|Lesson Plan ID:
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.
|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. |
|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. |
|SS2010(4) Alabama Studies||5. Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions. |
|SS2010(4) Alabama Studies||8. Explain Alabama's economic and military role during the Civil War. |
|SS2010(4) Alabama Studies||9. Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups. |
|SS2010(4) Alabama Studies||10. Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama. |
|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. |
|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. |
|SS2010(4) Alabama Studies||14. Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama. |
|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
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Paper, Pencil, notecards
Computer with internet access for research
|Technology Resources Needed:
Computer/laptop with Internet access
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:**Some files will display in a new window. Others will prompt you to download.
As an extension, the students should produce a PowerPoint or Prezi to craft a digital time line of the life of their figure.
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
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: