1 Challenging Social Studies Activities Fourth grade 44 ALCOSS: 4.1 (2004 COS, p. 28) 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 Students can 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. Students will interpret information about Alabama using various thematic maps. Reservoir, environment, plateau, tributary, climate Meteorologist, Farmer, Economist, Barge Captain, Conservationist, Game Warden, Geographer Students will research climate change over the last twenty years in Alabama and predict what weather in Alabama will look like twenty years from now. Advanced Understanding & Activity (Alternate Activity): Student page found in Appendix A I Can Students will choose one or more I CAN activity(ies) to accomplish as time permits. They must research their topics in order to develop the products. Students may need to plan their product using organizational tool Primary Project Planner. 1. Create a booklet called What s Special About Alabama? Your booklet should include information about each of the five landform regions, river systems, climate, and natural resources. Explain why each region is special, including how the landforms impacted the economic growth of the area. 2. Imagine you live along Alabama s Gulf Coast. The National Weather Service has just issued a hurricane warning for your area. Create a To Do list telling how you would prepare for a severe storm. For example, you might include providing for food and electricity, protecting your family and home, or evacuation routes from the area. 3. Draw a map of Create your own symbols for mountains, valleys, and cities, as well as other features such as rivers and wetlands. Be sure to make a map key and place the symbols in their appropriate place on the map. Explain how these geographic features influenced the locations of the largest cities. 4. Research one of Alabama s tourist attractions. Use this information to create an in-depth travel brochure making sure to include information such as population, climate, places of interest, and directions from Alabama s larger cities. Include why tourists must see this attraction. 5. Use various sources to research Alabama s natural resources. Choose one natural resource and write a persuasive speech explaining why this resource should be protected. Crane, C. Y is for Yellowhammer: An Alabama Alphabet. North Mankato, MN: Sleeping Bear Press Shirley, D. Alabama (Celebrate the States). Salt Lake City, UT: Benchmark Books Feeney, K., Nichols, L. E., & Matusevich, M. N. Alabama (From Sea Shining Sea). NY: Children s Press
2 Challenging Social Studies Activities Fourth grade 45 ALCOSS: 4.2 (4.3 in 2004 COS, p. 30) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims. Tracing, on maps and globes, 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. Students will gain a deeper understanding of the impact European exploration had on Students can relate reasons for exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Students will create a timeline of conflicts between Europeans and Americans from 1519 and 1840 and summarize how they affected the course of history. Colony, trading post, treaty, exploration, Hernando DeSoto, Alonso Alvarez DePineda, Chief Tuskaloosa, Le Moyne brothers, Cassette Girls Cartographer, Historian, Park Ranger, Teacher, Author Think Fast Follow the directions at each letter. Students will write answers as quickly as possible on a separate piece of paper. E X P L O R E R List three reasons for European exploration in Name four ways exploration and settlement impacted American Indians in Locate and name three European settlements in Alabama on a map. Name four reasons explorers came to List three facts about Fort Condé. List three facts about Toulouse. List three facts about Fort Mims. Name four reasons for conflicts between Europeans and American Indians in Alabama from 1519 to Fritz, J. Why Don t You Get a Horse Mr. Adams? NY: Coward, McCann, and Geoghegan Grant, M. S. DeSoto, Explorer of the Southeast. Chicago, IL: Creative Education Kent, D. The American Revolution: Give Me Liberty, or Give Me Death! Berkeley Heights, NJ: Enslow ALCOSS: 4.3 (4.3.4 in 2004 COS, p. 30) Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Examples: social adoption of European culture by American Indians, opening of Alabama land for settlement political forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency economic acquisition of tribal land in Alabama by the United States Explaining the impact of the Trail of Tears on Alabama American Indians lives, rights, and territories.
3 Challenging Social Studies Activities Fourth grade 46 Students can explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Students will gain a deeper understanding of the social, political, and economic impact of the War of 1812 and the Trail of Tears on Alabama Indians. Students will predict how our country and Alabama might be different if the Treaty of Fort Jackson had not been signed. Alliance, militia, Red Sticks, White Sticks Tecumseh, Red Eagle, Sam Dale, Andrew Jackson Attorney, Author, Historian, Social Worker, Park Ranger, Advertising, Public Relations RAFT Students will choose one row to complete. They will write about the TOPIC from the perspective of the ROLE to the AUDIENCE using the FORMAT. Teachers may also allow the student to choose one item from each of the four columns. Provide an audience for the students to present their products. Students may need to plan his/her product using the organizational tool Project Planner. ROLE AUDIENCE FORMAT TOPIC Federal Road Settlers Newspaper ad Travel through Creek territory. Red Sticks Tecumseh Rap Burn, Baby, Burn! Canoe Sam Dale and his men Wanted Poster Men to transport down the river. Gate at Fort Mims Major Beasley Letter You should have listened! Treaty Red Eagle Urgent Why you need to surrender. Trail of Tears American Indians Song Sell or submit. McCagne, J. Tecumseh, Shawnee Warrior-Statesman. Champaign, IL: Garrard Publishing Company Santrey, L. Davy Crockett, Young Pioneer. Mahwah, NJ: Troll Associates Slapin, B. & Seale, D. Through Indian Eyes: The Native Experience in Books for Children. Philadelphia: New Society Publishers ALCOSS: 4.4 (4.4 & in old document, p. 30) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century Recognizing natural resources of Alabama during the early nineteenth century. Describing human environments of Alabama as they relate to settlement during the early. nineteenth century, including housing, roads, and place names. Students will interpret the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Students can relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Landform, wetland, fall line, region, natural resources, iron ore, cotton gin Students will explore ways that natural resources will change during the twenty-first century and the affect it will have on human environments.
4 Challenging Social Studies Activities Fourth grade 47 Geographer, Drafter, Financial Analyst, Surveyor, Environmental Scientist Each student will write a newspaper article to explain why settlers from the eastern United States are moving to The chart below will help the student to organize his/her research. The teacher may allow the student to use the Internet for research. Who What When Where Where How Feeney, K., Nichols, L. E., & Matusevich, M. N. Alabama (From Sea Shining Sea). NY: Children s Press Somerville, B. A. Alabama (America the Beautiful, Third). Danbury, CT: Children s Press Brown, D. Alabama (Hello U.S.A.). NY: Benchmark Books Shirley, D. and Hart, J. Alabama (Celebrate the States). Danbury, CT: Children s Press ALCOSS: 4.5 (4.5.2 in 2004 COS, p. 30) 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. Students can describe Alabama s entry into statehood and establishment of its three branches of government and the constitutions. Students will explain Alabama s entry into statehood and establishment of its three branches of government and the constitutions. Legislative, judicial, executive, constitution, delegate, petition Politician, Lawyer, Judge, Court Reporter Students will justify political and geographical reasons for changes in location of Alabama s state capital. Think Fast Student will follow the directions at each letter. They will write the answers as quickly as possible on separate pieces of paper. Answers for each activity must begin with the corresponding letter. For example, answers for the first activity must begin with the letter S. How many of these can you complete? S T A T E H O List two ways the Alabama Constitution was like the U.S. Constitution. Identify the three branches of government. Name two facts about St. Stephens. Name two facts about Huntsville. Name two facts about Cahaba. Name two facts about Tuscaloosa. Name two facts about Montgomery.
5 Challenging Social Studies Activities Fourth grade 48 O List three reasons the capitol was moved from Cahaba. D List three facts about William Wyatt Bibb. Liber, H. Alabama: Read about Geography. NY: Scholastic, Inc A Guide to Alabama s 19th Century Charcoal Blast Furnaces and Ironworks: Old Town Alabama: Capitals of Alabama: ALCOSS: 4.6 (2004 COS, p. 31) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople. Examples: cultural housing, education, religion, recreation economic transportation, means of support political inequity of legal codes fertile river valleys. Students can describe cultural, economic, and political aspects of the lifestyles of early nineteenthcentury farmers, plantation owners, slaves, and townspeople. Describing major areas of agricultural production in Alabama, including the Black Belt and Students will compare the lifestyles of early Nineteenth-century farmers, plantation owners, slaves and townspeople. Farmer, Agricultural Manager, Veterinarian Students will relate their life, (school, leisure and home) to that of children in the nineteenth century. Squatters, speculators, merchant, profit, plantation, yeoman farmer, cash crop, staple, economy On a separate sheet of paper each student will create a chart or use the one provided to compare and contrast farmers, plantation owners, slaves, and townspeople. After researching the information and completing the chart, he/she will explain which group had the better quality of life and why? You may need to monitor the learning to check for inaccurate information. Farmers Plantation Owners Slaves Townspeople CULTURAL ECONOMIC POLITICAL Marsh, C. Alabama Hot Air Balloon Geography Mystery! Peachtree City, GA: Gallopade Intl Harrison, F. H. & Hurst, J. Jimbo on Board the Nettie Quill: An Alabama Riverboat Adventure. St. Louis, MO: River City Pub Ross, M. D. Emma Sansom: Confederate Heroine (Alabama Roots Biography series). Hoover, AL: Seacoast Publishing Deal, B. and Davis, S. The Least One (Library Alabama Classics). Tuscaloosa, AL: University of Alabama Press Bailey, T. Sam Dale: Alabama Frontiersman (Alabama roots biography series). Hoover, AL: Seacoast Publishing
6 Challenging Social Studies Activities Fourth grade 49 ALCOSS: 4.7 (2004 COS, p. 31) Explain reasons for Alabama s secession from the Union, including sectionalism, slavery, states rights, and economic disagreements. Identifying Alabama s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders. Recognizing Montgomery as the first capital of the Confederacy. Interpreting the Articles of the Confederation and the Gettysburg Address. Students can explain reasons for Alabama s secession from the Union, including Students will justify reasons for Alabama s secession from the Union, including Students will interpret the Articles of the Confederation and the Gettysburg Address. sectionalism, slavery, states rights, and economic disagreements. sectionalism, slavery, states rights, and economic disagreements. Secede, inaugurate, casualty, sectionalism, states rights, unionist, Confederate States of America, Abraham Lincoln, William Yancy, Jefferson Davis, confederacy Governor or Statesman, Historian, Author, Attorney, Judge, Economist, Speech Writer That s Good/That s Bad Story Students will research the following questions: What are three differences between the North and South? What events led to Alabama s decision to secede from the Union? What role did Alabama play in the organization of the Confederacy? Then students will read the That s Good/That s Bad scenario. Students will write and illustrate the chain of events to show the positive and negative situations surrounding the scenario. You may use additional sheets of paper in order to complete your story. Include all the information you know about Alabama s secession from the Union and its role in the organization of the Confederacy. Scenario: Differences between the North and South caused many Southerners to want to secede from the Union and begin their own nation. On December 24, 1860, Alabama elected delegates to a secession convention which was to meet on January 7, Not all Alabamians wanted to leave the Union. On January 11, 1861, a vote to secede was taken. With sixty-nine votes in favor of succession and thirty-nine votes to stay in the Union, Alabama was leaving the Union! Oh that s good! No, that s bad! Morris, R. Hugo L. Black: Justice for All (Alabama Roots Biography Series). Hoover, AL: Seacoast Publishing Marsh, C. Alabama Bandits, Bushwhackers, Outlaws & Lawmen (& Women)!. Peachtree City, GA: Gallopade Intl ALCOSS: 4.8 (2004 COS, p. 31) Explain Alabama s economic and military role during the Civil War. Examples: economic production of iron products, munitions, textiles, and ships military provision of military supplies through the Port of Mobile, provision of armament center at Selma Recognizing military leaders from Alabama during the Civil War. Comparing roles of women during and after the Civil War on the home front and battlefront.
7 Challenging Social Studies Activities Fourth grade 50 Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates. Students will analyze Students will determine the Alabama s economic and importance of Alabama s military role during the economic and military role Civil War. during the Civil War. Students can explain Alabama s economic and military role during the Civil War. Regiments, Mobile Bay, Robert E. Lee, Ulysses S. Grant, blockade, Nathan Bedford Forrest, surrender, munitions, Emma Sansom, fleet, knapsack, infrastructures, skirmishes Author, Magazine Editor, Historian, Economist, Military Officer, Nurse, Teacher Think Fast Follow the directions at each letter. Write your answers as quickly as possible on a separate piece of paper. C I V I L W A R List four non-fighting jobs that were important for the war efforts. List three industries which helped in the war effort and describe their products. Name four military leaders from Alabama during the Civil War and the battles in which they were involved. Name three ways woman helped during and after the Civil War on the home front and battlefront. List two important uses for the Port of Mobile. Give two reasons why Selma was an important military supply center. Name the two Forts the Confederacy lost during the Battle of Mobile. List three infrastructures that were destroyed by the Union troops. Polacco, P. Pink and Say. New York: Philomel Books Beatty, P. Who Comes With Cannons. NY: Greenwillow Ransom, C. Children of the Civil War. Minneapolis, MN: Lerner Publications Stanchak, S. Eyewitness Civil War (DK Eyewitness Books). New York: DK Publishing Reger, J. P. Life in the South During the Civil War. San Diego, CA: Lucent Books Jerome, K. B. Civil War Sub: The Mystery of the Hunley. NY: Grosset & Dunlap ALCOSS: 4.9 (2004 COS, p. 31) Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups. Examples: political issues military rule, presence of Freedmen s Bureau, Alabama s readmittance to the Union economic issues sharecropping, tenant farming, scarcity of goods and money Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States. Identifying African Americans who had an impact on Alabama during Reconstruction in Students can analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups. Identifying major political parties in Alabama during Reconstruction. Students will critique political and economic issues facing Alabama during Reconstruction for their impact on various social groups. Students will differentiate between the impact of political and economic issues on Alabama during the Reconstruction.
8 Challenging Social Studies Activities Fourth grade 51 Freedmen s Bureau, carpetbaggers, scalawag, Black Codes, sharecroppers, tenant farmers Businessman, Data Analyst, Politician, Photographer, Civil Engineer I Can The student will choose one or more I CAN activity (ies) to accomplish, as time permits. Students must research their topics in order to develop the products. Students may need to plan their product using organizational tool, Primary Project Planner. 1. Compare and contrast Lincoln s plan for reconstruction and that of the Republicans. 2. Research the Freedmen s Bureau to create a chart listing all the universities and colleges that were started by the Bureau. 3. Create a flip book by drawing various scenes that depict Alabama during Reconstruction. 4. Explore carpetbaggers and scalawags. Which would you choose to be? Summarize your answer by creating a full page advertisement for a newspaper trying to persuade people to join your organization. 5. Use the Internet to research The Black Codes of Compare these codes to the thirteenth, fourteenth and fifteenth amendments. Discuss how these codes kept Alabama from being immediately readmitted to the Union. King, D. Civil War and Reconstruction (American Heritage, American Voices Series). NY: John Wiley and Sons Copper, M. From Slave to Civil War Hero: The Life and Times of Robert Smalls. NY: Dutton Juvenile Raatma, L. The Carpetbaggers (We the People: Civil War Era series). Minneapolis, MN: Compass Point Robinet, H. Forty Acres and Maybe a Mule. NY: Simon and Schuster ALCOSS: 4.10 (2004 COS, p. 32) Analyze social and educational changes during the late nineteenth and early twentieth century for their impact on Examples: social implementation of the Plessy versus Ferguson-separate but 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 Alabama Agricultural and Mechanical (A&M) University, Auburn University, Tuskegee University, 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 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. Students will demonstrate a deeper understanding of social and educational changes during the late nineteenth and early twentieth century for their impact on Students can analyze social and educational changes during the late nineteenth and early twentieth century for their impact on Alabama Students will compare and contrast social and educational changes during the late nineteenth and early twentieth century for their impact on
9 Challenging Social Studies Activities Fourth grade 52 Export, import, urban, reform, segregate, prejudice, literature, suffrage, Jim Crow Laws Lawyers, Judges, Paralegal, Factory Worker, College Professor, Civil Rights Activist, Artist, Photographer TIC-TAC-TOE Students will choose three activities in a row, column, or diagonal, just like TIC-TAC-TOE. Then students will complete the contract to submit to their teachers. Students may need to plan their product using the organizational tool Project Planner. 1. Research one Alabamian who made a contribution to science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries. Prepare a short speech explaining who you are and why you are important to the growth, development, or culture of 4. Research various types of transportation used during the nineteenth and early twentieth centuries. Write a two paragraph essay explaining why rail-roads were important to the development of industry and trade in 7. Create a mural representing industry, trade, and agriculture in Alabama during the nineteenth and early twentieth centuries. 2. Create a full page ad for a newspaper to attract people to urban areas of Alabama in the 1800 s. You should choose an industry from this time period. 5. Free Space Create your own Activity. 8. Develop a timeline showing the major social and educational changes during the late nineteenth and early twentieth centuries. 3. Imagine that you live in an Alabama city in the late 1800s. Write a journal entry describing your life. Be sure to include what type of work your family does, leisure activities, and what your school is like. 6. Write a rap detailing Jim Crow laws. 9. Using the state song Alabama written by Julia Tutwiler, design a picture book and illustrate each verse. Aryal, A. Hello Aubie. Herndon, VA: Mascot Books Inc Aryal, A. Hello Big Al. Herndon, VA: Mascot Books Inc Roza, G. America's Transition from Agriculture to Industry: Drawing Inferences and Conclusions. NY: Rosen Central Collier, C. and Collier, J. Reconstruction and the Rise of Jim Crow, (Drama of American History). NY: Benchmark Books ALCOSS: 4.11 (2004 COS, p. 32) 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 167th Regiment of the Rainbow Division. Identifying World War I technologies, including airplanes, machine guns, and chemical warfare.
10 Challenging Social Studies Activities Fourth grade 53 Students can 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. Students will analyze their knowledge of 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. Students will predict how the outcome of the War might have been different without the use of airplanes, machine guns, and chemical warfare. Alabama s 167th Regiment, Rainbow Division, military installations, import, export, production, chemical warfare Historian, Military Analyst, State Department Personnel, Propagandist That s Good/That s Bad Story Students will research the following questions: What was the significance of the Rainbow Division? How did the war affect industry in Alabama? What were some reasons African Americans migrated from Alabama to the North and West? Then students will read the That s Good/That s Bad scenario. Students will write and illustrate the chain of events to show the positive and negative situations surrounding the scenario. You may use additional sheets of paper in order to complete your story. Scenario: My grandfather, like many Alabamians, took an active role in World War I and fought with the Rainbow Division which was comprised of the Alabama National Guard and the Fourth Alabama Infantry. This unit was one of the most famous units in the war. While grandpa was fighting for America, grandma had to take a job to earn money. Oh, that s bad! No, that s good! Colby, C.B. Fighting Gear of World War I. NY: Coward, McCann & Geoghegan Ollif, M. The Great War in the Heart of Dixie: Alabama During World War I. Tuscaloosa, AL: University of Alabama Press ALCOSS: 4.12 (2004 COS, p. 33) Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Examples: impact of the 1920s increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash impact of the Great Depression over cropping of land, unemployment, poverty, establishment of new federal programs Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression. Students can explain the impact the 1920s and Great Depression had on different socioeconomic groups in Students will synthesize their knowledge by creating an acrostic poem incorporating the impact the 1920s and Great Depression had on different Students will imagine what it might have been like to live in Alabama during the Great Depression.
11 Challenging Social Studies Activities Fourth grade 54 socioeconomic groups in Consumption, overproduction, poverty, unemployment, overcropping, Great Depression Stock Broker, Banker, Financial Analyst, Economist, Counselor, Newspaper Reporter, Propagandist, Farmer Acrostic Poetry Students will research the impact the 1920s and the Great Depression had on different socioeconomic groups in They will consider both the negative and positive impacts, which may include increases in availability of electricity, employment opportunities, over cropping of land, unemployment, poverty, and establishment of new federal programs. Students will organize this information in the form of an acrostic poem. Students may use the following Web site to help them get started. ( This information should be incorporated into the poem (templates are provided). Illustrations which represent the information included on each line may be added. American Cultural History : Lied, K. Potato: A Tale From The Great Depression. Des Moines, IA: National Geographic Children s Books Stanley, J. Children of the Dust Bowl: The True Story of the School at Weedpatch Camp. NY: Crown Books Blumenthal, K. Six Days in October: The Stock Market Crash of NY: Simon and Schuster ALCOSS: 4.13 (2004 COS, p. 32) 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. 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. Students will evaluate the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, and utilization of Alabama s military installations, military recruitment, the draft, and a rise in racial consciousness. Students can describe economic and social impact of World War II on Alabamians, including the entry of women into the work force, increase in job opportunities, rationing, and utilization of Alabama s military installations, military recruitment, the draft, and a rise in racial consciousness. World War II, military recruitment, military installations, racial consciousness Author, Historian, Soldier, Recruiter, Pilot Students will describe how life in Alabama would have been if the war had been fought in the United States.
12 Challenging Social Studies Activities Fourth grade 55 RAFT Students will choose one row. They will write about the TOPIC from the perspective of the ROLE to the AUDIENCE using the FORMAT. The teacher may allow students to choose one item from each of the four columns. Provide an audience for the student to present his/her product. Student may need to plan his/her product using the organizational tool Project Planner. ROLE AUDIENCE FORMAT TOPIC Plane Tuskegee Airman Full page Newspaper No loss of life. Ad U.S.S. Alabama Tourist Song Voice from the past. Gasoline Cars Letter Please conserve! Fort McClellan WAC Rap Are you tough enough? Foreman, M. War Boy: A Wartime Childhood. London: Pavilion Children Books Adams, S. DK Eyewitness Books: World War II. London: DK Publishing Westall, R. The Machine Gunners. NY: MacMillan Children s Books Donkin, A. The Story of a World War II Evacuee (Historical Stories). London: Hodder Wayland Williams, M. My Secret War Diary, By Flossie Albright: My History of the Second World War, Cambridge, MA: Candlewick Press ALCOSS: 4.14 (2004 COS, p. 33) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on 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 Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights. Students will interpret the modern Civil Rights Movement to determine the social, political, and economic impact on Students can analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Students will predict how Alabama might look today had the Civil Rights Act of 1964 not passed. Discrimination, desegregate, civil rights, boycott, non-violence, separate but equal, George Wallace, Martin Luther King, Jr., Rosa Parks, Freedom Riders Pastor, Policeman, Lawyer, Civil Rights Activist, Journalist, Photographer
13 Challenging Social Studies Activities Fourth grade 56 TIC-TAC-TOE Students will choose three activities in a row, column, or diagonal, just like TIC-TAC-TOE. Then they will complete contracts to submit to their teachers. Students may need to plan their products using the organizational tool Project Planner. 1. Define the phrase separate but equal. Rewrite this phrase in your own words and explain how it relates to events in the early 1900s. 4. Create a mural of famous events in the Civil Rights movement. Provide a sign explaining why these events were chosen to represent the Civil Rights Movement. 7. Write a letter to Rosa Parks sharing your thoughts about the way she was treated. Express your gratitude for the stand she took and how it has impacted the way minorities are treated today. 2. Research The Niagara Movement and The National Association for the Advancement of Colored People. Summarize the purpose of each of these groups. 5. Free Space Create your own activity 8. Search the Internet for locations of Civil Rights memorials across the country. Mark these locations on a map of the United States paying attention to those located in our own state. Create a Civil Rights Trail brochure showing the locations and providing a short description of the memorial and why visitors must see it. 3. Write a rap from the point of view of the four little girls, retelling the events of the Sixteenth Street Baptist Church bombing in Birmingham. 6. Imagine that you took part in the Selma to Montgomery March. Write a five paragraph summary of some of the hardships you encountered during the March. 9. You are a reporter who has been chosen to interview Dr. Martin Luther King, Jr. Develop a list of questions which you would ask him concerning his role during the Civil Rights Movement. McWhorter, D. Carry Me Home: Birmingham, Alabama: The Climactic Battle of the Civil Rights Revolution. NY: Simon & Schuster Shelton, P. & Colon, R. Child of the Civil Rights Movement (Junior Library Guild Selection). NY: Schwartz & Wade Books Giovanni, N. & Collier, B. Rosa. NY: Macmillan Turk, M. The Civil Rights Movement for Kids: A History With 21 Activities. IL: Chicago Review Press ALCOSS: 4.15 (2004 COS, p. 34) Identify major world events that influenced Alabama since 1950, including the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. Students can identify major world events that influenced Alabama since These events include the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. Students will evaluate major world events that influenced Alabama since These events include the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. Students will evaluate major world events that influenced Alabama since 1950 and the changes they have brought in their way of life.
14 Challenging Social Studies Activities Fourth grade 57 Tension, terrorist, munitions, satellites, communist, Iraq, Afghanistan, George Bush, John F. Kennedy, Saddam Hussein Military Personnel, Computer Analyst, Photo Journalist, News Anchor Think Fast The student will follow the directions at each letter. He/she will write their answers as quickly as possible on a separate piece of paper. C O N F L I C T Name two goals of the United States during the Cold War. List three reasons for the Korean Conflict. Identify three ways the Vietnam War affected Alabamians. Name two valuable natural resources that Kuwait produces. Identify three ways technology influenced the Persian Gulf War. List two contributions Alabama made to the Persian Gulf War. List two contributions Alabama made to President Bush s attack on Afghanistan. Identify three ways the war on terrorism has affected life in the United States. Afghanistan: /geos/af.html Persian Gulf War: ALCOSS: 4.16 (2004 COS, p. 34) Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth century and early twenty-first century. Describing how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies. Relating Alabama s economy to the influence of foreign-based industry, including the automobile industry. Students can determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural Students will analyze the impact population growth had on Alabama during the late twentieth century and early Students will research foreign-based industry, including the various automobile s being manufactured in environment of Alabama during the late twentieth century and early twenty-first century. twenty-first century. Natural resources, assembly line, agribusiness, aerospace, global economy Civil Engineers, Economist, Surveyor, Computer Programmer, Factory Worker, Conservationist, Aerospace Engineer
15 Challenging Social Studies Activities Fourth grade 58 Fortunately, Unfortunately The student will research and answer the following questions: How has technological advancements impacted change to Alabama? Which technological advancement brought about the most change to Alabama? How did road systems change from the late twentieth century to the early twenty first century? Read the scenario. Then write and illustrate the chain of events to show the positive and negative situations surrounding the scenario. Students should include information which shows a deeper understanding of the effects population growth and technological advancements impacted change in Scenario: Over the last ten years Alabama has seen an increase in products shipped to other countries. Items, such as cars, trucks, and other transportation equipment, were responsible for nearly $2 billion dollars worth of Alabama s exports. Soybeans, chemicals, and electronics are also sold worldwide. Our state is now part of the global economy. Unfortunately Literature Connections/Resources: Alabama Automotive Manufactures Association: Crowther, R. Pop-Up House of Inventions: Hundreds of Fabulous Facts About Your Home. NY: Candlewick
Dates Social Studies Standards LCS Adopted Resource Chapter and pg # Additional Resources 17 Days 1. Compare historical and current economic, political, and geographic information about Alabama on thematic
Grade 4 Alabama Studies Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine
Course of Study Objective 1 Identify historical and current economic, political, and geographic information about Alabama on thematic maps. Examples: weather/climate maps, physical relief maps, waterway
Social Studies Curriculum Guide Fourth Grade Alabama Studies August 14 October 9, 2014 Unit 1 Suggested Pacing: First Nine Weeks 40 Days (45 Minute Lessons) Unit At A Glance: In this unit, students will
TOPIC/BENCHMARK COMPLETED by the following dates: September 12, 2014 September 22, 2014 October 23, 2014 November 10, 2014 November 25, 2014 December 15, 2014 January 15, 2015 January 29, 2015 U.S. HISTORY
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GRADE 8 SOCIAL STUDIES History Standard 1 Historical Thinking Skills Students use information and concepts to analyze, interpret, and draw conclusions from historical events. 8.1.1 Produce clear and coherent
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SOCIAL STUDIES UNIT OUTLINES FOURTH GRADE In fourth grade, students use their understanding of social studies concepts and skills to explore Washington State in the past and present. Students learn about
8th Social Studies B Practice Name: Instructions: Copyright 2000-2002 Measured Progress, All Rights Reserved : 8th Social Studies B Practice 1. Which is a correct statement about the Supreme Court s Dred
How successful was the Civil Rights campaign in achieving its aims between 1950 and 1965? I have a dream... Civil Rights Aims Desegregation Voting Rights Civil Rights End to Discrimination Methods Legal
Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson Department of State, Department of Treasury, Department of War, Attorney General, Postmaster General : 5 government departments established
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Addendum: American History I: The Founding Principles On June 23, 2011, the North Carolina General Assembly passed The Founding (SL 2011-273). This act calls for local boards of education to require, as
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The fourth grade student: Time, Continuity, and Change [History] knows different types of primary and
Lesson Plans This unit introduces children to the history of segregation, from the end of the Civil War in 1865 through the 1940 s. Its content bridges the period between slavery and the peak of the Civil
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Addendum: American History II: On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL 2011-273). This act calls for local boards of education to require, as a condition
Social Studies Grade Level: 5 American History Standard 1: Historical Inquiry and Analysis (SS.5.A.1) Benchmark: 1. Use primary and secondary sources to understand history. (SS.5.A.1.1) Benchmark: 2. Utilize
World Book Online: The trusted, student-friendly online reference tool. World Book Student Database Name: Date: Find It! Martin Luther King, Jr. Martin Luther King, Jr., was one of the most important leaders
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Classroom Resources for Martin Luther King Day 2015 Reviewed by CCSS Publications Committee Dr. Margaret Hill, Committee Chair Leslie Smith, Sunburst Co-Editor On January 19, 2015 the annual holiday recognition
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CIVIL WAR Document Based Question PART B WRITTEN RESPONSE DIRECTIONS: Write a well organized essay that includes a strong introduction, body (topic and closing sentence for each paragraph), and conclusion
Crash and Depression (1929 1933) SECTION 1 THE ECONOMY IN THE LATE 1920S THE BIG I DEA While the American economy continued growing during the 1920s, there were signs that the good times might not last.
Fifty Years Later: What Would King Say Now? Keith M. Kilty On August 28, 1963, some 250,000 people marched on Washington, DC. The platform for the speakers and singers program was set up on the steps of
Social Studies Grade 5 UNIT 1: Colonial America Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution
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Malcolm X and Martin Luther King Jr. Corey B. Enos Elementary school 2016 Chapter:1 Civil rights movement The civil rights movement was in equal rights for the blacks and whites. Civil rights is the right
#20 in notebook WHAT EVENTS LED TO THE CHEROKEE REMOVAL? I. BACKGROUND 1733 Georgia was founded. Colonists were welcomed by Tomochichi, a Yamacraw Indian. Most of Georgia was inhabited by Indians. 1838
7 Wisconsin: Our State, Our Story Wisconsin and the Civil War In this chapter, students focus on the upheaval brought on by the events associated with the Civil War. Brought home are questions about slavery
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Limited A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for American History. A student at this level has an emerging ability to use and evaluate primary
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This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff Fifth Grade Social Studies Crosswalk This crosswalk document
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Social Studies / History Activity Life on the Home Front Background Task The Civil War impacted the lives of every American. As husbands, sons and loved ones left the home for war women were required to
AFRICAN-AMERICAN CONTRIBUTIONS SERIES presented by BlueCross BlueShield of Tennessee THE COLOR OF BLOOD TIME LINE OF MILITARY INTEGRATION 1639 The Virginia House of Burgesses passed the first legislation
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The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of the statement.
"Partnering with the National Park Service: Ensuring Our Stories Transfer Accurately" September 25, 2012 David Vela Regional Director, Southeast Region National Park Service Gerard Baker Retired Assistant
The Campbell Family Chapter 1 9 th and 8 th generations featuring Adam and son Alexander Late 1700s and early 1800s 4/4/2012 2:08 PM Many relatives have provided information and photos for the Campbell
Name:Class:_Date: West Virginia: 150 Years of Statehood Chapter 12: The Civil War and West Virginia's Statehood Movement True/False Indicate whether the statement is true or false. 1. The main reason the
The Civil Rights Movement Writer - Tedd Levy, former Social Studies teacher, Education Consultant, and past President of the NCSS Editor - Kimberly Gilmore, Ph.D., The History Channel Introduction: For
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Standard A: Standard 1: Time, Continuity, and Change [History] The student understands historical chronology
Title: North VS. South: The Causes of the Civil War Grade Level: 3 rd grade Subject Matter: Social Studies Target Audience: Small group Time Frame: 40-50 minutes Taught by: Lynnsey Fisher Goals: Standards:
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Black Studies Center List of Encyclopedias, Dictionaries, and Multi-Volumes 1. A Book of the Beginnings (Vols.1-2) 932.01 M416 2. A Hard Road to Glory (Vols.1-3) 796.0899 A812 Vol.1-3 Volume 1: A History
Name: Instructions: Copyright 2000-2002 Measured Progress, All Rights Reserved : 1. Deposits of decayed plant and animal life millions of years old created North America s supply of A. sand. B. granite.
The Civil War Chapter 15 The Anaconda Plan (Winfield Scott Essentially a siege Hoped for southern unionists to retake control of their governments Not practical because of lack of ships The war unfolded
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CURRICULUM VITA WILSON FALLIN, JR., Ph.D. Professor of History University of Montevallo Station 6180 Montevallo, Alabama 35115 (205) 665-6183 email@example.com EDUCATION Ph.D. University of Alabama
Activity One Mapping Activity There were many battles that took place during the American Civil War. Listed below are ten different battles. Investigate where each battle look place. Then label the map
Page 1 The Center of the World offers insights into American history topics including the post-world War II economic order, city planning in the era of urban renewal, and globalization and its consequences.
A Correlation of Pearson myworld Social Studies Grade 2 Florida Edition To the Monroe County Curriculum Guide Table of Contents HISTORICAL THINKING SKILLS... 3 Unit 1- Rules and Laws... 4 Unit 2: Citizenship:
Take this Test! Round One 1. The Aztec Empire was located in Canada or Central America? 2. Where did Roger Williams eventually settle?...maryland or Rhode Island? 3. During the European settlement of the
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Name: Class: Excerpts from the Trail of Tears Diary The Trail of Tears is the name given to the forced relocation of Native American nations following the Indian Removal Act of 1830. The removal included
1776 Only people who own land can vote Declaration of Independence signed. Right to vote during the Colonial and Revolutionary periods is restricted to property owners most of whom are white male Protestants