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  This lesson provided by:  
Author:Leigh Evans
System: Jasper City
School: West Jasper Elementary School

  General Lesson Information  
Lesson Plan ID: 33195

Title:

Living Museum

Overview/Annotation:

The students will research famous Alabamians, write an informative paragraph about their historical figure, and prepare a presentation for a school-wide living museum.

This is a College- and Career-Ready Standards showcase lesson plan.


 Associated Standards and Objectives 
Content Standard(s):
SS2010 (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
  •  
    SS2010 (4) Alabama Studies
    3. Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.
    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
  •  
    SS2010 (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
  •  
    SS2010 (4) Alabama Studies
    8. 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 an armament center at Selma
  • Recognizing military leaders from Alabama during the Civil War
  • Comparing roles of women on the home front and the battlefront during and after the Civil War
  • 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
  •  
    SS2010 (4) Alabama Studies
    9. Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.
    Examples: political—military rule, presence of Freedmen's Bureau, Alabama's readmittance to the Union
    economic—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 Alabama
  • Identifying major political parties in Alabama during Reconstruction
  •  
    SS2010 (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
  •  
    SS2010 (4) Alabama Studies
    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 167th Regiment of the Rainbow Division
  • Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
  •  
    SS2010 (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
  •  
    SS2010 (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
  •  

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will research and compile relevant information about historical figures related to the history of the state of Alabama. They will compose an informative paragraph for living museum speeches, as well as develop a costume.

    Additional Learning Objective(s):

    Production of presentation both digitally and orally


     Preparation Information 

    Total Duration:

    91 to 120 Minutes

    Materials and Resources:

    Paper, Pencil, notecards

    Computer with internet access for research

    Library access

     

    Technology Resources Needed:

    Computer/laptop with Internet access

    Background/Preparation:

    Teachers:.

    Ensure students understand the process of writing an informative paragraph and speech.

    Graphic Organizer:  http://www.readwritethink.org/files/resources/printouts/6-8%20Essay%20Map.pdf

    Webbing Tool:

    http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-webbing-tool-30038.html


      Procedures/Activities: 
     

    1) Allow students to choose their historical figure from the list attached below. (taken from the ALCOS)

    2) Once the students have chosen their research topic, allow time on computers and in the library to research their figure. (Use this as an opportunity to discuss relevant sources)

    3) Follow the 5 stages of writing to produce the informative paragraph.

    4) Once complete, work in peer groups to practice their speech and delivery.

    5) Students should research the clothing of their figure and prepare a costume for the Living Museum.

    6) Spend time facilitating the building and producing of the informative speeches.

    7) Students should be given dress rehearsals for their grade level.

    8) Prepare a common area (library, gym, etc.) for the students to stand a good distance apart. Place markers in the floor for the “museum visitors” to stand on and indicate to the Living Museum historical figure, they must deliver their speech.



    Attachments:
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      Assessment  

    Assessment Strategies


    Acceleration:

    As an extension, the students should produce a PowerPoint or Prezi to craft a digital time line of the life of their figure. 

    Intervention:

    Provide the remedial students with a CLOZE type plan for their use in organizing the information. (i.e. Hello, my name is _______________ and I was important in Alabama history because________________________).

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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