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Hank Aaron Reading Comprehension - Online

Classroom Resource Information

Title:

Hank Aaron Reading Comprehension - Online

URL:

https://mrnussbaum.com/hank-aaron-reading-comprehension-online

Content Source:

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MrNussbaum.com

Type:

Learning Activity

Overview:

This reading comprehension activity from MrNussbaum.com contains a historical passage about Hank Aaron. Students can read this passage as an introductory lesson or as an assessment using the questions included. Students receive immediate feedback on multiple-choice questions. Students may click on "listen" to have the passage read to them.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 4 Alabama Studies	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 Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama. Describe the impact of 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. Summarize the significance of key 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. Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954. Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality. Teacher Vocabulary: analyze interpret discrimination prejudice protest (violent and non-violent) boycott sit-in segregation integration Jim Crow suffrage rights NAACP Knowledge: Students know: Many of the key leaders that were vital to 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. How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy. How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches. African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing). Skills: Students are able to: Recognize 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. Describe 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. Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail. Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights. Understanding: Students understand that: Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954). The doctrine of separate but equal called for specific things. These events also had a significant impact on the nation. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement. SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Social Studies SS2010 (2010) Grade: 6 United States Studies: The Industrial Revolution to the Present	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 Unpacked Content Strand: Economics, History, Civics and Government Course Title: United States Studies: The Industrial Revolution to the Present Evidence Of Student Attainment: Students: Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States. Describe the changing role of women in the workplace and the impact on the family unit. Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II. Teacher Vocabulary: Brown vs. Board of Education Montgomery Bus Boycott Freedom Rides Selma-to-Montgomery Voting Rights March Motown AM/FM radio protest songs demonstrations genre political assassinations latchkey children Civil Rights Movement Knowledge: Students know: The key figures involved in the Civil Rights Movement. The major social and cultural changes that occurred in the United States post WWII. Skills: Students are able to: Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality. Cite evidence to support changes in social and cultural traditions using primary and secondary sources. Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events. Understanding: Students understand that: There were important the social and cultural changes that occurred in the U.S. after WWII. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.6.9- Define civil rights movement; identify key figures and events of the Civil Rights movement, including Martin Luther King Jr., Rosa Parks, Montgomery Bus Boycott, and the 16^th Street Baptist Church bombing; identify culturally influential music from the post-World War II world including, Elvis Presley, the Beatles, Bob Dylan, and Jimi Hendrix.
English Language Arts ELA2021 (2021) Grade: 4	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. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.
English Language Arts ELA2021 (2021) Grade: 6	3. Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing. Unpacked Content Teacher Vocabulary: 3. Setting Plot Characters Theme Conflict Dialogue Point of view Prose Poetry Textual evidence Knowledge: 3. Students know: Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot. Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language. Analysis of a text should be supported with text evidence from the writing. Skills: 3. Students are able to: Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry. Explain how literary elements contribute to the meaning and purpose of prose and poetry. Support their explanations of literary elements with textual evidence. Understanding: 3. Students understand that: Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view. Literary elements contribute to the meaning of poetry and prose. When they analyze a text, they should include text evidence to support their claims.

Tags:

Atlanta Braves, baseball, Hank Aaron, reading comprehension

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Audio resources: includes a transcript or subtitles

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Author:

Ginger Boyd

ALEX Classroom Resource

Hank Aaron Reading Comprehension - Online