Powers, Italy joined the Triple Entente. The Triple Alliance was originally a defensive pact against the Triple Entente. After Italy switched sides, the Ottoman Empire joined the Central Powers.

   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)

This World War I collection includes several photographs of liberty bonds, postcards, an aviator's brochure, sheet music, and a jigsaw activity. These artifacts will help students describe the military and civilian roles in the United States during WWI. Be sure to click "Read More" at the top of the collection to view the activity that can be used with this collection.