ALEX Learning Activity Resources

   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.