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Teacher Guide, Treasure Map & Activity | Yellowhammer History Hunt

Classroom Resource Information

Title:

Teacher Guide, Treasure Map & Activity | Yellowhammer History Hunt

URL:

https://aptv.pbslearningmedia.org/resource/c45ead18-425a-42fe-a83e-d6011b98df2b/teacher-guide-treasure-map-activity-yellowhammer-history-hunt-media-gallery/

Content Source:

PBS

Type:

Informational Material

Overview:

This teacher guide includes background information, discussion questions, and student activities correlated to Alabama Course of Study standards for everyYellowhammer History Hunt site!

Content Standard(s):

Social Studies SS2010 (2010) Grade: 4 Alabama Studies	2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama. • Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims • Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa • Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims. Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa. Explain reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture. Teacher Vocabulary: settlement European exploration culture expansion trade (barter) Knowledge: Students know: The location, purpose, and importance of European settlements including Fort Conde, Fort Toulouse, and Fort Mims in early Alabama. The routes taken by early explorers including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa. Reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture. Skills: The students will be able to: Explain the impact of European explorers on trade, health, and land expansion in Alabama. Locate on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims. Trace on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa. Understanding: Students understand that: There were specific reasons Europeans began exploring and settling in Alabama and this impacted existing settlements in Alabama. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.2- Using maps, demonstrate an understanding that people from Europe explored and settled in Alabama.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	5 ) Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions. • Explaining political and geographic reasons for changes in location of Alabama's state capital • Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker Unpacked Content Strand: Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Describe Alabama's entry into statehood as well as identify and explain the role of its three branches of government and the constitutions. Teacher Vocabulary: legislative executive judicial constitution senate congress house of representatives governor checks and balances capital capitol Knowledge: Students know: Alabama has had six different constitutions. Alabama has three branches of Government: Executive, Legislative, Judicial. The reasons why Alabama has had five different capitals. The roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker. What the U.S. Constitution and the Northwest Territory require of a territory to become a state. The history of early settlements in Alabama and the cession of Indian lands. What it means to have a republican form of government. Skills: The students are able to: Analyze Alabama's entry into statehood. Identify and differentiate the roles of the three branches of government. Compare and contrast Alabama's constitutions. Explain political and geographic reasons for changes in location of Alabama's state capital. Recognize roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker. Understanding: Students understand that: Many prominent people were involved in Alabama's entry into statehood and that our government was designed in a way that allowed a system of checks and balances to be in place. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.5- Identify the location of the state capital; recognize that Alabama is a state with three branches of government.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	10 ) Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama. Examples: social—implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP) educational—establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University) • Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism • Explaining the Jim Crow laws • Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries Unpacked Content Strand: Economics, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Analyze social changes during the late nineteenth and early twentieth centuries for their impact on Alabama including implementation of the Plessey v. Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP). Analyze educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). Analyze the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. Describe Jim Crow laws and their purpose. Analyze the impact of Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Teacher Vocabulary: implementation agriculture "separate but not equal" Populism suffrage Knowledge: Students know: The social impact of the implementation of the Plessey v. Ferguson "separate but not equal" court decision and the birth of the National Association for the Advancement of Colored People (NAACP) on Alabama. The educational changes during the late nineteenth and early twentieth centuries impacted Alabama in several ways including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). The changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. The purposes and the effects of Jim Crow Laws. Important Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries including Booker T. Washington, George Washington Carver, Jesse Owens, Tallulah Bankhead, W.C. Handy, Helen Keller, Patti Ruffner Jacobs, and Julia Tutwiler. Skills: Students are able to: Identify social changes in Alabama including implementation of the Plessey versus Ferguson "separate but not equal" court decision, birth of the National Association for the Advancement of Colored People (NAACP). Identify educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama including the establishment of normal schools and land-grant colleges such as Huntsville Normal School (Alabama Agricultural and Mechanical [A&M] University), Agricultural and Mechanical College of Alabama (Auburn University), Tuskegee Normal and Industrial Institute (Tuskegee University), Lincoln Normal School (Alabama State University). Identify the cause and effect relationship between the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism. Interpret the Jim Crow laws. Identify Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Understanding: Students understand that: Industry and agriculture in Alabama saw many changes during the late nineteenth and early twentieth centuries. Social (racial) injustices occurred in Alabama during this time and these injustices impacted Alabama. Many key Alabamians had an impact on the world of education. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.10- Recognize social and educational changes in Alabama during the late nineteenth and early twentieth centuries. SS.AAS.4.10a- Identify what Jim Crow laws were; "separate but not equal"; NAACP. SS.AAS.4.10b- Identify Booker T. Washington, George Washington Carver, and other Alabamians of the early twentieth century.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	13 ) Describe the economic and social impact of World War II on Alabamians, including entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness. • Recognizing Alabama participants in World War II, including the Tuskegee Airmen and women in the military • Justifying the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base Unpacked Content Strand: Economics, Geography, History Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Describe the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness. Justify the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base. Teacher Vocabulary: analyze justify workforce rationing draft strategic Tuskegee Airmen victory garden recruit segregation discrimination Knowledge: Students know: How World War II impacted Alabama economically and socially. Women played an important role in the military. Racial tensions affected Alabamians on the homefront. The importance of the Tuskegee Airmen. The involvement of Alabamians in the War Effort varied from helping on the homefront to volunteering or being drafted to serve in combat. Alabama had important military bases during WWII including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base. Skills: Students are able to: Describe the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness. Identify Alabama participants in World War II, including the Tuskegee Airmen and women in the military. Locate military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base. Understanding: Students understand that: Even though WWII was being fought on foreign soil, it still impacted the social and economic lives of Alabamians in many ways. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.13- Identify the important role Alabama played during World War II and the economic and social impact World War II had on the lives of Alabamians including strategic placement of military bases in Alabama, such as Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
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: 5 United States Studies: Beginnings to the Industrial Revolution	13 ) Describe social and economic influences on United States' expansion prior to World War I. • Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny • Locating on a map states, capitals, and important geographic features west of the Mississippi River • Explaining how the United States acquired Alaska and Hawaii • Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics • Analyzing the impact of closing the frontier on American Indians' way of life • Explaining how the Spanish-American War led to the emergence of the United States as a world power Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: United States Studies: Beginnings to the Industrial Revolution Evidence Of Student Attainment: Students: Identify and describe social, political, and economic influences on the United States prior to World War I. Teacher Vocabulary: social influences economic influences expansion transcontinental railroads Manifest Destiny geographic features acquired Westward Expansion ranchers Mormons Hispanics frontier emergence Knowledge: Students know: Social and economic influences on United States' expansion prior to World War I. How the development of transcontinental railroads contributed to the expansion of the United States and related to the concept of Manifest Destiny. Details related to how the United States acquired Alaska and Hawaii. Major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics. The impact of closing the frontier on American Indians' way of life. The Spanish-American War led to the emergence of the United States as a world power. Skills: Students are able to: Locate states and capitals on a physical and political map. Describe and explain social and economic influences on the United States expansion. Explain and evaluate the concept of Manifest Destiny. Describe and explain how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny. Identify and analyze the impact of Manifest Destiny on a variety of cultural groups. Explain and analyze how the Spanish-American War led to the United States becoming a world power. Understanding: Students understand that: There were social, political, and economic influences on United States prior to World War I. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.5.13a- Identify natural resources and geographic features of the American West, Grand Canyon, Rocky Mountains, and Colorado River; illustrate the completion of the territorial United States on a map; recognize farmers and ranchers as major groups involved in westward expansion; explain the impact of westward expansion on American Indians.
Social Studies SS2010 (2010) Grade: 6 United States Studies: The Industrial Revolution to the Present	4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s. • Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama) • Identifying contributions of turn-of-the-century inventors Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama) • Describing the emergence of the modern woman during the early 1900s Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama) • Identifying notable persons of the early 1900s Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama) • Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924 Unpacked Content Strand: Economics, History, Civics and Government Course Title: United States Studies: The Industrial Revolution to the Present Evidence Of Student Attainment: Students: Identify cultural developments in the US from 1900 through the 1930s by describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age. Identify contributions of turn-of-the century inventors. Describe the emergence of the modern woman. Identifying notable persons of the early 1900s. Compare results of various administrative economic policies of Harding, Coolidge, and Hoover. Teacher Vocabulary: Harlem Renaissance Jazz Age suffragettes suffragists flappers personal credit stock market crash Immigration Act of 1924 Knowledge: Students know: The cultural and economic developments of the early 1900s. Skills: Students are able to: Characterize the impact of notable people and events that shape our world. Compare multiple points of view to explain economic policies. Understanding: Students understand that: Major cultural and economic changes took place in the US during the early 1900's. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.6.4- Identify at least one or more inventions and inventors of the late 1800s and early 1900s, including Thomas Edison (practical light bulb), Alexander Graham Bell (telephone), George Washington Carver (uses for the peanut), Wright Brothers (airplane), and Henry Ford (affordable car); illustrate the cultural changes of the early 1900s presented by at least one or more individuals including, F. Scott Fitzgerald, Zora Neale Hurston, Helen Keller, Babe Ruth, W. C. Handy, and Charles Lindbergh. SS.A

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Alabama history, APTV, history hunt, Social Studies, Teacher Guide, video series, Yellowhammer

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The Yellowhammer History Hunt (YHH) video series takes students on a journey through Alabama’s past, exploring the places and people that define Alabama today. From archaeological sites to airfields, each episode features a selected site and shows why it is an important part of Alabama and American history.

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Author:

YVETTE AKRIDGE

ALEX Classroom Resource

Teacher Guide, Treasure Map & Activity | Yellowhammer History Hunt