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Title: Alabama Moments in American History
Description:
This website provides supplemental materials correlated to the 10th and 11th grade Social Studies Course of Study and the graduation exam. These resources were created in an effort to show how Alabama's history is interwoven with the history of the U. S.
Standard(s):
[T1] UH3 (10) 8: Trace the development of efforts to abolish slavery prior to the Civil War.
[T1] UH3 (10) 10: Describe how the course, character, and effects of the Civil War influenced the United States.
[T1] UH4 (11) 2: Describe social and political origins, accomplishments, and limitations of Progressivism.
[T1] UH4 (11) 6: Describe social and economic conditions from the 1920s through the Great Depression, factors leading to a deepening crisis, and successes and failures associated with the programs and policies of the New Deal.
[T1] UH4 (11) 12: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery bus boycott, the desegregation of Little Rock Central High School, the march on Washington, and the Freedom Rides.
Alabama Moments in American History
http://www.alabamamo...
This website provides supplemental materials correlated to the 10th and 11th grade Social Studies Course of Study and the graduation exam. These resources were created in an effort to show how Alabama's history is interwoven with the history of the U. S.
Lesson Plans
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Title: Judgment Day: For and Against Freedom
Description:
This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
Standard(s):
[T1] UH3 (10) 8: Trace the development of efforts to abolish slavery prior to the Civil War.
[T1] UH3 (10) 9: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
[T1] UH3 (10) 10: Describe how the course, character, and effects of the Civil War influenced the United States.
[ELA] (10) 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
[ELA] (10) 15: Use the research process to document and organize information to support a thesis on a literary or nonliterary topic.
[ELA] (11) 3: Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage.
[ELA2010] (10) 6: Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)
[ELA2010] (10) 16: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]
[ELA2010] (10) 27: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
[ELA2010] (11) 25: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
[ELA2010] (11) 27: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
Judgment Day: For and Against Freedom
http://www.pbs.org/w...
This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
Learning Activities
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Title: Judgment Day: For and Against Freedom
Description:
This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
Standard(s):
[T1] UH3 (10) 8: Trace the development of efforts to abolish slavery prior to the Civil War.
[T1] UH3 (10) 9: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
[T1] UH3 (10) 10: Describe how the course, character, and effects of the Civil War influenced the United States.
[ELA] (10) 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
[ELA] (10) 15: Use the research process to document and organize information to support a thesis on a literary or nonliterary topic.
[ELA] (11) 3: Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage.
[ELA2010] (10) 6: Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)
[ELA2010] (10) 16: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]
[ELA2010] (10) 27: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
[ELA2010] (11) 25: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
[ELA2010] (11) 27: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
Judgment Day: For and Against Freedom
http://www.pbs.org/w...
This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
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