ALEX Resources

   View Standards     Standard(s): [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] CWI (9-12) 6 :

6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources

•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips

•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints

•  Describing the role of intentional and unintentional bias and flawed samplings

This graphic organizer provides a structured method for students to analyze primary source visual image documents. By using this graphic organizer and the included guiding questions, students will analyze the source of the image, make observations about the image, contextualize the image within historical events, and corroborate the information they learn by identifying other sources of information. 

   View Standards     Standard(s): [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) 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] GEOG (7) 1 :

1 ) Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.

•  Explaining the use of map essentials, including type, projections, scale, legend, distance, direction, grid, and symbols

Examples: type—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images

distance—fractional, graphic, and verbal scales

direction—lines of latitude and longitude, cardinal and intermediate directions

•  Identifying geospatial technologies to acquire, process, and report information from a spatial perspective

Examples: Google Earth, Global Positioning System (GPS), geographic information system (GIS), satellite-remote sensing, aerial photography

•  Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns

•  Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions

•  Categorizing the geographic organization of people, places, and environments using spatial models

Examples: urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread of culture traits, spread of contagious diseases through a population

[SS2010] US11 (11) 5 :

5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture

•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s

•  Determining the relationship between technological innovations and the creation of increased leisure time

[SS2010] CWI (9-12) 1 :

1 ) Describe current news stories from various perspectives, including geographical, historical, political, social, and cultural.

•  Evaluating the impact of current news stories on the individual and on local, state, national, and international communities (Alabama)

•  Comparing current news stories to related past events

•  Analyzing news stories for implications regarding nations of the world

•  Locating on a map areas affected by events described in news stories

•  Interpreting statistical data related to political, social, and economic issues in current events

[SS2010] CWI (9-12) 6 :

6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources

•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips

•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints

•  Describing the role of intentional and unintentional bias and flawed samplings

This graphic organizer will guide students through the process of analyzing a historical document such as a newspaper article, a report, a magazine article, a congressional record, a press release, a census report, an internet article, a map, an official memorandum, or an announcement. This worksheet includes guiding questions that will support students as they closely read and analyze a selected historical document.

   View Standards     Standard(s): [SS2010] US11 (11) 2 :

2 ) Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

•  Explaining the impact of the Populist Movement on the role of the federal government in American society

•  Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell

Examples: women's suffrage, Ida B. Wells-Barnett, temperance movement

•  Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act

•  Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era

•  Assessing the significance of the public education movement initiated by Horace Mann

•  Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation

[SS2010] US11 (11) 5 :

5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing radio, cinema, and print media for their impact on the creation of mass culture

•  Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s

•  Determining the relationship between technological innovations and the creation of increased leisure time

[SS2010] US11 (11) 6 :

6 ) Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis

•  Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression

•  Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)

•  Analyzing the Great Depression for its impact on the American family

Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange

[SS2010] CWI (9-12) 6 :

6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources

•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips

•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints

•  Describing the role of intentional and unintentional bias and flawed samplings

   View Standards     Standard(s): [SS2010] CWI (9-12) 6 :

6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.

•  Explaining the reliability of news stories and their sources

•  Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips

•  Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints

•  Describing the role of intentional and unintentional bias and flawed samplings

This interactive game from iCivics is a challenging game designed to sharpen students' news literacy skills. Students join a fictional social media site focused on news and information, learn elements of high-quality journalism and markers of deceptive posts, and spot dubious posts that sneak in through hidden ads, viral deception, and false reporting. This game can be played during a lesson on false reporting for reinforcement or after as an assessment. It can be played as a whole group or individually.

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